【摘要】 学术冒险意愿是科研人员在研究中敢于突破现有理论框架，积极探索未知领域或尝试新方法，并愿意承担相应风险的主观倾向，是推动原创性研究和拓展知识边界的关键驱动力。运用混合研究方法，以“双一流”建设高校理工科教师为对象，探究组织支持与科研控制感对学术冒险意愿的作用机制。研究结果表明，理工科教师的学术冒险意愿与科研控制感处于中等偏上水平，而组织支持感相对较低；组织支持与科研控制感均显著正向影响学术冒险意愿，且科研控制感在组织支持与学术冒险意愿之间起部分中介作用。学术冒险意愿在不同群体间存在差异。为有效提升教师的学术冒险意愿，高校应优化组织支持体系，强化创新容错机制与文化建设，在科研资源配置中兼顾效率与公平，拓展教师的自主决策空间，并依据群体特征实施差异化支持策略，保障其学术职业安全与个人成长。更多还原

【Abstract】 The willingness to take academic risks, defined as a researcher’s propensity to break through existing theoretical frameworks, explore uncharted territories, and experiment with novel methods while accepting potential setbacks, is a critical driver of original research and knowledge advancement. This mixed-methods study investigates the mechanisms through which organizational support and perceived research control influence such willingness among STEM faculty at China’s “Double First-Class” universities. Findings indicate that while faculty reported moderately high levels of academic risk-taking willingness and perceived research control, their sense of organizational support was comparatively lower. Regression analyses revealed that both organizational support and perceived research control significantly and positively predicted academic risk-taking willingness. Furthermore, perceived research control was identified as a partial mediator in the relationship between organizational support and academic risk-taking willingness. Significant variations in academic risk-taking willingness were observed across different demographic groups. To foster a more innovative academic environment, universities should enhance their organizational support systems by developing failure-tolerant mechanisms and a supportive culture. This includes balancing efficiency with equity in research resource allocation, expanding faculty autonomy in decision-making, and implementing differentiated support strategies tailored to specific group characteristics to safeguard academic career security and personal growth.更多还原