英语专业硕士研究生学位论文写作过程中的消极情绪相关因素

Determinants of Negative Affect during the Thesis Writing Process for English Master’s Students

摘要: 本研究旨在探讨英语专业硕士研究生在学位论文写作过程中的消极情绪相关因素。基于成就情境下的情绪调节整合模型，研究采用质性与量化相结合的混合研究方法。首先，通过对研究生群体的深度访谈并运用扎根理论进行编码分析，构建了包含同伴比较、科研积累、学术韧性、个性特征与导学关系五个维度的关键相关因素模型。随后，通过问卷调查并运用多元线性回归分析对该模型进行了实证验证。研究发现，上述五个因素均对消极情绪具有显著的正向预测作用，其中，由完美主义和拖延特质构成的个性特征是引发消极情绪核心的风险因素，而导学关系的质量与科研能力的储备亦具有实质性的影响效应。此外，相关分析进一步揭示了导师支持与学生科研能力提升之间的内在关联机制。基于上述发现，本文从提升元认知监控能力、前置科研训练以及构建同伴支持网络等方面为研究生个体及培养单位提供了针对性建议，以期为缓解学术写作中的负面情感困扰、提升研究生心理健康水平提供参考。

Abstract: This study aims to explore the factors associated with negative emotions experienced by English major MA students during the process of thesis writing. Grounded in the integrated model of emotion regulation in achievement contexts, the study adopts a mixed-methods approach combining qualitative and quantitative research. First, through in-depth interviews with postgraduate students and grounded theory coding analysis, a model of key related factors was constructed, consisting of five dimensions: peer comparison, research accumulation, academic resilience, personality traits, and the supervisor-student relationship. Subsequently, the model was empirically validated through a questionnaire survey and multiple linear regression analysis. The findings reveal that all five factors significantly and positively predict negative emotions. Among them, personality traits—particularly perfectionism and procrastination—constitute the core risk factors triggering negative emotions, while the quality of the supervisor-student relationship and the level of research competence accumulation also exert substantial effects. In addition, correlation analysis further uncovers the underlying mechanism linking supervisor support and the improvement of students’ research competence. Based on these findings, this study offers targeted suggestions for both postgraduate students and institutions, including enhancing metacognitive monitoring ability, providing earlier research training, and building peer support networks. It is hoped that these recommendations may help alleviate negative emotional distress in academic writing and promote the psychological well-being of postgraduate students.