导师支持行为对护理学硕士研究生学业复原力的影响研究

doi:10.3761/j.issn.1672-9234.2024.11.013

Abstract

Abstract:

Objective To investigate the current situation of academic resilience and tutor support behavior in nursing master students and to analyze the influence of tutor support behavior on academic resilience of nursing master level students. Methods A survey was conducted among 216 nursing master students from eight universities. The instruments included a general data questionnaire，Nursing Academic Resilience Scale and Tutor Support Scale. Results A total of 208 valid questionnaires were collected，with an effective recovery rate of 96.3%. The total score of academic resilience was（56.25±8.32） points，and the total score of tutor support behavior was 60.00（56.00，69.00） points. Stratified regression analysis showed that tutor support explained 21.4% of the total variance in academic resilience. Conclusion The level of mentor support and academic resilience of master’s level nursing students are both in the middle to high level，and mentor support behaviors exert a positive effect on the academic resilience of master’s degree nursing students.

Key words: Academic resilience, Tutor support behavior, Nursing graduate students

QIU Yunxia, TANG Linxia, LIN Yihui, MA Xiaoqin. Research on the influence of tutor support behavior on the academic resilience master level students in nursing[J].Chinese Journal of Nursing Education, 2024, 21(11): 1353-1357.

Figures/Tables 5

Table 1

Table 2

Table 3

Table 4

Table 5

References 23

[1]	Martin AJ, Marsh HW. Academic buoyancy:towards an understanding of students’ everyday academic resilience[J]. J Sch Psychol, 2008, 46(1):53-83.
[2]	Seo K, Kwon M. Factors affecting academic resilience of nursing students[J]. Asia Pac J Multimed Serv Convergent Art Humanit Sociol, 2016, 6(6):229-240.
[3]	Ryan RM, Deci EL. Self-determination theory:basic psychological needs in motivation,development, and wellness[M]. New York: The Guilford Press, 2017.
[4]	Overall NC, Deane KL, Peterson ER. Promoting doctoral students’ research self-efficacy:combining academic guidance with autonomy support[J]. High Educ Res Dev, 2011, 30(6):791-805.
[5]	向茂冬. 导师支持行为对研究生科研能力的影响研究:科研自我效能感的中介作用[D]. 石河子: 石河子大学, 2022.
[6]	朱怡锦. 非洲来华留学硕士生学业韧性调查研究:以浙江Z大学为例[D]. 金华: 浙江师范大学, 2023.
[7]	倪平, 陈京立, 刘娜. 护理研究中量性研究的样本量估计[J]. 中华护理杂志, 2010, 45(4):378-380.
[8]	赵廷芬, 张莉, 张耕, 等. 导师指导风格对护理硕士研究生学习获得感的影响研究[J]. 中华护理教育, 2023, 20(8):936-940.
[9]	胡俊丽. 导师指导风格对硕士研究生就读体验的影响研究[D]. 武汉: 华中师范大学, 2023.
[10]	王红杰. 导师指导对教育学硕士研究生科研能力的影响研究[D]. 郑州: 郑州大学, 2022.
[11]	李承傑, 魏琦芳, 董旭英. 护理学生学业复原力量表之发展与信效度检定[J]. 护理杂志, 2017, 64(5):30-40.
	Li CC, Wei CF, Tung YY. Development and validation of the Academic Resilience Inventory for Nursing Students in Taiwan[J]. Hu Li Za Zhi, 2017, 64(5):30-40.
[12]	朱莉莉. 导师支持对硕士研究生创造力的影响:自我效能感和学习目标导向的作用[D]. 广州: 华南理工大学, 2019.
[13]	杨敏菲, 李卫东, 胡佩欣. 护理学生学业复原力与自我控制的相关性研究[J]. 中国校医, 2019, 33(3):188-190.
[14]	吴萧萧. 基于学业自我效能感的硕士研究生学习适应性研究[D]. 天津: 天津大学, 2022.
[15]	蒋瑜仙, 陈伊. 研究生心理韧性与主观幸福感的相关性研究——基于硕士生和本科生的差异比较[J]. 教育学术月刊, 2020(6):76-81.
[16]	唐海波, 郭锋. 研究生压力与压力管理研究[J]. 中国健康教育, 2012, 28(10):859-861.
[17]	杨念, 谭惠仪, 邵丽梅, 等. 导师支持对护理硕士研究生心理资本的影响:年级的调节作用[J]. 现代医学, 2023, 51(1):90-95.
[18]	申亚云. 导师支持对硕士研究生科研能力的影响机制研究:基于科研自我效能感与学习投入的中介作用[D]. 青岛: 青岛大学, 2022.
[19]	王倩, 王瑛, 张媛媛, 等. 护理硕士研究生视角下双导师制实施现状分析[J]. 护理研究, 2017, 31(6):710-712.
[20]	姚添涵, 余传鹏. 导师—同门支持、科研自我效能感与研究生科研创造力的关系研究[J]. 高教探索, 2019(4):46-53.
[21]	胡秋琼. 硕士研究生心理健康状况与导师指导行为关系研究[D]. 南充: 西华师范大学, 2017.
[22]	Mandleco BL, Peery JC. An organizational framework for conceptualizing resilience in children[J]. J Child Adolesc Psychiatr Nurs, 2000, 13(3):99-111. doi: 10.1111/j.1744-6171.2000.tb00086.x pmid: 11111503
[23]	胡钰涵. 教师支持行为对学业复原力的影响研究:以高中英语教学为例[D]. 成都: 四川师范大学, 2021.

Research on the influence of tutor support behavior on the academic resilience master level students in nursing

HTML

PDF(PC)

Like

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 5

References 23

Related Articles 1

Metrics

Comments

Recommended 10