研究生教育尤其是学术学位研究生教育肩负着培养学术型拔尖人才的重要使命，其关键在于激发研究生学习的内部动机，而学术志趣被认为是学术人才成长的理想内生动力。师门是研究生了解和融入学术生活、涵养学术志趣的微观教育环境，导师和同门作为研究生的重要他人，为研究生的科研参与和学术成长提供了各类支持。因此，从师门组织的视角出发，聚焦以导师为核心的师门环境所发挥的学术培养作用，可以深入探究师门支持对研究生学术志趣的影响。

本研究以14所“双一流”建设高校的学术型硕士研究生为研究对象，在梳理学术志趣和研究生师门相关文献的基础上，基于社会认知生涯理论和社会支持理论搭建研究模型，综合运用量化研究方法和质性研究方法，收集了338份有效问卷和7位学术型硕士研究生的访谈资料，分析我国研究生的学术志趣发展现状及其感知到的导师支持和同门支持情况，探究师门支持对研究生学术志趣的影响与作用机制，为完善研究生培养体系，提升学术型研究生培养质量提供参考。

研究发现，首先，案例高校学术型硕士研究生的学术志趣水平不高，学术理想尤其不足。科研投入不够、学术热情不足是制约研究生学术志趣发展的关键。研二年级是学术志趣发展的关键期，部分研究生在学术光环褪去后丧失了学术热情，另一部分研究生则在学术实践和自我反思中建立了更加务实和坚定的学术志趣。其次，师门支持显著正向影响研究生学术志趣。读研动机等个体内部性因素是影响学术志趣最主要的因素，师门支持对学术志趣的影响力超过了研究生课程学习，是关键的教育性因素。导师支持是师门支持的核心，主要通过自主性支持和学术性支持发挥作用，同门支持是导师支持的重要补充，主要通过榜样性支持促进研究生的学术成长。师门组织文化尤其是亲密的师门人际关系也有助于促进研究生的学术志趣发展。最后，学术自我效能和学术角色认同发挥重要的中介作用。学术志趣的核心在于是否选择以学术为志业，学术自我效能和学术角色认同对研究生而言分别回答了客观上“能不能”和主观上“想不想”的问题，对学术志趣发展都具有重要意义。师门支持既可以分别通过增强研究生的学术自我效能和学术角色认同促进其学术志趣水平提升，也可以通过学术角色认同和学术自我效能的链式中介效应促进其学术志趣发展。

基于以上分析结果，完善研究生培养体系、提升学术型研究生培养质量可以从以下方面着手。第一，强化本研衔接，涵养学术志趣。既要在本科阶段注重培养呵护学生的学术志趣，也要在研究生选拔阶段注重考察学生的学术兴趣。同时完善生涯规划教育，一方面激发学生学术发展的主动性，遵循学术兴趣，保护学术热情，另一方面引导学生在升学等事件中做出理性的教育选择。第二，完善导师制，构建和谐导生关系。可以通过完善研究生导生匹配制度、导师准入制度、导师评价制度以及探索建立多导师制等，为确保研究生指导成效提供制度保障。第三，建设师门共同体，强化同门支持。分别以师门组会等学术活动和师门团建等非学术活动为抓手，建设师门学术共同体和情感共同体。研究生也必须承担起学术发展和师门建设的主体责任，充分发挥主观能动性，为建设师门共同体、改善彼此读研体验和促进学术发展创造积极条件。

Graduate education, especially graduate education for academic degrees, shoulders the important mission of cultivating academic top-notch talents, the key of which lies in stimulating the internal motivation of graduate students' learning, and academic aspirations and interests are regarded as the ideal endogenous motivation for the growth of academic talents. The Shimen is a micro-educational environment for graduate students to understand and integrate into academic life and to cultivate academic aspirations and interests, where tutors and peers support their research participation and academic growth in all kinds of ways as their significant others. Therefore, focusing on the academic cultivation role played by the tutor-centered Shimen environment from the perspective of the Shimen organization allows for an in-depth exploration of the impact of Shimen support on graduate students' academic aspirations and interests.

This study takes academic postgraduates of 14 "double first-class" construction universities as the research object, and builds a research model based on the Social Cognitive Career Theory, the Social Support Theory and relevant literature. By comprehensively applying the quantitative research method and qualitative research method, the study collected 338 valid questionnaires and interview data from 7 academic postgraduates to analyze the current situation of academic aspirations and interests, tutor support and peer support of graduate students in China and explore the influence and mechanism of Shimen support on graduate students' academic aspirations and interests, so as to provide references for the enhancement of the quality of academic graduate students' training.

The study found that, firstly, the academic postgraduates of ”case universities have low academic aspirations and interests, and their academic ideals are especially poor. Insufficient research investment and academic enthusiasm are the key constraints to the development of graduate students' academic aspirations and interests. The second year of graduate school is a critical period for the development of academic aspirations and interests. Some graduate students lose their academic enthusiasm, while others establish more pragmatic and firm academic aspirations and interests in academic practice and self-reflection. Second, Shimen support significantly and positively affects graduate students' academic aspirations and interests. Individual internal factors such as motivation to study in graduate school are the most important factors affecting academic aspirations and interests, and Shimen support is a key educational factor which affects academic aspirations and interests more than graduate course work. Tutor support is at the heart of Shimen support, which mainly works through autonomy support and academic support, and peer support is an important complement to tutor support, which mainly promotes graduate students' academic growth through role modeling support. The organizational culture of Shimen, especially the close interpersonal relationships, also helps to promote the development of graduate students' academic aspirations and interests. Finally, academic self-efficacy and academic role identity play important mediating roles. The core of academic aspirations and interests lies in whether or not to choose academia as a career. Academic self-efficacy and academic role identity answer the questions of "whether I'm up to it" and "whether I want it" separately for graduate students, which are both of great significance to the development of academic aspirations and interests. Shimen support can promote graduate students' academic aspirations and interests by enhancing their academic self-efficacy and academic role identity respectively, and it can also promote the development of their academic aspirations and interests through the chain mediation effect of academic role identity and academic self-efficacy.

Based on the results of the above analysis, Measures can be taken to improve the system of postgraduate training and enhance the quality of academic postgraduate training in the following aspects. Firstly, strengthen the articulation of undergraduate and graduate education and cultivate academic aspirations and interests. It is necessary to focus on cultivating and caring for students' academic aspirations and interests in the undergraduate stage, as well as examining students' academic interests in the graduate selection stage. At the same time to improve career education, on the one hand, to stimulate the initiative of students' academic development, following their academic interests and protecting their academic enthusiasm, on the other hand, to guide students to make rational educational choices in the event of further education. Secondly, improve the mentoring system and build a harmonious mentor-student relationship. It is necessary to provide institutional guarantee to ensure the effectiveness of graduate student guidance by improving the graduate mentor-student matching system, the access system of tutors, the evaluation system of tutors, and exploring the establishment of multi-tutor system. Thirdly, build the Shimen community and strengthen peer support. Build the academic community and emotional community of the Shimen by taking academic activities such as group meetings and non-academic activities such as team bonding. Graduate students must also assume the main responsibility for academic development and Shimen construction, give full play to their subjective initiative, and create positive conditions for building the Shimen community, improving and promoting each other's experience in graduate school and academic development.