监督到位、积极性高、身体健康?利用潜类分析和结构方程模型研究博士生的健康满意度

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH
Carolin Kunz, Christian Schneijderberg, Lars Müller
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引用次数: 0

摘要

越来越多的实证研究涉及博士生的健康问题。然而,导师与博士生健康之间的关联机制往往仍不明确。我们通过潜类分析对导师进行分类,并将其引入结构方程模型,将论文研究动机作为预测博士生健康满意度的中介因素,开始填补这一研究空白。我们使用了德国一所大学 200 多名博士生的数据。我们提取了三种类型的导师支持(较差的支持:18.4%;良好的支持:26.4%;非常好的支持:55.2%)。较差的支持与博士生的学习动力和健康满意度呈明显负相关。较差的支持与健康之间的关系在一定程度上受学习动机的影响。通过先进的统计模型,可以确定指导与博士生健康之间的联系机制,并拓展对(非常)好的指导支持的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Well-supervised, highly motivated, and healthy? Using latent class analysis and structural equation modelling to study doctoral candidates' health satisfaction

More and more empirical studies address doctoral candidates' health. Yet, the mechanisms linking supervision and doctoral candidates' health often remain unclear. We start to fill this research gap with classifications of supervisors produced by latent class analysis, which were introduced into structural equation models with motivation towards the dissertation research as a mediator to predict doctoral candidates' health satisfaction. We used data from more than 200 doctoral candidates from a German university. Three types of supervisor support were extracted (poor support: 18.4%; good support: 26.4%; very good support: 55.2%). Poor support was significantly negatively associated with doctoral candidates' levels of motivation and health satisfaction. The relationship between poor support and health was partly mediated by motivation. By means of the advanced statistical models, mechanisms linking supervision and doctoral candidates' health could be identified and research on the dimensions of (very) good supervisor support could be expanded.

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来源期刊
HIGHER EDUCATION QUARTERLY
HIGHER EDUCATION QUARTERLY EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
9.10%
发文量
42
期刊介绍: Higher Education Quarterly publishes articles concerned with policy, strategic management and ideas in higher education. A substantial part of its contents is concerned with reporting research findings in ways that bring out their relevance to senior managers and policy makers at institutional and national levels, and to academics who are not necessarily specialists in the academic study of higher education. Higher Education Quarterly also publishes papers that are not based on empirical research but give thoughtful academic analyses of significant policy, management or academic issues.
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