Purpose This study examines the factors that shape the academic identity of doctoral students throughout their doctoral journey in China. Design/methodology/approach The research constitutes a qualitative study grounded in Mead’s theory of the self. It includes interviews with 21 doctoral students from two prestigious research universities in China. Data are analyzed using Braun and Clarke’s thematic analysis approach. Findings The study identifies three key dimensions shaping academic identity construction: contextual, interactive and psychological. Contextual factors involve disciplinary and institutional cultures as well as sociocultural contexts (e.g. career development, gender roles and family backgrounds and expectations). Interactive influences stem from faculty and peer relationships, providing modeling and motivation. Psychological factors emphasize self-awareness in integrating academic concepts into self-identity. These findings reveal how doctoral students navigate academic identity within China’s sociocultural and institutional environment. Research limitations/implications This study’s qualitative design limits generalizability. Future research should use large-scale quantitative or mixed-methods approaches and longitudinal studies to validate findings and examine academic identity evolution. Originality/value This study provides a framework that integrates contextual, interactive and psychological dimensions. It offers new insights into how doctoral students construct their academic identities in China’s unique context.
Zhang et al. (Tue,) studied this question.