博士生作为高校科研的主力军，其科研创新能力的培养质量对于国家科技战略与人才战略的实施具有重大且深远的影响。在影响博士生科研创新能力的诸多因素中，导师作为博士生培养的首要责任人，其指导作用显得尤为关键。而导师的自身学术特征与科研能力，在培养过程中更是发挥着举足轻重的作用。近年来，随着各类人才项目的实施，享有人才称号的导师因其在科研资源聚集与学科发展引领方面的潜在优势，高校倾向于向此类导师倾斜分配博士生招生名额。然而，关于这些享有人才称号的导师指导的博士生科研创新能力是否更强，以及其具体的作用机制，目前尚缺乏深入的研究。鉴于此，本研究基于2006-2022年教育学“双一流”建设高校的教育学博士毕业生及其导师的科研发表数据，以科研论文产出的数量和质量作为博士生科研创新能力的衡量标准，系统考察了导师是否获得人才称号对博士生科研创新能力的影响效应，揭示了其背后的作用机制，并进一步探讨了导生合作在导师发挥培养效应中的影响作用。本文主要得到以下结论：

第一，相比普通导师，获得人才称号的导师指导的博士生短期和长期科研创新能力显著更强。（1）基于Tobit模型的基准回归结果显示，在控制博士生基础科研能力后，拥有人才称号的导师指导的博士生短期科研产出质量、长期科研查出数量和质量均显著更高。（2）这一结论在变换导师样本、更换聚类稳健标准误、采用广义精确匹配的因果推断策略多种方法下均得到了稳健的验证。

第二，获得人才称号导师的积极影响效应主要通过导师基于自身科研能力发挥的培养效应来实现。（1）通过控制导师科研创新能力，检验排除导师培养效应后获得人才称号的导师是否仍会发挥光环效应的影响，结果发现导师的科研创新能力是显著提高博士生短期和长期科研创新能力的主要因素，导师基于人才身份的光环效应仅在博士生的长期科研创新能力上发挥显著影响。（2）基于Shapley值分解法对博士生科研创新能力变异的贡献度进一步分析，发现导师基于科研能力发挥的培养效应对博士生科研创新能力变异的影响贡献度显著高于导师基于人才身份发挥的光环效应，培养效应的主要作用机制得到验证。

第三，导师与博士生科研合作的关系越强，导师发挥的培养效应越强，其指导的博士生科研创新能力更高。通过加入导生合作次数与导师科研创新能力的交互项，发现在读期间导生合作的次数越多，导师对博士生短期科研产出质量的培养效应越强，同时导生合作还是导师对博士生长期科研产出质量发挥培养效应的必要条件。

本文为中国教育学领域内的师承效应提供了来自微观实证研究的证据。基于研究发现，本文认为，虽然教育学领域内享有人才称号的导师发挥的光环效应仍旧存在，但能力培养和指导才是培养高科研创新能力博士生的关键。高校通过提高博士生导师群体的科研创新能力，可以使下一代博士生群体在就读期间和职业生涯发展中长期收益，并且这种培养效应将通过导生合作的方式进一步凸显。

在实证分析的基础上，本文提出如下建议：一是高校教师评价制度以及高校教师均应重视教师科研能力的提升，即使是获得了人才称号的教师；二是高校博士培养制度应注重导师在培养期间与博士生建立科研合作关系，提高博士培养质量；三是博士生应积极与导师开展学术合作，特别是普通导师指导的博士生，在合作过程中应努力增加与导师的交流和被指导频次，不断充实和完善自身的知识和能力，以调整导师人才称号获得差异赋予的初始地位差异对自身科研发展的影响，最大化发挥导师的培养优势，提高自身的科研创新能力。

As the main force of scientific research in universities, the cultivation quality of doctoral students' research and innovation abilities has a significant and profound impact on the implementation of national science and technology strategies and talent strategies. Among the many factors that influence doctoral students' research and innovation abilities, supervisors, as the primary responsible persons for doctoral students' cultivation, play a particularly crucial role. The supervisors' own academic characteristics, and scientific research and innovation capacity also play a pivotal role in the cultivation process. In recent years, with the implementation of various talent projects, supervisors with talent titles tend to receive preferential allocation of doctoral student enrollment quotas due to their potential advantages in gathering research resources and leading discipline development. However, there is currently a lack of in-depth research on whether doctoral students guided by supervisors with talent titles have stronger research and innovation abilities and their specific mechanisms of influence. In view of this, this study, based on the scientific research publication data of doctoral graduates and their supervisors from the First-class disciplines of the world in education from 2006 to 2022, used the quantity and the quality of research papers as the measurement criteria for doctoral students’ research and innovation abilities, systematically examined the impact of supervisors' talent titles on doctoral students' research and innovation abilities, revealed the underlying mechanisms, and further explored the role of supervisor-student collaboration in supervisors' cultivation effects. The main conclusions of this paper are as follows:

First, compared with ordinary supervisors, doctoral students guided by supervisor s with talent titles have significantly stronger short-term and long-term research and innovation abilities. (1) The baseline regression results based on the Tobit model show that, after controlling for the basic research capabilities of doctoral students, doctoral students guided by supervisors with talent titles have significantly higher short-term research production quality, long-term research production quantity and quality. (2) This conclusion has been robustly verified using multiple methods such as changing supervisor samples, replacing clustered robust standard errors, and adopting causal inference strategies with coarsened exact matching.

Second, the positive impact of supervisors with talent titles is primarily achieved through their cultivation effect based on their own research capabilities. (1) By controlling the supervisors' research innovation abilities and examining whether supervisors with talent titles still exert the halo effect, the results show that the supervisors' research innovation ability is an important factor that significantly improves doctoral students' short-term and long-term research and innovation abilities. The halo effect based on talent status is only reflected in doctoral students' long-term research and innovation abilities. (2) The analysis of the contribution of supervisors' cultivation effects to the variation in doctoral students' research and innovation abilities based on the Shapley value decomposition method further reveals that the supervisors' cultivation effects based on their research innovation abilities have a significantly higher contribution to the variation in doctoral students' research and innovation abilities than the halo effects based on their talent titles. The main mechanism of the cultivation effect has been verified.

Third, supervisors who have deeper collaboration with doctoral students exert stronger cultivation effects and guide doctoral students with higher research and innovation abilities. By incorporating the interactive term between the number of supervisor-student collaborations and the supervisor's research and innovation abilities, the result show that the more frequent the collaborations during the study period, the stronger the cultivation effect of the supervisor on the short-term research production quality of doctoral students. Furthermore, supervisor-student collaboration is also a necessary condition for the supervisor to exert a cultivation effect on the long-term research production quality of doctoral students.

This paper provides evidence from micro-empirical research on the influence effects of supervisors in the field of education in China.Based on the research findings, this paper argues that while the halo effect of supervisors with talent titles in the field of education still exists, ability cultivation and guidance are the keys to cultivating doctoral students with high research and innovation abilities. By improving the research innovation abilities of doctoral supervisors, universities can enable the next generation of doctoral students to benefit in the long term during their studies and career development, and this cultivation effect will be further highlighted through supervisor-student collaboration.

Based on empirical analysis, this paper proposes three suggestions: first, both the evaluation system of university teachers and supervisors should pay attention to the improvement of teachers' scientific research ability, even for those who have won the title of talents. Second, the doctoral training system of universities should focus on the establishment of scientific research partnership between supervisors and doctoral students during the training period to improve the quality of doctoral training. Thirdly, doctoral students should actively carry out academic cooperation with their supervisors, especially doctoral students guided by supervisors who have not obtained the talent title, in order to adjust the impact of the difference in initial status conferred by the difference in the acquisition of the talent title by supervisors on their own scientific research and development, to maximize the cultivation advantages of supervisors, and to improve their own scientific research and innovation ability.