本科生科研能力的培养是研究型大学人才培养的重要环节，近些年来，为了建设研究型大学，各高校越来越重视大学生的科研意识及能力的培养及学生综合素质的提高。虽然当前我国本科生科研工作取得了重大进展，但由于其尚处于起步阶段，在一些方面还存在些许问题。而本科生科研动机是推动学生进行科研行为的重要动力，科研动机水平的高低和内外动机的强弱关系决定着学生科研行为活动的质量、水平和效果。 为了解北京师范大学文科类本科生科研动机的内容和现状，本研究以北京师范大学三个文科类院系大二、大三、大四共180名学生开展了“文科类本科生科研动机”的调查研究。研究将文献归纳法、问卷调查法和个案访谈法三者结合，在数据处理上主要运用项目分析和因素分析，对所得数据进行探索，研究结果发现：（1）文科类本科生科研动机包括五个内容维度和二十个因子项目，它们分别是：同伴影响（同伴鼓励、团队建设、不甘落后、盲目跟风）、自我实现（满足兴趣、发挥专长、证明才华、提升素质）、利益需求（奖励加分、增加工作筹码、为读研准备、为出国准备）、课业需要（提高专业能力、拓宽专业知识、毕业论文训练、打发课余时间）和环境支持（学术氛围、基金条件、政策优惠、本科生导师制度助力）；（2）同伴影响、利益需求、自我实现是构成科研动机最主要的三大内容；（3）通过差异分析，发现性别、年级、科研角色对科研动机各维度均有显著性影响，并探究科研动机的变化特点；（4）笔者认为，针对科研动机的问题，学生自身要增强意识、指导教师应给以有效指导、学校则要加强全面管理优化相关制度。

Scientific Ability of Undergraduate is an important part of the personnel training in research university. In recent years, the university attach more and more importance to the students’ scientific awareness, research abilities and overall quality’s improving in order to build research universities. Though the scientific work of our undergraduates has made significant progress, there are still a lot of problems in some way because of its infancy. Students’ scientific motivation is an important driving force to promote undergraduates’ scientific activities. Also, the level of scientific motivation and the strength of relationship between internal and external motivation determine the quality, level and results of students’ behavior in research activities. To understand the liberal arts’ undergraduates’ content and current status of scientific motivation in Beijing Normal University, this study choose 180 students including sophomore, juniors and seniors to have this investigation. Induction of the literature, questionnaire and interview are the three methods in this study. The main use of the data processing are project analysis and factor analysis. the results of the study found that : (1) liberal arts undergraduates scientific motivation concludes five dimensions and 20 factors. They are peer influence (including peer encouragement, team building, not far behind, blindly follow the trend), self-realization (including to meet the interests, their expertise, prove talent, improve quality), interests and needs (including to award extra points, to increase the working chip, to prepare for the graduate program, to prepare to go abroad), study need (including to improve the professional capabilities, broaden professional knowledge, graduation training, to pass the spare time) and the environment support (including academic atmosphere, the Fund conditions, preferential policies, undergraduate tutor system booster). (2) Peer influence, benefit requirements, self-actualization is the most three important scientific motivation. (3) Gender, grade level, research roles on various scientific motivation have differences. (4) In my opinion, the students themselves will raise awareness and tutors should give effective guidance and the school should strengthen relevant institutions.