社交网络时代我国研究生与导师的“典型”互动模式研究

Investigating the Typical Modes of Chinese Faculty-Graduate Interactions in the Social Media Era

摘要: 研究生与导师间和谐关系的建立对研究生良好教育体验和学业成就的获得至关重要。本研究通过对来自10所大学的20位在读研究生进行半结构化访谈，并进一步收集了由采访对象自愿提供的与导师的443条社交媒体聊天记录，分析了我国研究生与导师的线上、线下真实互动细节。基于扎根理论的研究范式，我们梳理出三种“典型”互动模式，即毕业驱动型、任务驱动型和成长驱动型。研究发现，这三种“典型”互动模式与自我决定论(self-determination theory)中人类的三种基本需求相互对应，在一定程度上反映了不同互动模式的优势与不足，以及我国导生互动模式面临的主要挑战。本研究结果有助于决策者阐明导生责权，规范双方行为，更好地促进我国导师与研究生的和谐共处与合作双赢。

Abstract: The healthy relationship between faculty mentors and graduate students, which derives from their daily interactions, are critical to students’ studying experiences and academic achievement. Through semi-structured interviews of 20 graduate students in 10 Chinese universities and analysis of 443 pieces faculty-graduate WeChat chat history or these interviewees, the present study sought to investigate the typical modes of faculty-graduate interactions in China and their possible causes through Self-Determination Theory (SDT) by using grounded theory. The findings demonstrated three typical mode, namely, graduation-driven, task-driven, and growth driven modes, which echoed the needs in SDT and illustrated strength and weakness of each mode. The finding could benefit policy makers in establishing rules, clarifying duties and responsibilities, and regularizing behavior of both mentors and graduate students.