研究采取定性和定量相结合的混合式研究设计，探究博士生能动性结构、水平及影响因素、作用效果和各因素间的作用机制，为提高博士生培养质量提供建议。研究的主要内容和结论如下。

博士生能动性的理论结构。通过对半结构化访谈所得的资料进行三级编码，建构博士生能动性的概念模型并开发量表。结果表明，博士生能动性是一个二阶三维度七因子的复杂结构，其中第二阶层的三个维度包括自我能动性、学习能动性、资源能动性，自我能动性维度包括自我认知和自我管理，学习能动性包括学习规划和学习自主，资源能动性包括组织资源利用、人际资源利用、导学关系建构。

博士生能动性的水平和影响因素。博士生能动性整体处于中等水平，在第一阶层的七个因子中，博士生在导学关系建构、自我认知、自我管理方面表现较好，而在人际资源利用上有待提高。在第二阶层的三个维度中，博士生在自我能动性上表现最好，在资源能动性和学习能动性上表现稍弱。博士生能动性水平在性别、年级、工作经历、就读学科水平上存在显著差异，但在学科类别、招考方式上不存在显著差异。导师支持可以显著正向影响博士生能动性，科研压力可以显著负向影响博士生能动性。

博士生能动性的作用效果。博士生能动性可以显著正向影响其学术能力，第一阶层的自我认知、自我管理、学习自主、组织资源利用、人际资源利用可以正向预测学术能力；第二阶层的自我能动性、学习能动性、资源能动性对学术能力有显著的正向影响。博士生能动性可以显著正向预测科研角色认同，第一阶层的自我认知、学习自主可以显著正向预测科研角色认同；第二阶层中只有自我能动性可以显著正向预测科研角色认同。

博士生能动性相关因素间作用机制。在博士生学术能力培养和科研角色认同形成过程中，博士生能动性在激励路径“导致支持→博士生能动性→科研角色认同→学术能力”和消耗路径“科研压力→博士生能动性→科研角色认同→学术能力”中都发挥着中介作用。同时，博士生能动性和科研角色认同在“导师支持→科研压力→博士生能动性→科研角色认同→学术能力”整体路径上存在着链式中介效应。

研究认为，博士生教育应该注重在外部支持和博士生个体的内生动力间形成合力，共同提高博士生培养质量。一是，完善导师负责制，提高导师支持效度，充分发挥激励作用；二是，激发学生能动性，形成科研角色认同，发挥个人主体作用；三是，营造支持性环境，重视压力的负影响，有效控制消耗作用。

This study adopts the mixed research method to explore the definition, structure and mechanism of doctoral student’s agency in related factors, in order to provide concrete and feasible suggestions for improving the quality of doctoral education. The main contents and conclusions of the study are as follows.

The theoretical construction of doctoral student’s agency structure. Through the three-level coding of the data obtained from semi-structured interview, the conceptual model of doctoral students’ agency is constructed and the scale is developed. The research shows that doctoral student agency can be divided into self-agency, learning-agency, resource-agency. To be specifically, self-agency includes self-cognition and self-management, learning-agency includes plan management and learning autonomy, resource-agency includes organizational resources utilization, relational resources utilization, and constructing the relationship with the mentor.

The group characteristics and influencing factors of doctoral students’ agency. First, doctoral students have a good level of agency. Among the seven factors of the first level, doctoral students have a good performance on constructing the relationship with mentor, self-cognition and self-management, but the utilization of relational resources needs to be improved. In the three dimensions of the second level, the performance of self-agency is the best, while the performance of resource-agency and learning-agency is poor. In the demographic variables, there are significant differences in the level of doctoral students’ agency in gender, grade and work experience. There was no significant difference in subjects and enrollment types. Supervisor’s support can significantly positively predict doctoral students’ agency. Research pressure can significantly negatively predict doctoral students’ agency performance.

The effect of doctoral student’s agency. Doctoral students’ agency can significantly positively predict their academic ability. Among the seven factors in the first level, self-cognition, self-management, learning autonomy, organizational resource utilization, and relational resource utilization can positively predict doctoral students’ academic ability. Among the three dimensions of the second level, self-agency, learning-agency  and resource-agency  all have significant positive predictive effects on academic ability. Doctoral students’ agency can significantly positively predict doctoral student’s research role identity. In terms of 7 factors of doctoral student’s agency level, self-cognition and learning autonomy  can significantly positively predict doctoral students’ research role identity. For the three dimensions of the second level, only self-agency can positively predict the role identity of doctoral students.

The mechanism of factors related to doctoral student’s agency. It is found that doctoral students’ agency plays a key mediating role in both positive incentive path and negative consumption path, and there is a chain mediation effect between the variables in the process of doctoral students’ academic ability cultivation and role identity formation.

It is concluded that doctoral education should focus on forming synergy between external support and endogenous motivation. First, perfect the mentor responsibility system, improve the validity of the mentor support, and give full play to the incentive role. Second, stimulate students’ agency, form the role identity of scientific research, and play the role of individual subject. Third, create a supportive environment, pay attention to the negative impact of pressure.