本研究之主要目的有四：（1）發展適合高中女學生的生涯探索方案；（2）探討本方案的
實施對高二女學生職業建構系統分化性、統整性及衝突性的影響；（3）探討本方案的實
施對高二女學生生涯自我效能之影響；（4）分析實驗組學生職業建構系統結構的變化。

本研究以量化之準實驗研究方式，以台北市立大同高中二年級24位女學生為研究對象
，實驗組12位，控制組12位，測量其在「科系選擇方格」前、中、後測的得分，及「生涯
決定自我效能預期量表」的前、後測得分，以單因子共變數分析進行假設考驗。並以實驗
組在分化、統整及衝突三項指標之平均數進行結構改變分析。研究結果如下：

一、 生涯探索團體方案對高二女生職業建構系統之分化性沒有顯著影響。

二、 生涯探索團體方案對高二女生職業建構系統之統整性沒有顯著影響。

三、 生涯探索團體方案對高二女生職業建構系統之衝突性有顯著影響，參加
方案的學生其衝突性明顯高於未參加方案的學生。

四、 生涯探索團體方案對生涯自我效能有顯著影響，參加方案的學生其生
涯自我效能明顯高於未參加方案的學生。

五、 實驗組學生職業建構系統之結構變化呈現不一致的現象，分為「順
向發展型態」、「逆向發展型態」、「先逆後順發展型態」及「原地不動發展型態」四種
。

最後依據研究結果做進一步的討論，並提出建議，以供諮商實務工作
者及未來研究之參考。

There are 4 major purposes in this research project.

1.To investigative the effects of the intervention program of the vocational
construct system (VCS) on the differentiation, integration, and conflict for
female sophomore high students.

2.To investigative the effect of the intervention program of the vocationa
l construct system (VCS)on the career self-efficacy for female sophomore high
students.

3.To analyses the change process of the member of experimental group ind
ividually during the intervention.

Subjects were twenty-four students from Taipei Municipal Ta-Tone High
School. They are divided into two groups; twelve of them were in experimental
group and others were in control group. The "Majors selection Grids" were admi
nistered before, within and after the intervention and the "CDMSE" were admini
stered before and after the intervention. One-way ANCOVA was used to analyze t
he data. The findings are as follows:

I. The "Career-Search Group" dose not cause any significant differ
ence on the differentiation of the VCS for the experimental group and the cont
rol group.

II. The "Career-Search Group" dose not cause any significant dif
ference on the integration of the VCS for the experimental group and the contr
ol group.

III. The "Career-Search Group" dose cause a significant differ
ol group. The conflict ratio of the experimental group students are significan
tly higher than that of the control group students.

IV. The "Career-Search Group" has a strong influence on the
career self-efficacy. The career self-efficacy of the experimental group stude
nts are significantly higher than that of the control group students.

V. There are disagreements existing in the structural chan
ges on the VCS among students of the experimental group. They are grouped into
4 types, which are "Forward-Development Type", "Backward-Development Type", "
Pre-Forward-Post-Backward-Development Type", and "Still-Remaining Type".

Based on the results of the study, discussion and implications are generated for
further research and practice.