Abstract: Based on the literature review and “field theory”, a mechanism model of the influence of tutor leadership on postgraduates’ academic well-being is constructed. After making quantitative analysis of 1036 questionnaires, the following conclusions are drawn: Firstly, tutor leadership has a significantly positive predictive effect on postgraduates’ academic well-being. Secondly, tutor leadership has a significantly positive impact on postgraduates’ psychological capital. Thirdly, psychological capital plays a partial mediating role in the relationship between tutor leadership and postgraduates’ academic well-being. Fourthly, achievement motivation positively moderates the relationship between tutor leadership and postgraduates’ psychological capital. Based on the above conclusions, suggestions for improving postgraduates’ academic well-being are put forward from the perspectives of universities, tutors and postgraduates.

Key words:  tutor leadership, postgraduate, psychological capital, achievement motivation, academic well-being