Anonymized data used in the research.

This study examines the motivational profiles of Russian doctoral students and their implications for academic success, satisfaction, and career aspirations. We employ data from a nationwide survey of doctoral students at Russian universities (N = 1,267). Using latent class analysis we identify four distinct motivational profiles: Academic Orientation, Unconscious Motives, Topic Devoted, and Everything Everywhere All at Once. Our findings reveal that students with academic orientations exhibit higher satisfaction, greater confidence in successfully defending their dissertations, and a stronger intention to pursue research careers. In contrast, students with unconscious motives demonstrate lower satisfaction, reduced confidence, and a weaker inclination toward research career paths. These findings highlight the role of unclear enrollment goals or non-academic motivations, such as military service deferment, in shaping doctoral outcomes. Additionally, our analysis shows that engagement in research is the only aspect of the doctoral experience that fosters research career aspirations among students with initially non-academic motivations. These findings emphasize the need for Russian universities to reconsider admission policies, doctoral program structures, and academic support mechanisms to better accommodate the increasingly diverse expectations of doctoral students. The study contributes to the broader discourse on doctoral education by providing empirical insights into the relationship between motivation, institutional factors, and career trajectories.

本研究聚焦俄罗斯博士生的动机构型（motivational profiles），探讨其对学术成就、学业满意度与职业抱负的影响。本研究采用针对俄罗斯高校博士生开展的全国性调查数据（有效样本量N=1267）。通过潜类别分析（latent class analysis）方法，本研究识别出四类截然不同的动机构型：学术导向型、无意识动机型、课题专注型与全方位兼顾型。

研究结果显示，具备学术导向的博士生展现出更高的学业满意度、更强的学位论文答辩成功信心，以及更强烈的科研职业追求意愿。与之相对，持有无意识动机的博士生则表现出更低的学业满意度、更弱的答辩信心，以及对科研职业路径的更低意愿倾向。上述研究结果凸显了模糊的入学目标或非学术动机（如暂缓服兵役）在塑造博士生培养结果中的作用。

此外，本研究分析还发现，对于初始动机非学术类的博士生而言，科研参与是唯一能够助力其树立科研职业抱负的博士阶段体验维度。本研究结果同时强调，俄罗斯高校亟需重新审视招生政策、博士培养体系与学术支持机制，以更好地适配博士生日益多元的期待诉求。本研究通过为动机、制度因素与职业发展路径之间的关联提供实证依据，为博士教育领域的广泛讨论贡献了新的研究视角。