科技创新对于国家发展具有重要作用。为培养科技创新人才，我国高等教育开始实施本科生科研。其中，本科生科研胜任力关系着国家科技创新后备人才的质量问题，关系着高校以学生为中心的教育理念问题，关系着学生自主发展与成长问题，具有重要意义。以往研究在本科生科研胜任力的多元结构、体系化测评工具、内部动态关系、与外部环境及结果的整体关系、干预等方面仍有待继续探索。因此，提出如下研究问题：本科生科研胜任力结构是什么？可以如何被测评？维度内部动态关系如何？本科生科研胜任力与外部环境、科研成果和表现之间关系如何？本科生科研胜任力可以如何被干预？针对上述问题设计五个研究：研究一基于质性研究，探索本科生科研胜任力要素并提出初步结构。研究二基于量表编制，探索本科生科研胜任力结构模型，发展测评工具。研究三基于纵向追踪研究，探索本科生科研胜任力维度内部的动态关系。研究四A基于纵向追踪研究，探索本科生科研胜任力与外部环境、科研客观成果之间的关系；研究四B基于真实的科研暑校情境，探索本科生科研胜任力对来自教师与助教主观评估结果的预测作用。研究五A基于网络分析，探索本科生科研胜任力中是否有更关键的维度；研究五B基于关键维度设计并实施团体干预。研究主要结果：（1）结构上，本科生科研胜任力包含科研意愿、知识技能、持续行动、领导统筹四维；（2）测评上，研究所发展的《本科生科研胜任力量表》包含16个条目、信效度良好；（3）内部动态关系上，知识技能、持续行动、领导统筹形成三角预测模型，并可构成高阶维度，即科研行动力；（4）与外部关系上，在科研意愿影响科研客观成果的路径中，科研行动力、导师科研指导有效性为调节变量；此外，科研行动力可预测来自教师与助教的评估结果；（5）干预上，知识技能、持续行动在本科生科研胜任力网络中起到更为关键的作用；基于持续行动设计并实施团体干预，团体成员主观报告一定影响，但未达统计显著水平。研究理论贡献：（1）形成本科生科研胜任力综合模型，涉及科研“环境——个体——结果”三个方面，并尝试与以往理论模型进行比较；（2）发展《本科生科研胜任力量表》并为后续研究提供测评工具；（3）采用多元样本、综合质性与量化多种研究方法，以提升研究结果的适用范围和可信度。研究实践贡献：（1）在评估上，可帮助学生、人才培养项目进行本科生科研胜任力测评；（2）在培养上，可为学生的发展成长、人才培养项目的工作建设提供思路与启发。
Scientific and technological innovation plays an important role in national development. In order to cultivate scientific and technological innovation talents, our country's higher education has begun to implement undergraduate research. Undergraduate research competency is of great significance, because it is related to the quality of the national scientific and technological innovation reserve talents, to the student-centered educational philosophy in colleges and universities, and to the active development and growth of students. Previous studies still need to continue to explore the comprehensive structure of undergraduate research competency, systematic evaluation tools, internal dynamic relationships, overall relationship with the external environment and results, and intervention. Therefore, the following research questions are raised: What is the structure of undergraduate research competency? How can it be evaluated? What is the dynamic relationship within the dimensions? What is the relationship between undergraduate research competency and the external environment, scientific research results and performance? How can undergraduate research competency be interfered?In response to the above problems, five studies have been designed: Research 1 is based on qualitative research to explore the elements of undergraduate research competency and to propose a preliminary structure. Research 2 is based on the development of a scale to explore the structural model of undergraduate research competency and to develop the evaluation tool. Research 3 is based on longitudinal research to explore the dynamic relationship within the dimensions of undergraduate research competency. Research 4A is based on longitudinal research to explore the relationship among undergraduate research competency, the external environment, and the objective results of scientific research; Research 4B is based on the real scientific research summer school situation to explore the predictive effect of undergraduate research competency on the subjective evaluation of teachers and teaching assistants. Research 5A is based on network analysis to explore whether there are key dimensions in undergraduate research competency; Research 5B is based on key dimensions to design and implement group interventions.The main results are: (1) Structurally, undergraduate research competency includes four dimensions: research intention, knowledge and skills, continuous action, and leadership and planning; (2) In the evaluation, the “Undergraduate Research Competency Scale” contains 16 items and works with good reliability and validity; (3) In the internal dynamic relationship, knowledge and skills, continuous action, and leadership and planning form a triangular prediction model, and constitute a high-level dimension, namely the scientific research action; (4) In the external relationship, the research intention affects the objective results of scientific research, and scientific research action and effectiveness of the mentor's research guidance are the moderating variables; in addition, scientific research action can predict the evaluation of teachers and teaching assistants; (5) In terms of intervention, knowledge and skills and continuous action are key dimensions in the undergraduate research competency network. Based on continuous action, group intervention is designed and implemented. Group members subjectively report certain impacts, but statistically significant level has not been reached.The theoretical contributions are: (1) Form a comprehensive model of undergraduate research competency, involving the three aspects of scientific research “Environment-Individual-Result”, and try to compare with previous theories and models; (2) Develop “Undergraduate Research Competency Scale” and provide the evaluation tool for follow-up research; (3) Adopts multi-sample, qualitative and quantitative research methods to expand the scope and credibility of the research results. The practical contributions are: (1) In terms of evaluation, it can help students and talent training projects evaluate the undergraduate research competency; (2) In terms of training, it can provide ideas and inspiration for the development of students and the construction of talent training projects.
