【摘要】：為探討研究生師徒功能和專業(yè)認同感的現(xiàn)狀以及兩者之間的相關情況,采用師徒功能量表和專業(yè)認同感量表進行研究,結(jié)果表明:當前研究生感知到的導師社會心理功能普遍偏低,研究生專業(yè)學習投入度不高;導師的社會心理功能和角色模范功能在導生性別配對上存在顯著差異,導師的社會心理功能、人際網(wǎng)絡功能和角色模范功能在不同年級上存在顯著差異;研究生專業(yè)目標與計劃在碩士類型和是否有就業(yè)經(jīng)歷上存在顯著差異;師徒功能與研究生專業(yè)認同感呈顯著正相關,導師的工具性功能、社會心理功能和人際網(wǎng)絡功能對研究生專業(yè)認同感具有預測作用。
[Abstract]:In order to explore the present situation of teacher-apprentice function and professional identity of graduate students and the related situation between them, the teacher-apprentice function scale and professional identity scale were used to carry on the research. The results show that the social and psychological function of graduate students is generally low, and the degree of professional learning investment of graduate students is not high. There are significant differences in the social psychological function and role model function of mentors in guiding gender pairing, the psychosocial function, interpersonal network function and role model function of mentors are significantly different in different grades, and there are significant differences in master type and employment experience between graduate students' professional goals and plans. There is a significant positive correlation between the function of teachers and disciples and the professional identity of graduate students. The instrumental function, psychosocial function and interpersonal network function of mentors can predict the professional identity of graduate students.
【作者單位】： 江南大學教育科學學院;
【基金】：國家自然科學基金項目(71102094) 中國學位與研究生教育學會研究課題(2015Y0805) 江蘇省十二五教育規(guī)劃項目(D20131103)
【分類號】：G643

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