| Graduate education is the key to the development of higher education,the concentrator to train high-quality talents,and the important way to build a country of talents and enhance national scientific and technological innovation.Therefore,the first importance of graduate training in China is to cultivate the core quality of graduate students,namely research ability,so as to promote the improvement of the quantity of research output and the optimization of the quality of research performance.However,at present,there are still various problems in the research ability of postgraduates in Our country.It has become the focus of postgraduate education to effectively improve the research ability of postgraduates,meet the needs of social development and adapt to the national science and technology innovation strategy.The tutor responsibility system is implemented in the training of graduate students in China.The tutor is defined as the person directly responsible for graduate students’ learning and development,which has the most direct and comprehensive influence on the growth and development of graduate students.Therefore,based on the theories of self-determination,affective events and self-efficacy,this study draws lessons from the leadership support behavior in the field of organizational behavior to construct a model of the relationship between supervisor support behavior and graduate students’ scientific research ability.Firstly,the model analyzes the direct influence of four dimensions of tutor support behavior(emotional support,autonomous support,structural support and scientific research knowledge)on graduate students’ scientific research ability.Secondly,the mediating effect of research self-efficacy on tutor support behavior and postgraduate research ability is analyzed.In this study,the information of 1018 postgraduate students in colleges and universities was collected by random sampling,and the data were tested and analyzed by SPSS26.0 and AMOS26.0 software.To understand the overall status of graduate research ability,tutor support behavior,graduate research self-efficacy and the relationship among the three,as well as the applicability of model assumptions,and dig into the questionnaire information,based on the existing research analysis,to explore and discuss the mentoring relationship,mentoring support behavior,graduate research ability.The main conclusions are as follows: first,the personal characteristics of postgraduates,including gender,grade,discipline and school category,have significant differences on their research ability and research self-efficacy;Secondly,supervisor support behavior has a significant impact on graduate students’ research ability and research self-efficacy.Supervisor’s emotional support has the most significant effect on graduate students’ research ability,and research support has the most significant effect on graduate students’ research self-efficacy.Thirdly,the self-efficacy of scientific research partially mediates the influence of supervisor’s independent support,emotional support and structural support on the core quality of graduate students’ scientific research ability,and mainly mediates the influence of supervisor’s scientific research support on their scientific research ability.Based on this,the research believes that postgraduate training institutions should actively ensure the effectiveness of postgraduate tutor guidance,provide various resources and information to assist the training of tutors,strengthen supervision and evaluation to guarantee the effective guidance of tutors,and improve the training concept and ability of tutors.The supervisor should provide all-round academic support to graduate students,especially the resources and information support needed for scientific research activities,so as to ensure the successful completion of scientific research tasks;Graduate students should improve their academic enthusiasm,maintain a harmonious relationship with their tutors,actively express their ideas and dare to innovate themselves. |
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