Research On The Influence Of Academic Stressor On Innovation Behavior Of Postgraduate Students In University

Innovative talents are the inexhaustible driving force for the sustainable and healthy development of a country.As an important reserve army for the cultivation of national advanced and elite talents,the cultivation of postgraduate students’ innovative behavior has an important impact on the construction of an innovative country and the development of the future society.Previous studies explored the innovative behavior of master students from the external factors such as tutor guidance and academic climate,and the research of pressure in the process of cultivating innovative behavior was relatively insufficient.Academic stressor provides opportunities for individual innovation to improve professional knowledge and scientific research ability.However,the innovative behavior of academic master students is a complex process.Academic stressor is one of the important situational factors affecting its production.How to transform the pressure into motivation,stimulate the innovative behavior of academic master students,and fully mobilize the initiative of students in the process of scientific research provides new ideas for the improvement of the quality of postgraduate education.By combing relevant literature,based on multidimensional theories such as social cognition theory,resource conservation theory and transaction theory,combined with the dual nature of pressure,this paper divides academic stressor into challenging academic stressor and hindrance academic stressor,takes academic stressor as independent variable,postgraduate innovation behavior as dependent variable,and introduces achievement motivation and learning burnout as intermediary variables to construct a theoretical model creatively.In order to explore the mechanism of academic stressor on the innovation behavior of academic master’s students,386 effective questionnaires were used for empirical analysis.The results show that the challenging academic stressor and the hindrance academic stressor have positive and negative effects on the innovation behavior of academic master students,respectively.Challenging academic stressor has positive and negative effects on the innovative behavior of academic master students through achievement motivation and learning burnout respectively,while hindrance academic stressor has negative effects through achievement motivation and learning burnout.In view of this,this study puts forward the following suggestions from three dimensions of master students,schools and tutor teams:Strengthen self-education and tap the potential of academic master students;Overall planning of multiple subjects,for master students innovation behavior;Give full play to the advantages of the tutor team and build a social support system.The innovations of this study lies in:Firstly,we selects achievement motivation and learning burnout as mediating variables to explore the influence of academic stressor on graduate students’ innovative behavior,and then explains to some extent how to control the “double-edged sword”of academic stressor,play the positive role of academic stressor in graduate students’ innovation and restrain its adverse effects.To a certain extent,it enriches the research content of the academic stressor on graduate students’ innovative behavior.Secondly,taking the postgraduate students as the main body and starting from the role and specific situation of postgraduate students,the research perspective and research field of innovative behavior are expanded.