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This is a Cross-Sectional Study study.

October 3, 2025Open Access

Tutor-postgraduate interaction and dropout intention among Chinese medical postgraduates: multiple mediating roles of emotional regulatory self-efficacy and burnout

Key Points

Dropout intention was found in 19.04% of the participants, highlighting a significant concern for educational retention.
Structural equation modeling indicated both direct and indirect effects of tutor-postgraduate interaction on dropout intention, with β = −0.161 and β = −0.178 respectively.
Emotional regulatory self-efficacy and burnout played crucial mediating roles, explaining 18.88% and 16.22% of the total effect on dropout intention.
The study identifies enhancing emotional regulatory self-efficacy and addressing burnout as key strategies for mitigating dropout risks among students.

Abstract

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, 1,166 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.

Tutor-postgraduate interaction and dropout intention among Chinese medical postgraduates: multiple mediating roles of emotional regulatory self-efficacy and burnout

Key Points

Abstract

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