A Study On The Influence Of Tutoring Relationship On The Academic Achievement Of Full-Time Postgraduate Students

In the stage of high-quality connotative development of higher education,the quality of postgraduate education has attracted the attention of all walks of life.As an important subject of postgraduate education quality,the improvement of academic achievement of full-time graduate students is not only related to the future development and growth of individuals,but also affects the quality of the university’s talent training.Among the influencing factors of academic achievement,the mentoring relationship,as a special and important teacher-student relationship,has an important impact on the academic achievement of full-time postgraduates.Based on the social capital theory and the Astin I-E-O theory,this study investigates the mentoring relationship and academic achievement of full-time master students at H University.The research results show that,firstly,the full-time postgraduate students of H University are generally satisfied with the relationship between them and their supervisors.The interaction content is mainly academic research and career planning.type,and the overall score of the tutoring relationship is at an upper-middle level.Second,the academic achievement of full-time postgraduate students in H University is generally at the upper-middle level,and the non-cognitive academic achievement level is higher than the cognitive academic achievement level.Third,there are differences in gender,grade and type of training in the mentoring relationship and academic achievement of full-time postgraduate students.Men’s interaction frequency,academic dedication,academic performance and the number of participating in mentor projects are higher than those of women.From the third year of the master’s degree to the first year of the master’s degree,the number of published journal papers and conference papers,and the number of participating in the mentor’s project project decreased in turn.Academic full-time The average score of relational and cognitive dimensions,as well as the number of published journal papers and conference papers,and the number of participating in supervisor projects,are higher than those of professional full-time postgraduates.Fourth,there is a significant positive correlation between the full-time master’s tutoring relationship and academic achievement,and the tutoring relationship can significantly and positively predict the academic achievement of full-time master’s students.Among them,the dimension of mentoring relationship structure can significantly and positively predict the academic achievement of full-time master students,the relationship dimension can significantly and positively predict the interpersonal promotion of full-time master students,and the cognitive dimension can significantly and positively predict the academic dedication and performance of full-time master students.academic performance.In order to improve the existing mentoring relationship and promote the academic achievement of full-time postgraduate students,firstly,it is necessary to optimize the interaction mechanism of mentoring and create a good interactive atmosphere;The third is to improve the postgraduate training mechanism and improve the quality of postgraduate training.