【作者】 王凡；

【导师】 宋凤宁；

【作者基本信息】 广西大学 ， 教育经济与管理， 2015， 硕士

【摘要】 研究生教育作为我国教育层级中的最高层次,肩负着为国家培养高级人才的责任。然而,随着我国研究生不断扩招,研究生的质量有下滑趋势,在一些功利目的的驱使下,人们更多关注学历和文凭,研究生自身的优势和潜能却被忽视了。同时,针对研究生的心理方面,人们关注的更多的是其消极的一面,例如压力和焦虑的研究,其积极心理机能未受到应有的重视。实现幸福感作为幸福感研究的一个新的领域,关注人们对自身的了解,尤其是自身优势和潜能的发现,并将自己的潜能充分发挥,以提升个人的生命意义。因此,针对当前研究生的情况,有必要研究该群体的实现幸福感状况,并探寻提升实现幸福感的途径。在我国,研究生阶段的学习与导师及任课教师关系密切,导师及任课教师以什么样的方式来培养研究生,对研究生的发展十分重要,因此,有必要研究和研究生息息相关的教师自主支持,探讨其对研究生实现幸福感的影响。同时,学术研究和科研工作是研究生阶段的主要活动,因此引入学习投入,探讨其与教师自主支持及实现幸福感的关系。本研究以硕士研究生为研究对象,进行实现幸福感问卷的汉化和信效度分析(研究一),同时对研究生实现幸福感的影响因素进行探讨(研究二)。研究一对《实现幸福感问卷》(QEWB)进行翻译并回译,以广西区内574名硕士研究生为被试进行测试,进而对数据进行分析处理,得到适用于中国大学生及研究生的问卷。该问卷为单因子,包括21个题目。经检验,该问卷的信效度较好。研究二以498名硕士研究生为被试,通过对学习投入的引入,探讨教师自主支持、学习投入和实现幸福感之间的关系。得出以下结论：1.教师自主支持处于中等偏上水平,在生源地和专业上存在显著差异；2.研究生的学习投入处于中等水平,其中,奉献的均分最高。学习投入在生源地上存在显著差异;3.研究生的实现幸福感处于中等偏上水平,在生源地、年级及是否跨专业读研上存在显著差异；4.教师自主支持、学习投入和实现幸福感呈显著正相关；5.教师自主支持对学习投入和实现幸福感有显著的正向预测作用；学习投入在教师自主支持和实现幸福感之间起着部分中介作用。结合高校研究生培养工作,实证研究的结论或许能够给研究生的管理和培养提供一定帮助。更多还原

【Abstract】 The postgraduate education is the highest level education in our country, which has the responsibility to foster talents. However, as the expansion of postgraduate students, the quality of postgraduates is experiencing a down trend, utility drives people just keep watchful eyes on educational background and diploma, postgraduate students’ superiority and potentials are neglected. At the same time, in terms of postgraduate students’mental health, positive psychology function is not noticed as much as negative psychology such as stress and anxiety. The eudaimonic well-being is a new area of well-being, which thinks highly of self-discovery, especially superiority and potentials, and utilizes the superiority and potentials to promote the meaning of life. So, aim at the postgraduate students’ situation, it is necessary to research the state of postgraduate students’ eudaimonic well-being and explore the way to advance the level. In our country, at the time of postgraduate education, students have close relationships with tutor and teachers, the pattern that how tutors and teachers use to train postgraduates are important to students’ development, so it’s indispensable to study teachers’ autonomy support, and discuss the influence of teachers’ autonomy support to postgraduate students’ eudaimonic well-being. In the meantime, during the postgraduate, students are research-oriented, therefore, learning engagement was drawn into this study to discuss the relationships among teachers’ autonomy support, learning engagement and eudaimonic well-being. Subjects in this study are university students and postgraduate students. The first research is to translate and text the questionnaire of eudaimonic well-being. The second research is to explore the influencing factor of postgraduate students’ eudaimonic well-being.The first research has translated and retranslated the questionnaire of eudaimonic well-being,424 Guangxi college students and postgraduate students are measured, after the data statistics and analysis, this paper got the questionnaire which is appropriate for Chinese college students and postgraduate students. This questionnaire has single factor with 21 items. After tests, the reliability and validity perform well.498 postgraduate students are measured in the second research to explore the relationships among teachers’ autonomy support, learning engagement and eudaimonic well-being. The results show that:1. The degree of teachers’ autonomy support is at the middle level, there are significant differences in origin and major.2. Postgraduate students’ learning engagement is at the middle level, specifically, the highest average score is dedication. Learning engagement has a significant difference in orign.3. Postgraduate students’ eudaimonic well-being is at the middle level, there are significant differences in origin, grade and transdisciplinary.4. There are positive correlations among teachers’ autonomy support, learning engagement and eudaimonic well-being.5. Teachers’ autonomy support could predict learning engagement and eudaimonic well-being positively; learning engagement has a partly mediating effect between Teachers’ autonomy support and eudaimonic well-being.Combine with the work of training postgraduate students, the results of empirical research will be useful to manage and cultivate postgraduate students.更多还原