Mechanism Of Attachment On Research Self-Efficacy And Depression Of Postgraduate

2021 Nature’s survey shows that the mental health problems of graduate students are increasing,and points out that the “tendency of self-ability denial” will wear down the morale of researchers in the early career,which shows that the self-ability cognition and mental health problems of graduate students have attracted considerable attention.Attachment is formed in the early interaction with the caregiver,influencing the cognitive,psychological,and interpersonal functions of the individual in adulthood,and the positive response of the attachment object can promote the expansion of secure attachment.The supervisor is an important attachment object at the postgraduate level,and the supervisor-graduate relationship is a special relationship between other teacherstudent relationships and leader-subordinate relationships.Therefore,this study explores the role of attachment in the postgraduate student population and focuses on questions below: “Does postgraduate attachment play a role in their research selfefficacy and psychological health?” What is the mechanism of action? What role do supervisors play as key environmental factors?” and so on.Based on attachment theory and social cognitive theory,this study attempts to answer the above questions from the perspectives of supervisor characteristics(supervisor requirements and supervisor attachment characteristics)and internal communication of scientific research teams(teacher-student communication and team knowledge sharing),and to explore the relationship between attachment and self-efficacy and that between attachment and depression in postgraduate research,as well as the combined effect of mediating factors and environmental factors from supervisors.This paper adopts a method that combines qualitative interview and questionnaire survey,and comprehensively adopts research design strategies such as cross-sectional survey,multi-source(supervisor-graduate pairing)data,multi-time point and multisample survey in the questionnaire survey.The first part is based on the theoretical framework of this research proposed by relevant theories and literature review.With the help of in-depth interviews with 8 supervisors and 12 postgraduate students,the relationship between variables is initially clarified,and the theoretical and practical foundation is laid for subsequent quantitative research.The second part includes 1 prestudy and 3 sub-studies,which explore the relationship mechanism between postgraduate students’ attachment characteristics and outcome variables and the moderating role required by supervisors from the perspective of intra-team communication.This section uses two samples,master and doctor,respectively explore the possible role of graduate attachment on outcome variables through intra-team communication,and uses integrated data to analyze the moderating effect of supervisor requirements.The results show that attachment anxiety weakens the self-efficacy of postgraduate students and aggravates their depression,and this direct negative effect is consistent in the two types of student samples,and the negative effect of attachment avoidance on postgraduate students through intra-team communication only exists in the master’s sample.The mentor requirement only inhibits the negative effects of attachment avoidance through teacher-student communication.The third part consists of a pre-study and a formal study that explores from the perspective of teacher-student attachment consistency.The results showed that when the attachment anxiety of teachers and students is “at the same height”,it is not conducive to the self-efficacy and mental health of graduate students,while the degree of depression of graduate students is higher when the “high students and low teachers” with inconsistent attachment anxiety are higher than those of “low teachers and students”.Consistent attachment anxiety is more conducive to teacher-student communication than inconsistency,and it is best when teacher-student attachment anxiety is moderate.Teacher-student attachment avoidance consistent “same high” is not conducive to teacher-student communication,and at the same time,it is more conducive to knowledge sharing behavior than “same low” and “moderate”,and other aspects of avoidance are consistent or inconsistent.To some extent,intra-team communication plays a mediating role between attachment consistency and outcome variables.The findings of this study are as follows: First,whether from the single perspective of postgraduate attachment or attachment matching,insecure attachment directly or through intra-team communication is mostly detrimental to the cognitive and psychological functions of graduate students;Second,there is a certain interaction between teachers and students,and such effects show obvious differences.Highdemand supervisors can play an active role in alleviating the negative role of postgraduate students’ attachment avoidance,high-attachment avoidance supervisors may promote the occurrence of postgraduate students’ attachment avoidance negative effects,and high-attachment anxiety supervisors may play a worse role for students with high attachment anxiety;Third,there are differences in the positive mechanisms of consistency and avoidance consistency of attachment anxiety between teachers and students,and consistent and moderate attachment anxiety between teachers and students is more conducive to teacher-student communication,while consistent and high attachment avoidance is more conducive to knowledge sharing behavior,which in turn promotes the cognitive and psychological functions of postgraduate students.This study combines attachment theory and social cognitive theory to explore the joint effect of postgraduate student attachment and supervisor characteristics on postgraduate students,expand the mediation and boundary mechanism of attachment,and help to deeply understand the significance of teacher-student matching to postgraduate development.At the same time,this study provides guidance for promoting the development of postgraduate students and improving the relationship between teachers and students,and has important reference significance for managers,supervisors and graduate students of universities and scientific research institutions.