Research On The Influence Of Teacher-student Interaction On Graduate Students’ Academic Achievement

Graduate education is the basic layout to ensure the supply of high-level innovative talents.Ensuring and improving the quality of graduate education is an important guarantee to promote the construction of China’s first-class university and the connotative development of higher education.As a key indicator to measure the quality of graduate education,improving the academic achievements of graduate students is necessary to improve the quality of personnel training and adapt to the social and economic development.Among the factors that affect graduate students’ academic achievements,teacher-student interaction is the most important one.Based on this,this study,based on the self-efficacy theory and social interaction theory,comprehensively adopts the methods of literature research,questionnaire survey and interview to study the influence of teacher-student interaction on graduate students’ academic achievements.It mainly discusses the following questions: first,what is the status quo of the interaction between graduate students and supervisors;Second,what is the status quo of graduate students’ academic achievements;Third,what is the effect of teacher-student interaction on graduate students’ academic achievements;Fourth,how does teacher-student interaction affect graduate students’ academic achievements.The results show that:(1)the truth degree of teacher-student interaction belongs to the upper middle level,and the influence degree of teacher-student interaction belongs to the lower level.The truth degree of teacher-student interaction is significant different in the variables of graduate students’ major and grade.The influence degree of teacher-student interaction is significantly different in the variables of graduate students’ gender,major and grade.(2)the academic achievements of graduate students belongs to the upper middle level.Specifically,there are no significant differences in academic contribution,task performance and social comparison between students of different genders,majors,grades and training types;there are significant differences in academic contribution,task performance and social comparison among students from different family backgrounds and different levels of trust in teacher-student interaction.(3)under the control of background variables,learning motivation and academic efficacy,the trust degree of teacher-student interaction has a significant positive predictive effect on graduate students’ academic achievements,and the influence degree of teacher-student interaction is only related to graduate students’ task performance.(4)Both the truth degree of teacher-student interaction and academic achievements are significantly related to graduate students’ academic achievement self-efficacy.The process mediated effect test showed that the self-efficacy of graduate students’ academic achievements was the intermediary between the truth degree of teacher-student interaction and graduate students’ academic achievements.Based on this,to improve the interactive relationship between graduate students and supervisors in colleges and universities and enhance the academic achievement of graduate students,on the one hand,teachers and students are required to select appropriate communication symbols,play an interactive role conscientiously,and actively build a teacher-student community;On the other hand,the supervisor is required to strengthen the professional guidance of graduate students,play a good role model,give students the necessary affirmation,and guide students to reasonable attribution.