How does the mentor guidance function affect graduate students’ scientific research and innovation ability? Mediating role of scientific research self-efficacy

With the expanding population of graduate students, enhancing scientific research and innovation ability has become a central concern in graduate education research. This study examines how the mentor guidance function influences graduate students’ scientific research and innovation ability, focusing on the mediating role of scientific research self-efficacy. Using convenience sampling, a total of 1,000 Chinese graduate students were surveyed, yielding 904 valid responses. Confirmatory factor analysis, correlation analysis, and mediation analysis were conducted to examine the relationships among mentor guidance function, scientific research self-efficacy, and scientific research and innovation ability. The results indicate that: (1) The mentor’s guidance function has a significant positive impact on graduate students’ scientific research and innovation ability (β = 0.362, t = 15.077, p < 0. 001), with the career development and social support dimensions demonstrating particularly strong effects; (2) The mentor’s guidance function has a significant positive impact on scientific research self-efficacy(β = 0.468, t = 19.573, p < 0. 001); (3) Scientific research self-efficacy has a significant positive impact on graduate students’ scientific research and innovation ability(β = 0.700, t = 29.084, p < 0. 001); (4) Scientific research self-efficacy mediates the relationship between the mentor’s guidance function and graduate students’ scientific research and innovation ability within the current cross-sectional model (CI = [-0.006, 0.075], containing zero). This study clarifies the psychological mechanism through which mentor guidance function enhances graduate students’ scientific research and innovation ability. The findings highlight that mentoring effectiveness operates primarily through strengthening students’ scientific research self-efficacy, suggesting that universities should focus on building structured mentoring systems that foster students’ research confidence and perceived competence.