A Retrospective Study on the Graduate Students' Lived Experiences
| Autor: | Jin-han Yang, 楊淨涵 |
|---|---|
| Rok vydání: | 2009 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 97 The purposes of this study are: (1) To have an understanding towards the lived experiences of graduate students, (2) To discover the graduate students’ interpersonal interactions during the time they studied in graduate schools, (3) To discover the stress sources of graduate lives, the effects stress brought about, and the coping strategies of graduate students, (4) To discover the influences and meanings the graduate studying experiences brought to graduate students, (5) To offer previous graduate students’ experiences to the current students, offer a chance to people who later want to study in graduate schools to take a look at graduate lives and offer references to the educational departments for the purpose of policy making In order to achieve the purposes listed above, the research adopted “purposive sampling” to search and interview the people who just got a master’s degree within two years and analyzed materials by content analysis. Below are the findings of the research: (1) There are two findings about stress sources and stressors: a. The stress of lessons were brought by the changes of learning styles, the increase of curriculum difficulty and the quantity of school work, the limits of time, graduate students’ characters of perfectionism, and the apprehension of the graduate identity. b. The most vital stress was academic-related,especially the stress of “finishing the thesis”. The stress of thesis-writing came from “the limits of time” and “the meetings”. (2) The interpersonal interactions and the causes that resulted in these situations are: a. The interpersonal interactions of graduate students— among all the interpersonal relationships, the relationships between peers were the closest one. b. The causes that resulted in these situations: (a) The causes that resulted in the interpersonal distance between teachers and students were mostly innate; others were just a minority. (b) It’s hard for the families to realize the difficulties the subjects encountered and the depression they met at school. (c) Because of the mutual empathy, the graduate students and their peers interacted more closely. (3) The peers’interactions not only relieved graduate students’ stress but also affected their studying positively. (4) The peers offered spiritual and substantial supports. The families offered spiritual and substantial supports. The teachers offered “information and tool” supports. The interactions between teachers and students were almost academic-related. (5) The stress resulted in the effects on physical,mental, and studying sides.The most common symptoms the subjects with stress showed were mental ones, such as feeling down, being nervous and upset. (6) The subjects’stress adjustment strategies can be classified as“problem-solving strategy” and“emotion-relieving strategy”. The core of many emotion-relieving strategies was“escaping from the spots”. (7) The primary gains of studying in graduate schools were acquiring a general principal such as logical thinking ability, the ability of managing an affair, and the skill of interpersonal communication. (8) The meaning of studying in graduate schools lies in the practical help or influences. These influences were positive and every influence was correlated with each other. (9) The subjects’ primary reflections and suggestions are: a. The flaws of graduate lives:“knowledge absorbing”and“time management”. b. The suggestions for juniors:“the selection before going to graduate schools”and“cherish the time”. c. The suggestions for schools or educational departments: including“administration”and“student recruiting” two sides. (10) The lived experiences of graduate students: learning, apprehending, and realizing from the process of overcoming barriers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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