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Abstract Cultivating students' research and innovation capabilities is a key objective of higher education. Based on student engagement theory， this study adopts the ANPE framework (Aim， Nurture， Progress， Evaluation) to examine the mechanisms through which supervisors' emotional and professional support influence undergraduate students' research and innovation capabilities in the process of academic training. A survey of 559 undergraduate students engaged in research training programs across 55 universities in Beijing revealed that both supervisors' emotional and professional support significantly enhance undergraduate students' research and innovation capabilities， with students' cognitive and behavioral engagement serving as mediators. Supervisors' emotional support primarily boosted students' cognitive engagement， while professional support predominantly drove students' behavioral engagement， both of which contributed to improving students' research and innovation capabilities. Moreover， the universities' research-supportive climate was found to amplify the positive effects of supervisors' support on student engagement. This study suggests that universities build a multi-dimensional support system driven by the “supervisor-university” dual wheels， and comprehensively improve students' cognitive and behavioral engagement through supervisors' emotional and professional guidance， thereby enhancing undergraduate students' research and innovative capabilities.
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Received: 30 May 2025
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2025, Vol. 64 
