因應現今工業快速成長，STEM科學、科技、工程及數學領域，是未來人才培養的重要關鍵領域；而學生求學階段其STEM學習經驗，影響其選讀相關科系或從事相關領域職業的意願。本研究以社會認知生涯理論為基礎，探討高中生STEM課外學習經驗、STM自我效能、STEM職業興趣對生涯選擇意願的影響。本研究採調查研究法，調查對象為臺北市及新北市地區高一學生，以分層便利叢集方式抽樣，發放問卷440份，回收有效問卷429份，以描述性統計、結構方程模式、邏輯斯迴歸進行統計分析。研究發現：一、高中生STEM課外學習經驗偏少、STM自我效能感良好，對STEM職業有中度興趣；二、學生參與STEM課外學習經驗及良好的STM自我效能，有助於提升對STEM職業興趣與生涯選擇；三、社會認知生涯理論之生涯選擇模式能合理解釋高中生STEM領域生涯選擇；四、高中生STEM課外學習經驗、STM自我效能、STEM職業興趣，皆能有效預測學生STEM生涯選擇意願，以STEM職業興趣的解釋力最強。依據結果提出具體建議，供學生、教師與學校及未來研究參考：一、高中生宜於課餘時間參與STEM課外活動或廣泛閱讀科普讀物，拓廣相關領域知能與興趣；二、學校宜於正式課程時間之外，規劃STEM相關競賽、科展或企業參訪體驗等，以增加學生STEM課外學習經驗；三、教師宜透過適當教學、班級經營與輔導，協助學生提升其STM領域學習的自我效能；四、教師及學校可透過企業參訪或職涯體驗課程，增加學生對STEM職業的認識及興趣；五、未來研究建議針對不同對象、變項或研究方法，進行深入研究。

Given the rapid growth of modern industry and advanced technology nowadays, STEM had become one of the most significant pedagogical issues, and the major element for preparing future talent in the 21st century. The learning experience of STEM affects the students’ willingness, choosing STEM career path. Based on the social cognitive career theory, this research aimed to study the relationship between STEM extracurricular learning experience, self-efficacy, career interest and choice of high school students. The stratified convenience cluster sampling method was used to collect data from 440 high school students in Taipei City and New Taipei City, and 429 valid questionnaires were collected. It were analyzed with descriptive statistics, structural equation modeling, and logistic regression. The results were organized as follows: (1) The students had less experience in STEM extracurricular learning; however, their STM self-efficacy were high; interests is moderate. (2) STEM extracurricular learning experience, STM self-efficacy, and STEM career interest appeared to have particularly positive effect. (3) The model of career choice can be used to explain high school students’ STEM career choices. (4) STEM extracurricular learning experience, STM self-efficacy, and STEM career interest showed significant predictive power in terms of students' STEM career choices; among three, STEM career interest had the greatest predictive ability. Finally, according to the results, five specific suggestions were proposed in this research as references for students, teachers, schools and future researchers.

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