Research On The Mechanism Of Teacher-student Interaction Between Postgraduates And Tutors On Learning Outcomes

The educational quality of graduate students is concerned and valued.Postgraduates’ learning outcomes reflect their educational quality to a certain extent,and focusing on postgraduate learning outcomes is conducive to the improvement of educational quality.However,graduate students’ learning outcomes are influenced by external and internal factors.On the one hand,tutors play an important role in improving graduate students’ learning outcomes;on the other hand,individual graduate students’ learning engagement also plays a key role in promoting graduate students’ learning outcomes.University influence theory shows that teacher-student interaction and learning engagement are the key factors to improve learning outcomes.Therefore,based on the theory of university influence,this study takes graduate students as the research object,and explores the intermediary role of the internal system of learning engagement between teacher-student interaction and learning outcomes,in order to put forward feasible suggestions for promoting the learning outcomes of graduate students.Based on the combing and analysis of relevant literature,this study investigates the basic information of 522 graduate students in C city,the teacher-student interaction between postgraduates and tutors,postgraduates’ learning engagement and learning outcomes by questionnaire.Through descriptive statistical analysis,difference test,correlation analysis and intermediary effect test,the following conclusions are drawn:1.Teacher-student interaction between graduate students and tutors significantly positively predicts graduate students’ learning engagement and learning outcomes;Postgraduates’ learning investment significantly positively predicts their learning outcomes.2.Learning engagement plays an intermediary role between teacher-student interaction and learning outcomes.Specifically,the learning interaction between teachers and students can affect the knowledge outcome through the independent intermediary path of emotional engagement,cognitive engagement and behavioral engagement.Emotional engagement-behavioral engagement,emotional engagement-cognitive engagement,cognitive engagement-behavioral engagement,emotional engagement-cognitive engagement-behavioral engagement play a chain intermediary role between learning teacher-student interaction and knowledge outcome.Social teacher-student interaction can affect knowledge outcome through the individual intermediary path of emotional engagement and cognitive engagement,and it can also affect knowledge gain through the chain intermediary role of emotional engagement and cognitive engagement.Social teacher-student interaction can’t affect knowledge outcome through behavioral engagement,and all paths involving behavioral engagement are not significant.Emotional engagement,cognitive engagement and behavioral engagement play an intermediary role between teacher-student interaction and ability outcome.Emotional engagement-cognitive engagement,emotional engagement-behavioral engagement,cognitive engagement-behavioral engagement,emotional engagement-cognitive engagement-behavioral engagement play a chain intermediary role between teacher-student interaction and ability outcome.Emotional engagement and cognitive engagement play an intermediary role in the interaction between teachers and students and the harvest of values.Behavior has no mediating effect between teacher-student interaction and value outcome.Emotional engagement-cognitive engagement plays a chain intermediary role between teacher-student interaction and value acquisition.Emotional engagement-behavioral engagement,cognitive engagement-behavioral engagement,emotional engagement-cognitive engagement-behavioral engagement have no chain intermediary effect between teacher-student interaction and value outcome.3.The interaction between teachers and students,the learning engagement and learning outcomes of postgraduates are generally good.There are significant differences in teacher-student interaction between graduate students and tutors in gender,training type,major,grade,whether there is a fixed group meeting,tutor’s title,number of teachers and students,interaction frequency,interaction type and interaction mode.There are significant differences in postgraduates’ learning investment in major,grade,type of school,gender of tutors,whether there is a fixed group meeting,frequency of interaction between teachers and students,type of interaction relationship,etc.There are significant differences in graduate students’ learning outcomes in terms of gender,major,family location type,grade,tutor’s gender,whether there is a fixed group meeting,tutor’s title,number of teachers and students,interaction frequency between teachers and students,and interaction relationship.Based on the above findings,this study puts forward some suggestions to promote individual development by optimizing the interaction between teachers and students and collaborative learning engagement from the perspective of promoting graduate students’ learning outcomes.