本文選題：研究生 + 師徒功能��； 參考：《江南大學》2017年碩士論文

【摘要】：古人云:國將興,必貴師而重傅。中國傳統(tǒng)師徒文化以尊師重道為核心,強調了“事師猶事父”的師徒關系,明確了教師“傳道、授業(yè)、解惑”三大功能。然而,隨著教育體制的變革,新型師徒文化已沖破傳統(tǒng)師徒文化的閾限,注入了更多的現代化元素。師徒功能作為師徒文化的外在體現,被賦予了更高的時代標準。師徒功能(mentoring function)指導師為幫助學生提供的全部典型行為,并以師生關系為紐帶相互作用而衍生出不同發(fā)展性質的功能。貫穿于整個研究生學術生涯之中,對個體外在能力的提升和內在心理的重塑將會產生重大影響。本研究基于師徒功能理論(Mentoring function theory)、師徒創(chuàng)新模型(Apprenticeship innovation model)、社會認同理論(Social identity theory)和不確定管理理論(Uncertainty management theory),以956名在校研究生為被試,采用師徒功能量表、知識共享量表、專業(yè)認同感量表、心理安全感量表和創(chuàng)造力量表,進一步考察研究生師徒功能、知識共享、研究生專業(yè)認同感、創(chuàng)造力及心理安全感之間的邏輯關系,最終構建研究生師徒功能的多重心理效應路徑。研究結論如下:1.本研究自編的《研究生師徒功能問卷》包括四個維度:社會心理、角色模范、工具性和人際網絡。該量表具有較好的信效度,各項指標均達到心理測量學標準,可作為本土研究生師徒功能的測量工具。2.師徒功能與研究生創(chuàng)造力呈顯著正相關關系,人際網絡維度與創(chuàng)造力相關性最強(r=0.469,p0.01);研究生專業(yè)認同感與師徒功能呈顯著正相關關系,其中專業(yè)價值感維度與人際網絡維度相關性最強(r=0.469,p0.01);師徒功能與研究生心理安全感也存在顯著正相關的關系,其中工具性維度與人際安全感相關性最強(r=0.360,p0.01)。人際網絡維度、工具性維度均對研究生創(chuàng)造力具有正向預測的作用,其中人際網絡維度的預測作用最強(Beta=0.469,p0.001);工具性維度、人際網絡維度均正向預測專業(yè)認同感,其中工具性維度的預測作用最強(Beta=0.514,p0.001);工具性維度、社會心理維度、人際網絡維度均正向預測研究生心理安全感,其中工具性維度的正向預測作用最強(Beta=0.349,p0.001)。3.(1)知識共享在師徒功能(工具性功能、社會心理功能)與研究生創(chuàng)造力關系中起完全中介的作用,中介效應值對應為0.174和0.052;(2)知識共享在師徒功能(工具性功能)與專業(yè)認同感之間起部分中介的作用,中間效應值為0.123,在師徒功能(社會心理功能)與專業(yè)認同感之間起到完全中介的作用,中間效應值為0.039;(3)在師徒功能(工具性功能、社會心理功能)與研究生心理安全感關系中,知識共享起部分中介的作用,中介效應值對應為0.107和0.034。4.研究生感知的角色模范功能、研究生創(chuàng)造力和專業(yè)學習觀在性別上存在顯著差異(t=-2.86,p0.01;t=-3.20,p0.01;t=-2.02,p0.05);研究生感知的角色模范功能(F=6.18,p0.01)、創(chuàng)造力水平(F=7.51,p0.01)、目標與計劃(F=5.98,p0.01)、專業(yè)投入度(F=5.48,p0.01)、人際安全感(F=3.20,p0.05)、確定控制感(F=4.10,p0.05)在專業(yè)上差異顯著,研究生感知的角色模范功能(F=3.20,p0.05)和人際網絡功能(F=4.10,p0.05)在年級上差異顯著。研究生感知的社會心理功能在導生性別上的交互作用顯著。通過本文的研究,一方面豐富了研究生師徒功能的理論成果,構建了師徒功能具體作用路徑,另一方面從師徒功能著手,為提高研究生的創(chuàng)新能力、科研能力及自我和諧度提供切實可行的建議。
[Abstract]:As the ancients cloud: the country will be prosperous, it is necessary to pay more attention to the teacher. The traditional teacher and apprenticeship culture of China is the core of the teacher and apprenticeship, emphasizing the teacher and Apprenticeship of "the father of the Ministry of justice", which has clearly defined the three functions of the teacher's "preaching, teaching, and confusion". However, with the reform of the educational system, the new Shi Tuwen has broken the threshold of the traditional apprenticeship culture and injected more now. The apprenticeship function, as the external embodiment of the apprenticeship culture, is given a higher standard of the times. The instructor of the apprenticeship (mentoring function) provides all the typical behavior to help the students and derives different developmental functions from the relationship between teachers and students. It is based on the Mentoring function theory (Apprenticeship innovation model), the theory of social identity (Social identity theory) and the uncertain management theory (Uncertainty management theory), based on the apprenticeship function theory (Theory), the theory of the social identity (Social identity theory) and the uncertain management theory (Uncertainty management theory). For the subjects, the students used the apprenticeship function scale, the knowledge sharing scale, the professional identity sense scale, the psychological safety scale and the creative power table, and further examined the logical relationship between the postgraduate and the apprenticeship function, the knowledge sharing, the postgraduate professional identity, the creativity and the psychological security, and finally constructed the multiple functions of the graduate students and apprenticeship. The psychological effect path. The conclusions are as follows: 1. the questionnaire of the postgraduate teacher and apprenticeship is composed of four dimensions: social psychology, role model, tool and interpersonal network. The scale has good reliability and validity, each index reaches the standard of psychometrics, and it can be used as a tool for local graduate students and apprenticeship function.2. apprenticeship There is a significant positive correlation with the creativity of postgraduate, the interpersonal network dimension has the strongest correlation with creativity (r=0.469, P0.01); the postgraduate professional identity has a significant positive correlation with the apprenticeship function, and the professional value sense has the strongest correlation with the interpersonal network dimension (r= 0.469, P0.01), and the apprenticeship function and the postgraduate psychological security also exist. In the significant positive correlation, the relationship between the instrumental dimension and the interpersonal security is the strongest (r=0.360, P0.01). The interpersonal network dimension and the instrumental dimension have the positive predictive effect on the postgraduate creativity, in which the interpersonal network dimension is the strongest (Beta=0.469, p0.001); the tool dimension and the interpersonal network dimension are positively predicted. Professional identity, among which tool dimension has the strongest predictive effect (Beta=0.514, p0.001); instrumental dimension, social psychological dimension and interpersonal network dimension are all positive predictive of postgraduate psychological security. The positive predictive effect of tool dimension (Beta=0.349, p0.001).3. (1) knowledge sharing is the apprentice function (instrumental function, social heart) There is a complete intermediary role in the relationship with the creativity of postgraduate. The value of intermediary effect is 0.174 and 0.052; (2) knowledge sharing plays a partial intermediary role between the apprenticeship function (instrumental function) and professional identity, and the median effect value is 0.123. It plays a complete role between the apprenticeship function (social psychological function) and professional identity. The intermediate effect value is 0.039; (3) in the relationship between the apprenticeship function (instrumental function, social psychological function) and the postgraduate psychological security, knowledge sharing plays a part of the role of intermediary, the value of mediator effect corresponds to the role model function of 0.107 and 0.034.4. postgraduates, and the postgraduate creativity and professional learning view exist in sex. Differences (t=-2.86, P0.01; t=-3.20, P0.01; t=-2.02, P0.05); the role model function (F=6.18, P0.01) perceived by postgraduate, creativity level (F=7.51, P0.01), goal and plan (F=5.98, P0.01), professional input, interpersonal security, professional difference, postgraduate perception angle The F=3.20 (P0.05) and the interpersonal network function (F=4.10, P0.05) have significant differences in grade. The social psychological function of graduate students has a significant interaction on the sex of guidance. Through this study, the theoretical results of the function of the postgraduate and apprenticeship are enriched, the specific function path of the apprenticeship function is constructed, and the other is from the other. The apprenticeship function will provide practical suggestions for improving postgraduate's innovative ability, scientific research ability and self consistency and congruence.
【學位授予單位】：江南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G643

【參考文獻】

相關期刊論文 前10條

1 張振剛;余傳鵬;李云健;;主動性人格、知識分享與員工創(chuàng)新行為關系研究[J];管理評論;2016年04期

2 楊文綺;;我國高校知識共享情況調查——以武漢大學碩士研究生為例[J];信息資源管理學報;2015年01期

3 黃銳;;以實踐能力為核心的專業(yè)碩士培養(yǎng)模式探究[J];教育研究;2014年11期

4 張雁冰;劉和福;古繼寶;;研究生進取心與社會資本對創(chuàng)新能力培養(yǎng)的影響研究[J];學位與研究生教育;2014年05期

5 趙書松;;中國文化背景下員工知識共享的動機模型研究[J];南開管理評論;2013年05期

6 益菲;;心理學跨專業(yè)碩士研究生的專業(yè)認同影響因素調查研究[J];學周刊;2013年27期

7 劉玉新;張建衛(wèi);楊世榮;馬奔;;理工科研究生團隊科學創(chuàng)造力的研究與培養(yǎng)[J];學位與研究生教育;2013年08期

8 韓翼;周潔;孫習習;楊百寅;;師徒關系結構、作用機制及其效應[J];管理評論;2013年07期

9 王茜;古繼寶;吳劍琳;;導師指導風格對研究生創(chuàng)造力培養(yǎng)的影響研究——學生個人主動性的調節(jié)作用[J];學位與研究生教育;2013年05期

10 高靜;;專業(yè)學位碩士與學術型碩士對比研究[J];科技廣場;2013年04期

相關碩士學位論文 前10條

1 劉映婷;碩士研究生對導師指導的體驗研究[D];湖南大學;2014年

2 李靜;師徒功能對員工創(chuàng)新行為的影響[D];西南財經大學;2014年

3 胡娟;研究生導師指導效果及其影響因素研究[D];華東師范大學;2013年

4 耿力偉;碩士研究生對導師角色期望研究[D];河南大學;2012年

5 劉佳;我國高校碩士研究生創(chuàng)新能力研究[D];合肥工業(yè)大學;2012年

6 肖雪;導師制與知識共享的作用機制研究[D];西南財經大學;2012年

7 付慧慧;碩士研究生心理安全感、社會支持和心理幸福感的關系研究[D];云南師范大學;2011年

8 李明;H大學研究生專業(yè)認同影響因素實證探究[D];華東師范大學;2011年

9 秦攀博;大學生專業(yè)認同的特點及其相關研究[D];西南大學;2009年

10 黃春艷;碩士研究生創(chuàng)造性動機、創(chuàng)造性自我效能與創(chuàng)造性表現的關系[D];華中師范大學;2009年

，

本文編號：1981313