PSYCHOLOGICAL ACCEPTANCE MECHANISM AND INFLUENCING FACTORS OF SCIENTIFIC RESEARCH EDUCATION

Abstract

Scientific research education is the common pursuit of schools of higher education in China. This education mode greatly promotes the scientific research and talent training in colleges and universities. From the perspective of psychology, this paper probes into the psychological acceptance mechanism of scientific research education, and identifies the influencing factors of this education mode. First, the origin and features of scientific research education were introduced based on relevant literature. Then, a questionnaire survey and an interview study were carried out in four universities, Guangdong, China, by random sampling. Through data analysis, it is concluded that many students with high academic degrees are fully aware of and deeply involved in scientific research education; however, the teachers have not done enough to promote the students’ interests and motivations in scientific research, failing to recognize the importance of scientific research education based on the students’ psychological demand; undergraduates and master students hold that scientific research education is mainly affected by teaching attitude and style, as well as college policy and environment; doctoral students consider the cognition and attitude of students as another influencing factor of scientific research education. This research opens a new direction for improving scientific research education.