Research On The Study Input Of Full-time P. E. Master Degree Graduate Students In Guangdong Province

In September 2020,the Academic Degrees Committee of the State Council and the Ministry of Education jointly released the Program for the Development of Professional Degree Postgraduate Education(2020-2025),aiming to promote the highquality development of professional degree postgraduate education in China;in November 2021,the Ministry of Education announced the Notice of Additional Authorization Points for Doctoral and Master’s Degrees in 2020,in which a total of 46 universities nationwide added master’s degree in sports(science)The number of master’s degree in physical education(studies)was increased to 124,which once again expanded the scale of enrollment of master’s degree in physical education(studies)in China,showing the urgent demand and further attention of the country for high-level talents in physical education.With the increasing number of students enrolled in the master’s degree in physical education,the current situation of students’ study input and its influencing factors need to be grasped urgently under the concept of studentcentered education and teaching.Based on this,the study input of full-time master’s degree students in physical education in Guangdong Province through the use of literature,questionnaires and mathematical and statistical methods.The aim is to improve the study input of full-time master’s degree students in Guangdong Province,and then provide theoretical basis and practical countermeasures for improving the overall quality of master’s degree students in sports in China.The findings of the study are as follows:(1)The study input of full-time master’s degree students in physical education in Guangdong Province is at a moderate to high level,with emotional input being the highest,followed by cognitive input and behavioral input.At the level of behavioral input,the highest level of input is in professional skills practice with classmates,and the lowest level of input is in weekly academic activities;at the level of cognitive input,the highest level of input is in actively making study plans and arranging study tasks reasonably,and the lowest level of input is in taking part in academic activities or professional competitions after school;at the level of emotional input,the highest level of emotional input is in tutors,and the lowest level of emotional input is in the school curriculum.(2)Among the study input of postgraduate students from different backgrounds,male students outperformed female students;postgraduate students in the field of athletic training outperformed those in the field of physical education teaching;postgraduate students with a Category 1 undergraduate degree before enrollment outperformed those with a Category 2 undergraduate degree before enrollment;postgraduate students who ranked in the bottom third of their class outperformed those who ranked in the middle of their class;all of the above differences were reflected in behavioural inputs.(3)The problems in the study input of full-time master’s degree students in Guangdong Province include: at the level of behavioral input: The focus of learning behavior is skewed towards professional skills;The learning behavior input of students from different backgrounds is low.At the level of cognitive input: Insufficient attention to study plans;Low awareness of enhancing professional knowledge and application ability;Low richness of after-school learning experiences.Emotional input level:Insufficient support from the campus environment;Insufficient input from postgraduates of different schools in terms of campus environment support and teacherstudent interaction.(4)The factors affecting the study input of full-time master’s degree students in physical education in Guangdong Province include study motivation,study motivation,study environment and study satisfaction.The results of the multiple linear regression showed that after excluding the corresponding confounding interference,study motivation and study satisfaction significantly and positively predicted study input,with study satisfaction significantly and positively predicting behavioural input,study motivation and study satisfaction significantly and positively predicting cognitive input,and study satisfaction significantly and positively predicting affective input.The results of the path analysis indicate that motivation and satisfaction with research have a direct positive effect on study input,and motivation and environment have an indirect positive effect on study input.(5)The countermeasures to improve the study input of full-time master’s degree students in sports in Guangdong Province are: at the level of behavioral input: Actively respond to the education reform,transform and improve the academic system of postgraduate training;Optimize the teaching format of teachers and clarify the main responsibility of tutors;Reasonably plan the study time and strengthen communication among students.Cognitive input level: Pay attention to students’ learning needs and actively carry out psychological education;Make full use of extra time to motivate students to study;Break through the limits of self-cognition and improve self-cognition level.Emotional input: Improve campus infrastructure to create a good learning atmosphere;Build positive teacher-student interaction to guide students to engage in learning activities;Correct their own learning attitudes and enhance their sense of selfefficacy.