Analysis of the impact of humanities and social science employment anxiety on doctoral study delay
Wenxian Cheng
Anhui University of Finance and Economics
Wentao Xu
Anhui University of Finance and Economics
DOI: https://doi.org/10.59429/bam.v6i4.8387
Keywords: Humanities and social sciences; Employment anxiety; Delayed graduation; Threshold model
Abstract
The phenomenon of delayed graduation of doctoral students is becoming more and more prominent, which attracts the attention and attention of the whole society. However, from the psychological level of college students, especially the impact of employment anxiety of humanities and social sciences on the delayed graduation of doctoral students. Research on employment anxiety, academic papers, incentive mechanism, mid-term assessment and other aspects, and conclude that employment anxiety is affected by the number of academic papers published and presents the “threshold effect” in economics, and “breaking five only”, especially “only papers”, can significantly reduce the extended number of years. The mid-term assessment method and the interaction of supervisors are the catalyst for the postponement of doctoral students. Under the background of the general reduction of school funding for most doctoral students after the delay, the employment anxiety of doctoral students is further intensified. In view of this, it is necessary to strictly implement the mid-term assessment of doctoral students with “only paper”, and the system design should highlight the basic academic standard of doctoral students. It is necessary to form a good degree of guidance, improve the support for the whole process of doctoral academic development, and effectively improve the quality of doctoral training.
References
[1] Bowie, Zhang Xinyue, Wu Jiaqi. Empirical study of the factors affecting the delayed graduation of doctoral students [J]. Jiangsu Higher Education, 2020 (07): 31-38.
[2] VREELAND R S,BIDWELL C E.Classifying university departments:an approach to the analysis of their effects upon undergradeuates’values and attitude[J].Sociology of Education,1966: 237-254.
[3] NERAD M, CERNY J.From facts to action:expanding the graduate division ’s educational role[J].New Directions for Institutional Research,1993(80):27-39.
[4] H OFFER T B , DUGONI B L.Doctorate Recipients from United States Universities: Summary Report 2000[J].Survey of Earned Doctorates,2001:21-27.
[5] Qing Yang.—— The reasons and mechanism of humanities and social sciences [J]. Higher Education Research in China, 2021 (7): 90-97.
[6] G OLDE C M.Early and late doctoral student attrition: Descriptions of the graduate education process[C].Orlando :annual meeting of the Association for the Study of Higher Education ,1995:2-5.
[7] K LUEVER R.ABDs and graduates from a college of education: Responsibility, barriers and facilitators[C].San Francisco : annual meeting of the American EducationalResearch Association ,1995:11-19.
[8] M ONSOUR M, C ORMAN S.Social and task functions of the dissertation partner: One way of avoiding terminal ABD status[J].Communication Education, 1991, 40(2): 180-186.
[9] H USTON J L.Factors of success for adult learners in an interactive compressed video distance learning environment[M].Lexington: University of Kentucky, 1997: 32-39.
[10] H ANSEN B E.Threshold effects in non-dynamic panels: Estimation, testing, and inference[J].Journal of econometrics, 1999, 93(2): 345-368.
[11] Zhu Xinyu, Yue Yiquan. Employment anxiety and social work intervention of college students [J]. Research on Western Development, 2021 (2): 27-43.
[12] H UGHES R, P ACE C R.Using NSSE to study student retention and withdrawal[J].Assessment Update, 2003, 15(4): 1-2.
[13] Li Yonggang, Fang Yali. Customs clearance challenge: a qualitative study on the reasons for the delayed graduation of engineering doctoral students in research universities [J]. Journal of Hangzhou Normal University: Social Science Edition, 2022,44 (3): 84-91
[14] Qing Yang. Analysis of the causes of delayed graduation for PhD students in Humanities and Social Sciences —— From the perspective of advanced knowledge logic generation [J]. Fudan Education Forum, 2022,20 (2): 56-65.
[15] Yao Hao, Ma Lichao. The impact of challenging-obstructive research stress on graduate anxiety: the mediation of achievement motivation and self-efficacy [J]. Higher Education Research in China, 2021 (5): 79-85.
[16] Li LAN, Xie Yongsheng. Questionnaire survey and analysis of academic papers are required when applying for a degree [J]. Academic Degree and Postgraduate Education, 2015 (6): 60-64.
[17] Liu Lanying. On the reconstruction of the doctoral course structure of Humanities and Social Sciences in China [J]. Academic Degree and Postgraduate Education, 2019 (07): 43-48.
[18] Li Jingyue, Zhang Xiaomei, Huang Fugui and so on. Analysis and countermeasures research on the phenomenon of “graduation difficulty” for doctoral students [J].Journal of Jimei University (Education Science edition), 2017,18 (06): 50-57.
[19] Min Wei, Li Yonggang. Are “good scholars” being “good mentors”?—— The influence of supervisor academic status on the effectiveness of science and engineering doctoral students [J]. Academic Degree and Postgraduate Education, 2018 (08): 25-32.
[20] CAI Fen, Jiang Yue. Summary of research on innovation ability of doctoral students in China [J]. Modern Education Science, 2020 (02): 119-125.
[21] Gao Rui, Zhang Weiwei.—— Quality analysis from the perspective of “double first-class” university construction [J]. Academic Degree and Postgraduate Education, 2020 (03): 39-45.
[22] Huang Haigang, Jin Yi.lead to Ph. D: empirical research on the motivation of doctoral students in China —— On the significance of academic motivation on the quality of doctoral students [J]. Fudan Education Forum, 2016,14 (05): 59-66.
[23] Li Chengfeng, Chen Hongjie. Will the dissertation topic selection affect the doctoral students to graduate on schedule?—— Based on the analysis of the national PhD graduate exit survey data [J]. Higher Education Research in China, 2020 (07): 26-32.
[24] Huang Junping, Chen Qiuyuan.—— Take the investigation on the situation of Postdoctoral students in Peking University as an example [J]. Academic Degree and Postgraduate Education, 2013 (07): 50-55.
[25] Xue Xinxin, Hu Lifang. Independent learning in graduate courses: Connotation, function and practical strategy [J]. Graduate Education Research, 2020 (04): 35-40 + 97.
[26] Gao Yao, Chen Hongjie, Wang Dongfang. How high is the graduation rate of doctoral students —— An empirical study based on the 2017 National Exit survey data [J]. Graduate Education Research, 2020 (01): 42-51.
[27] Hao Tongliang, Yang Yumeng, Sun Wei. Doctoral scientific research projects participate in the empirical research on the impact of scientific research innovation ability [J]. Exploration of Higher Education, 2020 (09): 50-57.
[28] Qian Changping, Xu Yulan. The “Buddhist Department” mentality of deferred doctoral students: generation, performance, and diagnosis and treatment path [J]. Academic Degree and Postgraduate Education, 2021 (01): 78-83.
[29] Li Zongbo, Dai Yuanju, Han Xueliang, etc. Impact of challenging-hindering research stress on knowledge sharing behavior: the mediating role of research role identity [J]. Chinese Journal of Clinical Psychology, 2018,26 (02): 363-366.
[30] Sun Junhua, Wang Xia. Study on the psychological stress status, stressors and influencing factors of doctoral students —— Based on the survey data of five universities in Jiangsu province [J]. Academic Degree and Postgraduate Education, 2021 (07): 50-58.