The Relationship Between Teachers’ Autonmy And Postgraduate Students’ Eudaimonic Well-Being: The Mediating Effect Of Learning Engagament

The postgraduate education is the highest level education in our country, which has the responsibility to foster talents. However, as the expansion of postgraduate students, the quality of postgraduates is experiencing a down trend, utility drives people just keep watchful eyes on educational background and diploma, postgraduate students’ superiority and potentials are neglected. At the same time, in terms of postgraduate students’mental health, positive psychology function is not noticed as much as negative psychology such as stress and anxiety. The eudaimonic well-being is a new area of well-being, which thinks highly of self-discovery, especially superiority and potentials, and utilizes the superiority and potentials to promote the meaning of life. So, aim at the postgraduate students’ situation, it is necessary to research the state of postgraduate students’ eudaimonic well-being and explore the way to advance the level. In our country, at the time of postgraduate education, students have close relationships with tutor and teachers, the pattern that how tutors and teachers use to train postgraduates are important to students’ development, so it’s indispensable to study teachers’ autonomy support, and discuss the influence of teachers’ autonomy support to postgraduate students’ eudaimonic well-being. In the meantime, during the postgraduate, students are research-oriented, therefore, learning engagement was drawn into this study to discuss the relationships among teachers’ autonomy support, learning engagement and eudaimonic well-being. Subjects in this study are university students and postgraduate students. The first research is to translate and text the questionnaire of eudaimonic well-being. The second research is to explore the influencing factor of postgraduate students’ eudaimonic well-being.The first research has translated and retranslated the questionnaire of eudaimonic well-being,424 Guangxi college students and postgraduate students are measured, after the data statistics and analysis, this paper got the questionnaire which is appropriate for Chinese college students and postgraduate students. This questionnaire has single factor with 21 items. After tests, the reliability and validity perform well.498 postgraduate students are measured in the second research to explore the relationships among teachers’ autonomy support, learning engagement and eudaimonic well-being. The results show that:1. The degree of teachers’ autonomy support is at the middle level, there are significant differences in origin and major.2. Postgraduate students’ learning engagement is at the middle level, specifically, the highest average score is dedication. Learning engagement has a significant difference in orign.3. Postgraduate students’ eudaimonic well-being is at the middle level, there are significant differences in origin, grade and transdisciplinary.4. There are positive correlations among teachers’ autonomy support, learning engagement and eudaimonic well-being.5. Teachers’ autonomy support could predict learning engagement and eudaimonic well-being positively; learning engagement has a partly mediating effect between Teachers’ autonomy support and eudaimonic well-being.Combine with the work of training postgraduate students, the results of empirical research will be useful to manage and cultivate postgraduate students.