本研究的主要目的在瞭解：大學生在自我認定狀態、生涯發展狀況的差異情形，同時瞭解大學生生涯發展狀況與自我認定狀態之間的關係。以師範大學、淡江大學及東吳大學之大一、大三學生共514人為研究對象，所使用的工具包括「生涯探索量表」、「生涯決策量表」與「自我認定狀態量表」。調查所得之資料以ｔ考驗、典型相關分析等統計方法進行資料分析，研究結果如下：
一、大學生在生涯發展狀況及自我認定狀態上的差異情形：
1.不同性別、不同年級之大學生在生涯探索行動、生涯探索態度與生涯決定程度上沒有顯著的差別。
2.不同性別之大學生在部份自我認定狀態上有顯著差異，包括「意識型態－自主認定」、「人際互動－自主認定」、「人際互動－他主認定」、「意識型態－尋求認定」以及「人際互動－尋求認定」。
3.大一學生在「人際互動－尋求認定」上顯著高於大三學生。
二、生涯發展狀況與自我認定狀態之間的關係：
1.大學生的生涯發展與自我認定狀態之間有典型相關存在，共得兩個顯著的典型相關因素結構，典型相關係數分別為.572，.345。
2.第一個典型相關結構是由「生涯探索行動」與「生涯決定程度」，透過潛在的典型因素，和意識型態方面、人際互動方面之「自主認定」、「尋求認定」、「認定混淆」形成典型相關。
3.第二組典型相關結構是由「生涯探索行動」、「生涯探索態度」與「生涯決定程度」，透過潛在的典型因素，和意識型態方面之「尋求認定」，人際互動方面之「自主認定」、「尋求認定」形成典型相關。
4.不同性別及不同年級的大學生之典型分析結果大致與全體大學生的分析結果類同，不同之處有：
(1)大學男生第一組典型相關與全體大學生之第一組典型相關結構略不同之處是男生之「生涯探索行動」、「生涯決定程度」並未和「尋求認定」形成太大關聯;第二組典型相關不同之處在「生涯探索行動」、「生涯探索態度」、「生涯決定程度」尚且與「他主認定」形成關聯。
(2)大學女生第一組典型相關與全體大學生之第一組典型相關結構略不同這處是女生之「生涯探索行動」、「生涯決定程度」、並未和「人際互動－自主認定」形成關聯；第二組典型相關不同之處在「生涯決定程度」並未與自我認定狀態之變項形成相關，此外，「生涯探索行動」、「生涯探索態度」尚且與「人際互動－認定混淆」形成關聯。
(3)大一學生之「生涯探索行動」、「生涯決定程度」並未和「尋求認定」形成典型相關。
最後根據本研究之結果進行討論，並提出學校生涯輔導工作方面與未來進一步研究時之建議。

The purpose of the study was to investigate: (1)the differences of ego identity status and career development status for college students in different gender and different grade; (2)the relationship between career development status and ego identity status for college students in Taiwan.
The sample consisted of 514 college students from three colleges in Taipei City and Taipei County. Instruments used in this study include Career Exploration Scale, Career Decision Scale and the revised version of the Extended Objective Measure of Ego Identity Status. Data obtained in this study were analyzed by t-test and canonical correlation analysis. The primary findings are as follows:
1.Gender Difference and Grade Difference on Career Development Status and Ego Identity Status:
(1)Neither significant gender difference nor significant grade difference were found in career exploration and career decidedness.
(2)There were several significant difference in ego identity status between male and female subjects, including Ideology-Achievement, Interpersonal-Achievement, Interpersonal-Foreclosure, Ideology-Moratorium and Interpersonal-Moratorium subscales.
(3)Freshmen's score was significantly higher than junior's on Interpersonal-Moratorium subscales.
2.The Relationship Between Career Development Status and Ego Identity Status:
(1)The linear combination score of career exploratory activity, career exploratory attitude and career decidedness was significantly correlated with the linear combination score of eight scores of ego identity status. Two significant canonical correlation coefficients are .572,345.
(2)The first canonical structure can be identified between left side canonical variate which is highly correlated with career exploratory activity and career decidedness, and the right side canonical variate which is highly correlated with the Ideology and Interpersonal aspects of Achievement, Moratorium and Diffusion status.
(3)The second canonical structure can be identified between left side canonical variate which is highly correlated with career exploratory activity, career exploratory attitude and career decidedness, and the right side canonical variate which is highly correlated with Interpersonal-Achievement, Ideology-Moratorium, Interpersonal-Moratorium.
(4)The canonical correlation structures of different gender and different grade students' are similar to the one from total group of subjects, except the follows:
For the first canonical structure of male, the difference lies in that there is no relationship among career exploratory activity, career decidedness and Ideology-Moratorium, Interpersonal-Moratorium. For the second canonical structure, there are relationship among career exploratory activity, exploratory attitude, career decidedness and Ideology-Foreclosure, Interpersonal-Foreclosure.
For the first canonical structure of female, the difference lies in that there is no significant relationship among career exploratory activity, career decidedness and Interpersonal-Achievement. For the second canonical structure, there are negative relationship among career exploratory activity, career exploratory attitude and Interpersonal-Diffusion.
For the first canonical structure of freshmen, the difference lies in that there is no significant relationship among career exploratory activity, career decidedness and Ideology-Moratorium, Interpersonal-Moratorium.
Based on the results, implications of the study for career counseling in school discussed and suggestions for future research were proposed as well.