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

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.