“挣扎的尘埃”:研究生学术热情变化的个案研究
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摘要
学术热情是学者从事学术研究工作的推动力,也是作为"学术入门人"的研究生通往学术之路的内驱力。该研究旨在探究研究生就读期间学术热情的变化过程及原因,使用访谈法、实物收集法、参与式观察法收集研究个案资料。在对资料进行类属分析与情境分析的基础上,研究发现研究生个体学术热情的变化经历了萌发、建立、衰退、调适、幻灭五个阶段,其学术热情具有外生性、波动性的特征。学术场域中长期积累的个体情感起到的调控作用是学术热情变化的直接原因。追寻其背后的动力机制,可以发现学术环境等外部动力与学术认同、自我认同等内部动力交织在一起共同发挥作用。这两种性质的力量表现为不同的方向:"推力"和"拉力",推力对学术热情产生负功能,拉力则具有正功能。学术热情的衰减实际上是推力大于拉力的结果。
引文
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[50][51]兰德尔·柯林斯.互动仪式链[M].林聚任,王鹏,宋丽君译.北京:商务印书馆,2012.
[52]罗志敏.研究生“研究者”身份的多维度考察[J].中国高教研究,2013,(8):69-74.
[53]姚玉红,陈增堂,李红,毕晨虹.转型期导师与研究生的理想互动特征研究[J].东北师大学报(哲学社会科学版),2014,(2):207-210.
[54]许迈进,郑英蓓.三重反思:重构研究生培养中的师生导学关系[J].教育发展研究,2007,29,(8):77-80.
[55][56]于峰,张勇.研究生师生关系的非均衡现状及其影响和调整[J].学位与研究生教育,2012,(12):69-72.
[57]陈俊珂.文化反哺视野中研究生师生关系构建之思考[J].学位与研究生教育,2010,(9):56-59.
[2]董立平,周水庭.学术人:高等教育管理的人性基础[J].江苏高教,2011,(2):15-18.
[3]刘爱春,谭顶良,赵小云.学术型硕士生学术动机的调查研究[J].学位与研究生教育,2014,(4):54-59.
[4]王进,彭妤琪.从“怠惰因循”到“力学笃行”:论研究生科研意识的唤醒[J].现代大学教育,2017,(1):20-26.
[5]冯君莲.大学学术生态的困境与出路[J].大学教育科学,2012,(6):101-106.
[6]朱志勇,崔雪娟.研究生学术能力:一个基于政策文本分析的理论框架[J].清华大学教育研究,2012,33(6):92-99.
[7]彭月茵.研究生学术动机历程模式之建构[D].台湾:国立政治大学教育,2007.
[8][46]马克斯·韦伯.学术与政治(第4版)[M].冯克利译.北京:生活·读书·新知三联书店,2016.
[9][10]Vallerand,R.J.,Blanchard,C.,Mageau,G.A.,et al..Les passions de l'ame:On Obsessive and Harmonious Passion[J].Journal of Personality and Social Psychology,2003,85(4):756-767.
[11]Vallerand,R.J..On the Psychology of Passion:In Search of What Makes People’s Lives Most Worth Living[J].Canadian Psychology,2008,49(1):1-13.
[12][21][36]Anderson,N.C..Effective Doctoral Education:Interpreting Factors and Outcomes of Success through a New Framework,Autoethnography,and Quantitative Study of Passion[D].Fargo:North Dakota State University,2013.
[13][37]Bernabé,M.,Lisbona,A.,Palací,F.J.,et al..Social Identity,Passion and Well-being in University Students,the Mediating Effect of Passion[J].Spanish Journal of Psychology,2014,17(E81):1-8.
[14][38]Schellenberg,B.J.I.,Bailis,D.S..Predicting Longitudinal Trajectories of Academic Passion in First-year University Students[J].Learning and Individual Differences,2015,40:149-155.
[15][18][39]Zhao Y.,St-Louis,A.,Vallerand,R.J..On the Validation of the Passion Scale in Chinese[J].Psychology of WellBeing,2015,5(1):1-11.
[16][20][40]Mcgee,E.O.,White,D.T.,Jenkins,A.T.,et al..Black Engineering Students’Motivation for Ph.D.Attainment:Passion Plus Purpose[J].Journal for Multicultural Education,2016,10(2):167-193.
[17][22]Stoeber.J.,Childs,J.H.,Hayward,J.A.,et al..Passion and Motivation for Studying:Predicting Academic Engagement and Burnout in University Students[J].Educational Psychology,2011,31(4):513-528.
[19]Turner,G.,Mcalpine,L..Doctoral Experience as Researcher Preparation:Activities,Passion,and Status[J].International Journal for Researcher Development,2013,2(1):46-60.
[23][29][30][41]Jacobs,S.R.,Dodd,D.K..Student Burnout as a Function of Personality,Social Support,and Workload[J].Journal of College Student Development,2003,44(3):291-303.
[24][42]Reyes,M.,Davis,R.,San Diego,C.,et al..Exploring Five Factor Model Personality Traits as Predictors of Burnout Dimensions Among College Students in the Philippines[J].Journal of Tropical Psychology,2016,6(e4):1-10.
[25][27][31][43]Durán,A.,Extremera,N.,Rey,L.,et al..Predicting Academic Burnout and Engagement in Educational Settings:Assessing the Incremental Validity of Perceived Emotional Intelligence Beyond Perceived Stress and General Self-efficacy[J].Psicothema,2006,18 Supplementary(6):158-164.
[26][44]王小新,苗晶磊.大学生学业自我效能感、自尊与学习倦怠关系研究[J].东北师大学报(哲学社会科学版),2012,(1):192-196.
[28][45]李晓军,周宗奎,范翠英,游志麒.师范类大学生学习倦怠与应对方式关系研究[J].教育研究与实验,2011,(3):93-96.
[32]Lin,S.H.,Huang,Y.C..Life Stress and Academic Burnout[J].Active Learning in Higher Education,2014,15(1):77-90.
[33]Cushman,S.,West,R..(2006).Precursors to College Student Burnout:Developing a Typology of Understanding[J].Qualitative Research Reports in Communication,2006,7(1):23-31.
[34][49]陈寒.基于扎根理论的学术型硕士生学习倦怠影响因素理论模型探讨[J].东南大学学报(哲学社会科学版),2016,18(S1):164-166.
[35]乔纳森·H·特纳,简·斯戴兹.情感社会学[M].孙俊才,文军译.上海:上海人民出版社,2007.
[47]周光礼.中国博士质量调查:基于U/H大学的案例分析[M].北京:社会科学文献出版社,2010.
[48]曹健,王建康.高校学术环境对研究生学术努力行为影响调查[J].江苏高教,2009,(2):100-102.
[50][51]兰德尔·柯林斯.互动仪式链[M].林聚任,王鹏,宋丽君译.北京:商务印书馆,2012.
[52]罗志敏.研究生“研究者”身份的多维度考察[J].中国高教研究,2013,(8):69-74.
[53]姚玉红,陈增堂,李红,毕晨虹.转型期导师与研究生的理想互动特征研究[J].东北师大学报(哲学社会科学版),2014,(2):207-210.
[54]许迈进,郑英蓓.三重反思:重构研究生培养中的师生导学关系[J].教育发展研究,2007,29,(8):77-80.
[55][56]于峰,张勇.研究生师生关系的非均衡现状及其影响和调整[J].学位与研究生教育,2012,(12):69-72.
[57]陈俊珂.文化反哺视野中研究生师生关系构建之思考[J].学位与研究生教育,2010,(9):56-59.