An Empirical Study Of The Influence Of Master Students' Dual Stressor On Their Innovation Behavior

Innovation has a crucial impact on the development of a country and a nation.The innovative behavior of master students is the basic force for building an innovative country in China.The increasingly strict assessment system has also brought great psychological pressure to the graduate students in China.Therefore,the relationship between research pressure and innovation behavior has become an important direction that Chinese academic circles have been paying attention to.The influence of pressure on innovation behavior is often not a simple linear relationship.The two-dimensional structure of stress is well verified at the enterprise levels but at the university level,especially the research on graduated dual stress is rare.As the top of national education,graduate education is very necessary to study the mechanism of its innovative behavior.This thesis takes master students as the research object,cites the concept of dual stress,and divides the pressure faced by master students into challenging pressure and obstructive pressure.It also introduces learning engagement as a mediator variable and academic climate as a regulatory variable.This is the main model of this study.This paper first explains the research background,purpose and research ideas in the introduction part.Then in the literature review and theoretical hypothesis part,it reviews the literatures involved in the paper,sorts out the existing research results of related variables,and analyzes according to relevant literature.The logical relationship between several variables,and then the research hypothesis of this paper.In the research design section,the questionnaire entries of this study were produced,the research objects were determined,and the questionnaires were sent to the master students in the school to fill in a total of 366 valid data,followed by reliability and validity test and analysis of variance for the recovered data.Finally,a regression analysis of the recovered data is performed based on the research hypothesis to verify whether the research hypothesis is true.The results show that there is a significant positive correlation between the challenge pressure and the innovation behavior felt by the master students,that is,the higher the challenge pressure,the more likely it is to generate innovative behavior;the hindrance pressure is negatively related to the innovation behavior,that is,the higher the obstacle pressure,the more it is difficult to generate innovative behaviors;learning engagement plays a partial intermediary role between the challenge pressure and innovative behavior of master students,and also plays a part in mediating between obstructive pressure and innovative behavior,that is,when master students feel higher challenges When you are stressed,you will be more involved in academic activities,which will lead to innovative behaviors.When individuals feel that the barrier pressure is high,they will reduce learning activities,which will lead to the reduction of innovative behavior.The study also confirms that the academic atmosphere is positively regulating the relationship between academic input and innovative behavior,that is,the higher the academic climate,the more significant the relationship between learning input and innovative behavior.Based on the above conclusions,this study puts forward several suggestions:First,correct understanding of stress.Learn to distinguish between stressors and look at stress correctly,recognize the positive effects of stress,and consciously engage in stressful situations to exercise yourself,rather than simply avoiding stress.Second,rationally raise the challenging pressure.First of all,we must formulate an incentive evaluation system to stimulate students' own potential,and then appropriately improve the number of scientific research tasks of master students,and propose reasonable time limits,which will help to improve time utilization and encourage master students to take the initiative.Engage in academics.Third,reduce the barrier pressure.By ensuring fairness and justice in the scholarship selection system,increasing communication with tutors,and enriching academic resources,it can reduce the uncontrollable pressures that master students face in their usual study and life.Fourth,create a strong academic atmosphere and provide a rich learning platform for master students.