Mentor-Student Relationship and Graduate Students' Satisfaction With Mentors: A Moderated Mediation Model.

IF 3.4 3区医学 Q1 NURSING

Journal of Advanced Nursing Pub Date : 2025-09-16 DOI:10.1111/jan.70229

Xingzi Chen,Jiaqian Song,Hanjing Wen,Liuyi Zhang

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引用次数: 0

Abstract

OBJECTIVE To explore how the mentor-student relationship affects nursing graduate students' satisfaction with mentors, as well as how mentoring mode and learning motivation work together. DESIGN A multi-centre cross-sectional study. SETTING Thirty universities and colleges in eastern, central and western China. PARTICIPANTS A total of 826 nursing graduate students from thirty universities and colleges participated in this study in April 2024. METHODS Data were collected using the general information questionnaire, mentor-student relationship entry, mentoring mode questionnaire, graduate students' satisfaction item and learning motivation scale. Data were analysed using SPSS 25.0 software. The PROCESS macro-plugin and the bootstrap method were utilised to examine the mediating and moderating effects of learning motivation and mentoring mode. RESULTS There was a positive correlation between nursing graduate students' satisfaction with mentors and the mentor-student relationship (r = 0.377, p < 0.001), learning motivation (r = 0.600, p < 0.001), and mentoring mode (r = 0.292, p 0.001). Learning motivation exerted a partial mediation effect between the mentor-student relationship and graduate students' satisfaction with mentors (mediation effect value = 0.182, 95% CI = 0.148-0.218). Mentoring mode moderated the path of learning motivation in the mentor-student relationship (interaction term coefficient = 0.031, 95% CI = 0.005-0.056). CONCLUSION Mentor-student relationship positively predicted nursing graduate students' satisfaction with mentors significantly. Learning motivation played a partial mediating effect between mentor-student relationship and graduate students' satisfaction with mentors and mentoring mode moderated between mentor-student relationship and learning motivation pathways. Therefore, cultivating positive teacher/helpful friend relationship, boosting students' learning motivation and improving mentoring mode techniques can all increase nursing graduate students' satisfaction with mentors. NO PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.

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师徒关系与研究生导师满意度：一个有调节的中介模型。

目的探讨师徒关系对护理研究生对导师满意度的影响，以及师徒模式与学习动机的相互作用。设计一项多中心横断面研究。分布在中国东、中、西部的30所高校。2024年4月，共有来自30所高校的护理研究生826名参加了本研究。方法采用一般情况问卷、师徒关系问卷、师徒模式问卷、研究生满意度问卷和学习动机量表收集数据。采用SPSS 25.0软件对数据进行分析。采用PROCESS宏插件和bootstrap方法检验学习动机和师徒模式的中介和调节作用。结果护理研究生对导师的满意度与师徒关系（r = 0.377, p < 0.001）、学习动机（r = 0.600, p < 0.001）、师徒模式（r = 0.292, p < 0.001）呈正相关。学习动机在师徒关系与研究生导师满意度之间起部分中介作用（中介效应值= 0.182,95% CI = 0.148 ~ 0.218）。师徒模式调节师徒关系中学习动机的路径（交互项系数= 0.031,95% CI = 0.005 ~ 0.056）。结论师生关系显著正向预测护理研究生对导师的满意度。学习动机在师徒关系和研究生导师满意度之间起部分中介作用，师徒模式在师徒关系和学习动机路径之间起调节作用。因此，培养积极的师友关系、提高学生的学习动机、改进师徒模式技巧都可以提高护理研究生对导师的满意度。没有病人或公众捐款没有病人或公众捐款。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Advanced Nursing 医学-护理

CiteScore

6.40

自引率

7.90%

发文量

369

审稿时长

3 months

期刊介绍： The Journal of Advanced Nursing (JAN) contributes to the advancement of evidence-based nursing, midwifery and healthcare by disseminating high quality research and scholarship of contemporary relevance and with potential to advance knowledge for practice, education, management or policy. All JAN papers are required to have a sound scientific, evidential, theoretical or philosophical base and to be critical, questioning and scholarly in approach. As an international journal, JAN promotes diversity of research and scholarship in terms of culture, paradigm and healthcare context. For JAN’s worldwide readership, authors are expected to make clear the wider international relevance of their work and to demonstrate sensitivity to cultural considerations and differences.