The impact of supervisor's autonomy support on negative silence among graduate students:Taking Beijing University of Chinese Medicine as an example
Objective To investigate the relationship between supervisor's autonomy support,lecture satisfaction,self-efficacy,fear of negative evaluation,and negative silence among graduate students,and to explore ways to enhance their interactive enthusiasm during lectures.Methods A convenience sampling method was used to conduct a questionnaire survey on graduate students at Beijing University of Chinese Medicine from January 3 to 5,2024.The survey employed the Supervisor's Autonomy Support Scale,Lecture Satisfaction Scale,General Self-Efficacy Scale,Brief Negative Evaluation Fear Scale(positive scoring),and Negative Silence Scale.Data were analyzed to identify correlations and mediating effects.Results A total of 441 valid samples were obtained.The differential analysis revealed that grade 2023 students reported higher supervisor's autonomy support(P<0.05).Male students and class leaders exhibited higher self-efficacy(P<0.05,P<0.01).Master's students and grade 2022 students had higher lecture satisfaction(P<0.05),while female students and long-term graduate students showed higher fear of negative evaluation(P<0.05,P<0.01).Correlation analysis indicated that negative silence was negatively correlated with lecture satisfaction(r=-0.193,P<0.01),self-efficacy(r=-0.244,P<0.01),and supervisor's autonomy support(r=-0.162,P<0.01);it was positively correlated with fear of negative evaluation(r=0.348,P<0.01).Regression analysis showed that supervisor's autonomy support had a positive impact on self-efficacy(β=0.370,P<0.01).Self-efficacy had a positive impact on lecture satisfaction(β=0.156,P<0.01)and a negative impact on fear of negative evaluation(β=-0.385,P<0.01).Lecture satisfaction had a negative impact on negative silence(β=-0.158,P<0.01),while fear of negative evaluation had a positive impact on negative silence(β=0.318,P<0.01).Bootstrap results indicated that self efficacy and fear of negative evaluation play a chain mediating effect between supervisor's autonomy support and negative silence,with an effect value accounting for 29.09%;Self efficacy and lecture satisfaction play a chain mediation effect between supervisor's autonomy support and negative silence,with an effect value of 6.67%;Lecture satisfaction plays a simple mediating effect between supervisor's autonomy support and negative silence,with an effect value accounting for 18.79%.Conclusion The negative silence of graduate students during lecture interactions is influenced by fear of negative evaluation and lecture satisfaction.Supervisor's autonomy support can mitigate negative silence by enhancing self-efficacy,increasing lecture satisfaction,and reducing fear of negative evaluation,thus promoting greater interactive enthusiasm among graduate students.
supervisor's autonomy supportnegative silencefear of negative evaluationself-efficacygraduate education
国家科技期刊平台
NSTL
万方数据
