| Academic reading is an important part of postgraduate's study,which runs through the whole process of postgraduate's curriculum study and scientific research activities and has a subtle influence on the development of students.The academic reading engagement level of graduate students is not only a prerequisite for improving their academic achievements and scientific research ability,but also an important process index to measure the quality of graduate education.At present,most of the existing researches are about the analysis of undergraduate reading,and there are few researches on graduate reading,especially the lack of empirical research on graduate reading.In order to better explore the academic reading activities of postgraduates,this study includes the academic reading process and reading outcomes of postgraduates into the analysis scope,and focuses on the reading process,exploring the current situation of postgraduates' academic reading engagement and harvest and the influence of internal and external factors on postgraduates' reading engagement.This research takes the master students from four "first-class university construction" universities in Shanghai as the research object,and adopts the questionnaire survey method and interview method to carry out empirical analysis,answering the following main questions: What is the current situation of academic reading engagement of master students from high-level research universities in Shanghai? What are the differences in academic reading engagement levels among different groups(grade,major,gender,etc.)? What are the effects of individual internal factors and external environmental factors on the academic reading engagement of postgraduates respectively? Among them,which kind of influence is more significant? How does academic reading engagement affect master's reading gains?Through data analysis,this study finds: first,the academic reading engagement level of postgraduate students in Shanghai's high-level research universities is average,and the reading engagement structure is unbalanced,among which the reading cognitive engagement level is the highest and the behavioral engagement level is the lowest.Secondly,the academic reading engagement of masters is influenced by many factors: among the background factors,professional satisfaction and motivation for master's degree have significant effects on the academic reading engagement of masters;Among the individual's intrinsic characteristics,the individual's good reading ability and the reading view that reading is very important have a significant positive impact on the academic reading engagement of masters and its various dimensions.Among the factors of reading environment,teachers' reading guidance has a significant positive impact on master's academic reading engagement and its dimensions.Third,emotional engagement and cognitive engagement have a significant positive impact on the academic reading gains of postgraduates,of which emotional engagement has a higher impact.Fourth,academic reading engagement not only directly affects the academic reading gains of master students,but also is an important intermediary for individual reading ability to affect the academic reading gains of master students.Finally,based on the results of data analysis,this study puts forward the following suggestions: masters should strengthen their professional identity and actively cultivate their higher-order cognitive thinking such as critical thinking and metacognitive strategies;Tutors should strengthen academic reading guidance for graduate students;Departments should improve the teaching quality of literature reading courses and set up small-scale literature discussion salons or forums as much as possible.Universities should ensure the normalization of reading activities,further optimize library services and develop online reading guidance systems. |
