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| 理工科直博生科研能力增值的影响因素研究——基于38所“双一流”高校直博生调查的实证分析 |
| On Factors Influencing Research Capacity Improvement of Direct-Entry PhD Students Majoring in Science and Engineering: An Empirical Analysis based on the Survey of the Students in 38 “Double First-Class” Universities |
| 投稿时间：2024-09-12 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.03.03 |
| 中文关键词: 理工科直博生;科研能力增值;个体投入;科研训练环境;资助制度环境 |
| 英文关键词: direct-entry PhD students in science and engineering;research capacity improvement;individual engagement;scientific research and training environment;funding system environment |
| 基金项目:国家自然科学基金委员会青年科学基金项目“博士生资助机制对其学术与职业发展的影响研究”(72404013);教育部人文社会科学重点研究基地项目“我国大学科教融合产教融合与高质量人才培养研究”(22JD880001) |
| 作者 | 单位 | | 杨洋 | 厦门大学 教育研究院, 福建 厦门 361005 | | 朱琼 | 北京大学 教育经济研究所, 北京 100871 |
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| 中文摘要: |
| 随着直博生在我国博士生群体中的占比日益增加,如何提升其科研能力成为博士生教育改革的重点。基于38所“双一流”高校2528名理工科直博生的调查数据,采用OLS回归、Shapley值分解和分位数回归等计量方法全面探究理工科直博生科研能力增值的影响因素。研究发现:(1)理工科直博生科研能力增值会受到个体投入和院校培养环境的共同影响。其中,课程教学、资助制度和同辈交流在提升直博生科研能力上的贡献最大;(2)从学科看,理科直博生科研能力发展受学术动机和同辈交流的影响更大,而工科直博生对导师单独指导的依赖性相对更高;从性别看,科研项目参与、导师单独指导和科研投入时间的影响在男、女生中存在明显差异;从学业阶段看,课程教学质量的影响随学业进程推进而增强,资助公平性、资助激励性及同辈交流的影响随学业进程的推进而减弱;(3)导师指导方式对不同增值程度直博生的影响不一,呈现出显著的“马太效应”。研究为高校提升直博生培养质量提供了科学支撑。 |
| 英文摘要: |
| With the increasing proportion of direct-entry PhD students in China’s doctoral student population,enhancing their research competence has become a focal point of the doctoral education reform. Based on the survey data of 2,528 direct-entry PhD students from 38 "double first-class" universities,the authors comprehensively explore the influence factors related to the research capacity incement of the students by using econometric tools,such as OLS regression, Shapley value decomposition, and quantile regression. This study finds that: (1) the research capacity increment of the students is jointly influenced by individual input and institutional training environment, among which, course teaching, funding system and peer exchanges contribute most to the research capacity increment of the direct-entry doctoral students;(2) from the discipline perspective, the scientific research capability development of direct-entry doctoral students in science is more influenced by academic motivation and peer communication, while those doctoral students in engineering have a relatively higher dependence on individual guidance from their supervisors;from the gender perspectiv, the impacts of research project participation,individual guidance from supervisors, and time invested in research significantly differ between male and female students;from the academic stage perspective, the effect of teaching quality increases over time, while the effects of funding fairness, funding incentives, and peer interaction decrease;(3) supervisors’guidance is found to have varying effects on direct-entry doctoral students at different levels of research capacity increment, showcasing a notable Matthew Effect. It is believed that this study provides valuable insights for universities aiming to enhance the training quality for direct-entry PhD students. |
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