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Updated: Feb 10, 2026

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开发和实地测试一项干预措施,以减少教师和博士生指导关系中的冲突
bioRxiv : the preprint server for biology
|February 9, 2026
概括
一项新的教师指导干预措施,结合归因再培训和冲突管理技能,减少了学生与教师之间的冲突,并提高了教师对管理这些冲突的信心.
科学领域:
- 研究生教育研究生教育
- 心理学 心理学 心理学
- 教师发展学院发展学院
背景情况:
- 导师在研究生教育中至关重要,但教师导师和学生之间的冲突可能会对关系质量产生负面影响.
- 现有的专业发展往往缺乏综合方法来解决这些复杂的问题.
研究的目的:
- 为教师导师开发和测试一种新的专业发展干预措施.
- 该干预旨在增强教师对改善指导关系 (归因再培训) 能力的信念,并培养生产性冲突对话 (冲突管理培训) 的技能.
主要方法:
- 一个实地测试涉及71个生命科学教师随机分配到异步自导或自导+同步促进的同行讨论条件.
- 干预前后的措施评估了教师的信念,感知技能和自我报告的冲突行为.
主要成果:
- 在这两种干预条件下的教师报告说,冲突频率,在冲突中花费的时间和研究生产力中断显著减少.
- 参与者对自己管理导师冲突的能力有了更大的信心.
结论:
- 这项干预措施有效地提高了教师与研究生之间解决冲突的能力.
- 这种方法有望提高研究生教育中教师和学生辅导关系的质量.
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