本研究旨在探索“怕导师”现象的文化原因，从师徒关系内隐观分析“怕导师”的影响因素。采用问卷调查和启动实验的研究方法，结果表明：（1）“怕导师”现象是存在的，即研究生害怕来自导师的负面评价。相比女性导师，研究生更害怕男性导师；导师的职称会影响研究生的害怕程度，当导师是教授时，研究生更为害怕。（2）研究生的师徒关系内隐观与其负面评价恐惧有关，越具有“学从师教”观念的人越害怕来自导师的负面评价。（3）“学从师教”文化观的启动会影响研究生对导师负面评价的恐惧程度。

Fear of advisors’ negative evaluation is often said “fear of advisors”. Researchers asked graduate students to identify orientations of their face, in which a faculty advisors’ face was presented first. They found that when graduate students saw their advisors’ face, they tended to make slower responses to theirface. Moreover, the more fear of negative evaluations from advisors, the slower responses to their face. In fact, the relation between graduate students and advisors is complex. As a tradition in our culture, teachers are respected like parents, which is to say: “Respect for teachers as a father”. This study was to discuss the phenomenon of fear for advisors, and to analyse the factors from cultural perspective. Before study, we revised the questionnaire of fear of advisors’ negative evaluation which was revised from brief fear of negative evaluation scale. For studying implicit theories about students and teachers, we looked up books about proverbs and motto, and developed implicit theories of master-apprentice relationship scale. After investigating graduate students, we found that the phenomenon of fear of advisors was existent. Compared with female advisors, graduate students were more likely to be afraid of male advisors. And we also found that advisors’ academic titles could influence graduate students’ degree of fear, which was when their advisors were professors, they were more worried. Implicit theories of master-apprentice relationship were related to fear of advisors’ negative evaluation. The deeper idea of consulting teachers, the more afraid of negative evaluation they felt. For studying the relationship of “consulting teachers” and fear of advisors’ negative evaluation, the conception of “consulting teachers” was primed by demonstrating the idea of teachers instructing. The result showed that priming the conception of “consulting teachers”, graduate students would be more afraid of advisors. Graduate students’ fear might be a disadvantage to themselves and their advisors. Because of the fear, students would be focusing on pleasing the advisors rather than playing attention to their study. At the same time, it would reduce communication with their advisors, which would be helpless to their studies and researches. However, graduate students could make great efforts to avoid negative evaluation from their advisors. Maybe we could draw some inspiration about the relationship of graduate students and advisors from these results.