Abstract
Innovation capability is a crucial indicator for assessing the quality of graduate education, with mentor guidance behavior and learning motivation playing pivotal roles in its enhancement. Based on survey data from 221 graduate students, this study employs correlation and regression analyses, combined with the AMO theory, to investigate comprehensively the effects of mentor guidance behavior and learning motivation on the development of graduate students' innovation capability, as well as the mediating role of learning engagement. The results indicate that both mentor guidance behavior and learning motivation significantly promote graduate students' innovation capability. Particularly, learning engagement serves as a critical mediator between mentor guidance behavior and learning motivation. These findings not only deepen our understanding of the mechanisms behind graduate students' innovation capability but also provide theoretical support and practical guidance for improving the quality of higher education teaching.
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