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| 基于扎根理论的延期博士生学业倦怠形成机制研究 |
| A Study on the Formation Mechanism of Academic Burnoutamong Deferred Doctoral Students Based on Grounded Theory |
| 投稿时间：2024-05-17 |
| DOI：10.19834/j.cnki.yjsjy2011.2024.04.08 |
| 中文关键词: 学业倦怠;延期毕业;形成机制;博士生 |
| 英文关键词: academic burnout;graduation deferral;formation mechanism;doctoral student |
| 基金项目:2022年江苏省研究生教育教学改革课题重点课题(JGKT22_B024);2021年中国学位与研究生教育学会重点课题(2020ZDA10) |
| 作者 | 单位 | | 张卓 | 南京大学 教育研究院, 南京 210033 | | 黄滋淳 | 南京大学 教育研究院, 南京 210033 |
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| 中文摘要: |
| 延期博士生学业倦怠严重影响高等教育人才培养质量。通过对18位正处于延期阶段博士生的深度访谈,基于扎根理论的质性分析,将隐性文化、制度规范、科研特点、外部环境和个体特征确定为延期博士生学业倦怠的五大影响因素,分别归纳为环境因素及个体因素两个维度。在个体因素与环境因素的交互作用下,延期博士生形成了对环境整体感知的"心理活动场"。延期博士生"心理活动场"中的负向情感体验影响着个体学业倦怠的感知水平及行为表现。本研究构建延期博士生学业倦怠形成机制模型,提出应对策略,即引导博士生主动涵养奋斗精神、创设包容互助的学术氛围、关注博士生学业成长、提高博士生学术社会化质量。 |
| 英文摘要: |
| Academic burnout of deferred doctoral students seriously affects the quality of talented personnel cultivation in higher education. Through in-depth interviews with 18 doctoral students at the stage of deferment and with the qualitative analysis based on grounded theory, this paper identifies implicit culture, institutional norms, scientific research characteristics, external environment, and individual personal features as the five major influence factors of the academic burnout of deferred doctoral students, which are further categorized into two dimensions, namely, the dimension of environmental factors and that of individual factors. Under the interaction between individual factors and environmental factors, a "psychological activity field" for the overall perception of the environment forms among deferred doctoral students. The negative emotional experience in the "psychological activity field" affects the perceptual level and behavioral performance of individual academic burnout. The authors model a formation mechanism of the academic burnout of deferred doctoral students, based on which, they propose some coping strategies, i.e. those for guiding doctoral students to take the initiative to cultivate the spirit of striving, creating a tolerant and mutual-help academic atmosphere, paying attention to the academic growth of doctoral students, and improving the quality of academic socialization of doctoral students. |
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