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导师指导风格与研究生学习动机：学业情绪的中介作用

Supervision’s Guidance Style and Graduated Students’ Academic Motivation: Mediating Role of the Negative Academic Emotion

中国心理学前沿 / 2020,2(9)：981-994 / 2020-09-25 602 816

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• 作者： 蒋销柳      陈丽君*     
• 单位：

  福州大学人文社会科学学院，福州

• 关键词： 导师指导风格；学业情绪；学习动机；中介作用
• Supervision’s guide style; Academic emotion; Learning motivation; Mediating influence
• 摘要： 目的：从导师指导风格的角度来了解研究生学习动机。方法：使用导师指导风格问卷、辱虐型指导方式问卷、学习动机问卷、学业情绪问卷中的消极情绪分量表对 422 名研究生进行问卷调查。结果：①辱虐型指导风格仅负向预测研究生表面动机，而支持型则是激发深层学习动机，抑制表面动机。②支持型风格下的研究生更少具有学业负性情绪；而辱虐型最容易诱发研究生多种负性情绪。③支持型导师风格会通过降低学业负性情绪从而激发研究生的深层学习动机；控制型、辱虐型风格则可能诱发学业负性情绪，从而激发表面学习动机。结论：支持型风格是最优的指导风格。研究生的学业负性情绪在导师指导风格和学习动机之间起中介作用。
• Objective: To understand the potential predictors of the graduated students’ academic emotion and motivation, and certain the mediating role of academic negative emotion between supervision’s guidance style and graduated students’ academic motivation. Methods: 422 graduated students were surveyed by Supervisor Guidance Style Questionnaire, Abusive Supervision Questionnaire, Learning Motivation Questionnaire, Academic Emotion Questionnaire. Results: ① The controlling guide style only predicted the graduate students’ surface learning motivation, while the supportive style stimulates the deep learning motivation, inhibits the surface motivation. ② The supportive style negatively related with academic negative emotion; abusive style induced graduated students’ negative emotion. ③ Supportive style stimulate students’ deep learning motivation through decreasing their negative academic emotion; controlling and abusive style may stimulate surface learning motivation through inducing negative academic emotion. Conclusion: The supportive style is the best guide style. The negative academic emotion plays a mediating role in the relationship between guidance styles and academic motivation.
• DOI： https://doi.org/10.35534/pc.0209069
• 引用： 蒋销柳，陈丽君．导师指导风格与研究生学习动机：学业情绪的中介作用［J］．中国心理学前 沿，2020，2（9）：981-994．