Research On The Relationship Between Teachers’ Autonomous Support And The Autonomous Learning Ability Of Graduate In Shanxi Universities

Nowadays,the competition is becoming more and more fierce,the employment situation is becoming more and more serious,the talented people have become the core competitiveness of the country.Contemporary college students need to improve their comprehensive quality to cope with the current environmental pressure,so the number of students taking the graduate entrance examination is also increasing year by year.But with the continuous development of graduate education,the problem has gradually emerged.The literacy and ability of most graduate students in academic and scientific research is insufficient,such as they have poor self-control,their paper writing is not standardized,their scientific research and conception ability needs to be improved.Compared with undergraduate students,self-learning ability needs to be greatly improved,so the improvement of self-learning ability needs to be paid more attention to by colleges and universities.Numerous studies have pointed out that teachers can have a greater impact on the self-learning ability of master’s research,and teachers’ support and behaviors will affect students’ self-efficacy in learning,thus promoting the improvement of self-learning ability.Therefore,making master’s students deeply feel the teacher’s self-support,strengthen the sense of academic self-efficacy and adjust the academic mood is important to improve the ability of self-learning.The purpose of this paper is to study the mechanism of teacher self-support on the self-learning ability of graduate students,using the literature research method to sort out and analyze the relevant literature on teacher self-support,academic self-efficacy,self-learning ability,and academic emotions at home and abroad.Based on self-determination theory and development scenario theory,the research model of this article is constructed innovatively.A questionnaire survey method was used to survey420 graduates(academic graduates)in Shanxi universities.Based on the reliability and validity of the questionnaires,the empirical analysis method was used to perform correlation analysis and regression analysis on the relationship between the variables in order to verify the hypothesis proposed in this paper.Finally,the research conclusions of this article are drawn:(1)Teacher autonomy support has a remarkably positive impact on autonomous learning ability;(2)Teacher autonomy support has a remarkably positive impact on academic self-efficacy;(3)Academic self-efficacy has a remarkably positive impact on autonomous learning ability;(4)Academic self-efficacy plays a intermediary role between teacher’s autonomous support and autonomous learning ability;(5)Academic emotion plays a moderating role between teacher’s autonomous support and academic self-efficacy.Based on the analysis of the above research results,this article will put forward feasible suggestions from four aspects of teacher self-support,academic self-efficacy,academic emotion and self-learning ability in order to better perceive teachers’ autonomous support and improve the self-learning ability of graduates.