本研究从博士生主体认知的视角出发，探究影响博士生科研生产力的因素和影响机理，从而回答博士生的科研生产力发展路径是怎样的、如何提升博士生的科研生产力这两个核心问题。根据班杜拉的社会认知理论和自我效能理论，以及博士生科研生产力的相关研究，本研究构建了由科研训练环境、科研自我效能与科研生产力构成的博士生科研生产力发展模型，以结构方程模型分析为主要手段对上述模型进行了检验。在借鉴国外量表工具的基础上，本研究设计了博士生科研体验调查问卷，获取了来自15所高校的748名在校博士生为样本的数据。根据因子分析结果，科研训练环境由科研指导与支持、科研氛围与机会、科研资源与条件这三个观测变量来解释；科研自我效能由知识技能效能和胜任力效能这两个观测变量来解释。科研生产力则采用了两种测量手段，一是测量博士生自我报告的科研能力发展程度，由科研知识应用和科研活动推进这两个观测变量来解释，二是统计博士生的论文发表和会议报告等科研产出情况。本研究重点分析了上述变量之间的影响路径和影响效应，并结合访谈资料提出提升博士生科研生产力的策略建议。描述性分析结果发现：博士生科研训练环境需要优化升级；博士生的科研自我效能有待提升；博士生科研生产力差异分化明显。结构方程模型分析结果进一步表明，科研训练环境对科研自我效能、科研能力发展、会议报告有显著正向影响；科研自我效能对科研能力发展、论文发表有显著的正向影响；反过来，科研能力发展、论文发表也对科研自我效能有显著的正向影响；课题参与作为科研自我效能和科研生产力之间的中介变量，对博士生科研能力发展、论文发表、会议报告有显著正向影响。因此，改善科研训练环境、提升科研自我效能、鼓励博士生参与课题项目对博士生科研生产力发展有重要作用。另外，研究还检验了理论模型在不同学科类型、不同年级的群体样本中同样适用。根据以上结果，本研究认为培养单位、院系、导师以及博士生等相关主体需要共生发展、形成合力，从而实现博士生更好地成长发展。提出的主要建议有：（1）营造鼓励创新的良好科研氛围，提供充分而自由的科研交流机会；（2）以育人理念贯穿科研指导，构建共生成长的师生关系和团队关系；（3）提倡反思评价和自我认知，引导博士生形成自我调节的良性循环；（4）鼓励科教融合，不断探索以课题项目为载体的博士生培养机制。
From the cognitive perspective of doctoral students, this study explored the path of doctoral students’ research productivity development and how to improve the research productivity of doctoral students. According to Bandura‘s social cognition theory and self-efficacy theory, as well as the related studies on research productivity of doctoral students, this study established a model of research training environment, research self-efficacy and research productivity, and examined the model by using SEM as a main method.On the basis of the scales from previous studies, a Doctoral Students Research Experience Questionnaire has been designed to collect data. Data were obtained from 748 doctoral students of 15 universities. Through the factor analysis, research training environment is explained by three observed variables: research guidance and support, research climate and opportunity, and research resources and conditions. Research self-efficacy is explained by two observed variables: knowledge and skill efficacy and competency efficacy. Research productivity is measured by two means: one is the degree to which research knowledge and skill of doctoral students is acquired, explained by two observed variables, named research knowledge application and research activity promotion. The other is the research output of doctoral students, assessed by publication and conference presentation. This study examined the influencing path and effect among the above variables, and put forward some suggestions to improve doctoral students’ research productivity.The results of descriptive analysis show that the training environment for doctoral students needs to be optimized and upgraded. Doctoral research self-efficacy needs to be improved, and the difference of doctoral students’ research productivity is obvious. The results of SEM analysis show that the research training environment has a significant positive influence on research self-efficacy, research ability development and conference presentation; Research self-efficacy has a significant positive influence on research ability development and publication, on the contrary, research ability development and publication also have significant positive influence on research self-efficacy. As a mediator variable, project participation has a significant positive influence on research ability development, publication and conference presentation. Thus, improving research training environment, enhancing research self-efficacy, and encouraging doctoral students to participate in research project would play an important role in the development of doctoral students’ research productivity. In addition, the model was verified in different kinds of subjects and different grades samples.Implications drawn from these findings show that relevant subjects such as universities, departments, supervisors and doctoral students need to develop and collaborate symbiotically, to achieve better results in doctoral students’ growth and development. Therefore, this study put forward following suggestions: （1） Create a suitable research atmosphere that encourages innovation，and provide doctoral students with sufficient and free communication opportunities. （2） Establish the idea of educating people in the process of guidance and build a symbiotic relationship among advisors, doctoral students and other members in research team. （3） Advocate reflective evaluation and help doctoral students to form a virtuous cycle of self-regulation. （4） Encourage the integration of research and education, and constantly explore the training mechanism based on the subject project.
