Tutor-Postgraduate Interaction and Dropout Intention among Chinese Medical Postgraduates: Multiple Mediating Roles of Emotional Regulatory Self-efficacy and Burnout

Xue Jiang¹Jing Tong²Xiaoning Zhang^3,4Haiyang Li^2,5,6*

• ¹School of Stomatology, Xuzhou Medical University, Xuzhou, Jiangsu, China
• ²School of Public Health, Xuzhou Medical University, Xuzhou, Jiangsu, China
• ³School of Nursing, Hangzhou Normal University, Hangzhou, Zhejiang, China
• ⁴Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou, Zhejiang, China
• ⁵Institute of Medical Humanities, Xuzhou Medical University, Xuzhou, Jiangsu, China
• ⁶School of Graduate, Xuzhou Medical University, Xuzhou, Jiangsu, China

Introduction: Tutor-postgraduate interaction plays a significant role in the cultivation of medical postgraduates. However, the relationship between tutor-postgraduate interaction and dropout intention remains poorly understood, and the pathways and mechanisms driving this relationship have yet to be clarified. This study aimed to explore pathways from tutor-postgraduate interaction to dropout intention among Chinese medical postgraduates, and examine the potential mediating roles of burnout and emotional regulatory self-efficacy (ERSE). Methods: In this cross-sectional study, 1166 medical postgraduates from a Chinese medical university were recruited between October 1st and December 31st, 2023. Participants completed self-reported questionnaires assessing tutor-postgraduate interaction, burnout, ERSE, dropout intention, and sociodemographic characteristics. Structural equation modeling (SEM) was employed to examine both direct and indirect pathways from tutor-postgraduate interaction to dropout intention via ERSE and burnout. Results: The prevalence of dropout intention was 19.04% in this study. SEM analysis revealed significant direct (β = − 0.161, p < 0.01) and indirect (β = − 0.178, p < 0.01) associations between tutor-postgraduate interaction and dropout intention. Tutor-postgraduate interaction was indirectly associated with dropout intention via ERSE (β = − 0.064) and burnout (β = − 0.055), explaining 18.88% and 16.22% of the total effect, respectively. A sequential mediation pathway via ERSE and burnout (β = − 0.059) was also identified, accounting for 17.40% of the total effect. Conclusion: This is the first study to provide empirical evidence for mediating roles of ERSE and burnout in the relationship between tutor-postgraduate interaction and dropout intention among Chinese medical postgraduates. Enhancing ERSE and alleviating burnout represent promising targets for preventive interventions aimed at reducing dropout intention. These findings offer valuable insights for improving tutorship and informing relevant educational policies in Chinese medical postgraduate education.