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| 导师指导风格对研究生创新能力的影响：一项元分析检验 |
| The Impact of Supervisory Styles on Postgraduates’ Innovation Ability—A Meta-Analytic Examination |
| 投稿时间：2024-01-29 |
| DOI：10.19834/j.cnki.yjsjy2011.2024.05.12 |
| 中文关键词: 导师指导风格;研究生创新能力;元分析 |
| 英文关键词: supervisory styles;postgraduates' innovation ability;meta-analysis |
| 基金项目:国家自然科学基金面上项目"团队危机领导力的内涵、动因及对团队韧性的影响机理:基于悖论视角"(72372035);国家自然科学基金青年项目"领导谦逊触发职场偏差行为的情感—认知过程机理:领导—追随双重视角下的追踪研究"(72002045);广东省哲学社会科学规划项目"广东中小微企业管理者危机领导力与组织韧性的影响机理研究"(GD22XGL28);广东工业大学"青年百人"A类科研项目"中国情境下领导谦逊的效用研究"(220413736) |
| 作者 | 单位 | | 崔小雨 | 广东警官学院, 广州 510230
中国人民公安大学 公安管理学院, 北京 100038 | | 李辉 | 中国人民公安大学 公安管理学院, 北京 100038 | | 苏涛 | 广东工业大学 管理学院, 广州 510520 |
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| 中文摘要: |
| 近年来,导师指导风格对研究生创新能力的影响广为学界关注,亦颇具争议。为回应既有争议,本研究基于48913个独立研究生样本,通过元分析方法对导师指导风格与研究生创新能力之间的关系进行了系统性分析。结果发现:导师指导风格整体上与研究生创新能力具有强相关关系,但不同指导风格对研究生创新能力的影响存在显著差异。其中,支持型导师对研究生创新能力的提升作用最强,家长式导师对研究生创新能力的提升作用最弱。同时,导师指导风格对研究生创新能力的影响因个体、群体、组织而异。在导师个体层面,正高级以下职称导师的指导风格对研究生创新能力影响更大;在研究生个体层面,导师指导风格对男生、25岁以下、人文社科、攻读硕士学位研究生创新能力的影响更大。在群体层面,随着师门规模扩大,导师指导风格对研究生创新能力的提升效用也愈发突出。在组织层面,导师指导风格对普通院校研究生创新能力的影响更大。研究结论对从导师指导风格层面提升研究生创新能力的教育管理实践具有重要启示。 |
| 英文摘要: |
| In recent years, the impact of supervisory styles on postgraduates’ innovation ability has received widespread academic attention, and the assessments are quite controversial. In response to the existing controversies, this paper conducts a systematic review of the relationship between supervisory styles and postgraduates’ innovation ability through a meta-analytic examination based on 48,913 independent postgraduates. The results indicate that supervisory styles in a whole has a strong correlation with postgraduates’ innovation ability, but there are significant differences among the impact of different supervisory styles on postgraduates’ innovation ability. The impact of supportive supervisory style on postgraduates’ innovation ability is strongest, while the impact of paternalistic supervisory style on postgraduates’ innovation ability is weakest. What’s more, the impact of supervisory styles on postgraduates’ innovation ability varies between individuals, groups and organizations. At the individual level of supervisors, the supervisory styles of supervisors with professional titles below senior level has a stronger impact on postgraduates’ innovation ability. At the individual level of postgraduates, the impact of supervisory styles on the innovation ability of postgraduates who are males or under 25 years old or majoring in humanities and social sciences or studying for a master degree is stronger. At the group level, as the size of the postgraduates’ team expands, the impact of supervisory styles on improving the postgraduates’ innovation ability becomes more and more prominent. At the organizational level, the impact of supervisory styles on the innovation ability of postgraduates in ordinary universities is stronger. These findings can provide important practical implications for the educational management practice to improve postgraduates’ innovation ability from the perspective of supervisory styles. |
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