Research On The Relationship Of Supervisor Support And Master Students’ Academic Self-efficacy

The academic self-efficacy of postgraduates is not only used to evaluate postgraduates’ own learning ability and self-confidence in completing academic tasks,but also a key factor affecting postgraduates’ learning engagement,learning strategies and academic achievement.Therefore,paying attention to the academic self-efficacy of postgraduates is an important link in the training of postgraduates.As the main trainer and person in charge of postgraduates,supervisor provide support and assistance to postgraduates,which is a key factor for the growth and success of postgraduates,and a decisive factor in improving the quality of postgraduate training.Therefore,it is very important to study the relationship between supervisor support,academic self-efficacy of postgraduates and the relationship between them,and ultimately provide reference for improving the academic self-efficacy of postgraduates.This research mainly uses questionnaires and interviews,and uses the adapted "Supervisor Support Questionnaire" and "Master’s Academic Self-Efficacy Scale" as research tools,and adopts a random sampling survey method.In this study,descriptive analysis,variance analysis,correlation analysis and regression analysis were carried out on the overall status and relationship between supervisor support and master’s academic self-efficacy in Y University.in-depth interviews.Through the analysis of the questionnaire survey and interview survey,the research results show that: 1.The tutor’s support is generally at an upper-middle level,and the supervisor emotional support score is the highest,followed by autonomous support and academic support.There is no significant difference in supervisor support in terms of students’ gender,grade,subject category and other variables.2.The academic self-efficacy of postgraduates is generally at a medium level,and the selfefficacy of academic behavior is higher than the self-efficacy of learning ability.There are significant differences in different discipline categories,and there are significant differences in the self-efficacy of postgraduate study behavior corresponding to supervisors with different titles;3.There is a positive correlation between supervisor support and postgraduate academic self-efficacy.Supervisor support has a significant positive predictive effect on postgraduate academic self-efficacy.Academic support has the greatest impact on postgraduate academic self-efficacy,followed by autonomous support.Emotional support has the least effect on academic self-efficacy of postgraduates.In order to improve the situation of supervisor support and enhance the academic self-efficacy of master,based on the above research results,this study puts forward three suggestions based on tutor support to improve the academic self-efficacy of postgraduates: First,based on the actual needs of students,enhance the pertinence of supervisors;Second,strengthen the effectiveness of tutor support and enhance academic self-efficacy;Third,focus on optimizing the educational environment and ensure that tutors provide adequate support.