导师与学生的关系和研究生之间的焦虑:一个调节的调解模型
Lan Luo1,2, Ronghua Wen3, Xingyu Ding2
1School of Education, Jiangxi Normal University, Nanchang, China.
BMC public health
|February 5, 2026
概括
一个积极的导师与学生的关系可以减少研究生焦虑,部分是通过自我效能. 寻求专业的心理帮助,通过削弱负面关系影响,进一步保护心理健康.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 研究生心理健康问题越来越令人担忧,特别是在主管与学生关系方面.
- 在中国的研究生教育中,导师对学生的学术和心理健康有很大的影响.
- 这项研究调查了监督者与学生关系质量和研究生焦虑之间的联系.
研究的目的:
- 检查监督者与学生关系与焦虑之间的关联.
- 研究一般自我效能在这种协会中的调解作用.
- 探索对寻求专业心理帮助的态度的适度作用.
主要方法:
- 1233名中国研究生完成了关于人际关系,自我效能和焦虑的验证问卷.
- 用调节调解模型分析数据.
- 使用的统计分析是SPSS 25.0和PROCESS宏 4.2.
主要成果:
- 在导师与学生关系质量和焦虑之间发现了强烈的负面联系.
- 一般的自我效能部分调解了主管与学生关系和焦虑之间的关系.
- 对寻求专业心理帮助的积极态度缓冲了监督者与学生关系不佳对焦虑和自我效能的负面影响.
结论:
- 导师与学生的关系质量是研究生焦虑的一个关键因素,通过一般的自我效能来调解.
- 培养对寻求心理帮助的积极态度可以减轻与糟糕的监督关系相关的焦虑.
- 干预措施应侧重于改善监督者和学生之间的动态,促进寻求帮助的行为,以支持研究生心理健康.
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