在百年未有之大变局、知识生产模式转型和社会转型的复杂背景下，无论是着眼于促进博士生长远发展，还是聚焦于提升研究生教育内涵品质，抑或是立足于强化国家原始创新能力，对于博士生学术志趣的研究都具有必要性和重要性。博士生学术志趣是刻画博士生心志趋向、映射博士生内心世界的主题，因此本研究运用质性研究方法，基于对53名博士生访谈资料的类属分析与情境分析，理清了博士生学术志趣的内涵、影响因素与形成机理。主要观点和发现如下：博士生学术志趣是一个融合了“知情意行”多元要素的术语，本研究用学术热情、学术认同、学术韧性、学术志向四个维度进行刻画，重在提炼其通过博士生外在行为表现出的综合社会性与个体性的内在特质。作为一种指向思想意识、情感态度、价值观的一种品性，博士生学术志趣具有习得性。作为一种学术情感，根据内化程度的不同，博士生学术志趣的四个维度具有层次性。作为一种社会心性，博士生学术志趣会随其与学术环境和社会环境的互动而波动，具有动态性。博士生的学术志趣受到个体禀赋及其学术参与、组织环境、学术生态及外部环境的复合影响。个体禀赋及其学术参与是影响博士生学术志趣的内生力量。组织环境是塑造博士生学术志趣的重要场域，导师（专业支持、师德师风、指导风格、社会资本等）、师门/课题组等形式的微观共同体、朋辈、院校等要素会对博士生的学术志趣产生不同程度的影响。学术生态（学科文化、学术评价制度、学术职业前景等）是化育博士生学术志趣的无声力量。外部环境（如劳动力市场、社会文化、外部不确定事件）是影响博士生学术志趣的外在磁场。博士生学术志趣的形成是社会环境塑造、学术共同体濡化及其学术嵌入共同作用的结果。博士生学术嵌入包括专业知识的习得、研究能力的掌握与学术情感的内化。学术共同体对博士生的濡化主要体现在学术支持的获得、学术生态的感知、学术认可的取得以及学术品格的感染。社会环境对博士生学术志趣的塑造主要通过博士生对研究意义的建构和发展前景的感知实现。同时，社会环境（如加速社会、知识社会、国家文化）也塑造着学术环境，进而以学术规训、学术评价、学术传统的形式层层传导至博士生的学术志趣。

In the complex context of the unprecedented changes in a century, the transformation of knowledge production mode and social transformation, it is necessary and important to study the academic vocations of PhD students, whether focusing on promoting the long-term development of PhD students, enhancing the connotation quality of postgraduate education, or strengthening the original innovation capacity of the country. Academic vocation of PhD students is a research theme that portrays the tendency of PhD students‘ mind and maps their inner world. Therefore, this study uses qualitative research, based on the analysis of 53 PhD students‘ interviews, to clarify the connotation, influencing factors and formation mechanism of PhD students‘ academic vocations. The main insights and findings are as follows.Academic vocation of PhD students is a concept that encompasses the four connotations of academic passion, academic identity, academic resilience and academic aspiration. As a kind of character pointing to ideological consciousness, emotional attitude, values and other characteristics, PhD students‘ academic vocations are acquired. As a kind of academic emotion, the four dimensions of academic vocations of PhD students are hierarchical according to the different degrees of internalization. As a social mindedness, PhD students‘ academic vocations students fluctuate with their academic progress and growth and are dynamic in nature.PhD students‘ academic vocations are influenced by a combination of individual endowments and their academic engagement, the organizational environment, the academic ecology and the external environment. Individual endowments and their academic engagement are the endogenous forces that influence PhD students‘ academic vocations. The organizational environment is an important arena for shaping the academic vocations of PhD students, with elements such as supervisors （professional support, ethics, supervisory style, social capital, etc.）, micro-communities in the form of Shi-men/research teams, peers and institutions having different degrees of influence on PhD students‘ academic vocations. The academic ecology （disciplinary culture, academic evaluation system, academic career prospects, etc.） is a silent force that nurtures PhD students‘ academic vocations. The external environment （e.g. labor market, social culture, external uncertainties） is an external magnetic field that influences PhD students‘ academic vocations.The formation of PhD students‘ academic vocations is the result of the combined effect of social environment shaping, academic community enculturation and academic embeddedness. Academic embedding includes the acquisition of professional knowledge, the acquisition of research skills and the internalization of academic emotions. The influence of the academic community on PhD students is mainly reflected in the acquisition of academic support, the perception of academic ecology, the acquisition of academic recognition and the infection of academic character. The social environment shapes the academic vocations of PhD students in two ways: the construction of research meaning and the perception of development prospects. At the same time, the social environment also shapes the academic environment, such as the academic discipline shaped by the accelerating society, the academic evaluation shaped by the knowledge society, and the academic tradition shaped by the national culture, which indirectly affects the academic vocations of PhD students.This study attempts to propose a conceptual tool and an explanatory framework for the formation mechanism of academic vocations of PhD students. On this basis, it discusses the issues such as the tear between academic spectacle and academic spirit in academic ecology, the tension between instrumental rationality and value rationality in doctoral education, and the balance between academic mission and social responsibility in the role of scholars, which have certain implications for the cultivation of academic vocations of PhD students.