本研究以縱貫方法，探討青年在 25 歲、30 歲、33 歲三個時間點的生涯發展過程中，學用相符、 工作滿意及快樂感的關聯，並將高中職階段的教育分流（普通類、技職類）及相關預測變項納入 模型。分析資料來自臺灣教育長期追蹤資料庫（TEPS）及其後續調查資料庫（TEPS-B）的 SH 樣 本，共 1,637 人，以隨機截距交叉滯後模型（RI-CLPM）為分析方法。結果顯示，臺灣青年的學 用相符、工作滿意度及快樂感三者成正相關。在滯後效果方面，三波次間的學用相符及快樂感有 自回歸效果，工作滿意度則僅在後二波有自回歸效果；而除了 30 歲的快樂感能正向預測 33 歲的 工作滿意度，其餘交叉滯後效果皆未顯著。在預測變項方面，學歷對三個主要變項皆有正向預測 力；高三時後悔所選組科別對後來生涯的工作滿意度及快樂感有負向預測力。整體而言，教育分 流的調節作並不明顯，僅 25 歲到 30 歲間的少數路徑有差異；在二種教育分流各別樣本模型中， 發現高三時後悔所選科別對技職分流者的工作滿意度及快樂感有負向預測力，而生涯嘗試對普通 分流者的學用相符有正向預測力。最後，提供未來研究與實務建議。

This study uses longitudinal analysis of the Taiwan Education Panel Survey to explore background factors of educational tracking experiences among Taiwanese youth and their dynamic associations with job-education match, job satisfaction, and happiness. The sustainable careers concept (De Vos et al., 2020) views individuals as core actors, emphasizing personal, situational, and temporal dimensions’ influence on career sustainability, expanding school-to-work transition research (Blokker et al., 2023). However, existing studies often focus on adults and are cross-sectional, missing key youth changes and early educational experiences’ impact on careers. While educational tracking’s role in occupational choice has been explored, understanding of how job-education match affects job satisfaction and happiness, especially under different educational backgrounds, remains limited. This study’s longitudinal analysis aims to provide a comprehensive perspective for sustainable career theory and practice. Research shows job-education match, job satisfaction, and happiness are interrelated. Job-education match includes educational level, field of study, and skills/abilities matching, positively correlating with job satisfaction (Badillo-Amador & Vila, 2013; Santis et al., 2021). From strengths-use perspective, knowledge and abilities need an environment for application, with full utilization increasing work engagement, satisfaction, and happiness (Miglianico et al., 2020). Job satisfaction and happiness’s positive association is often explained by the spillover hypothesis, including top-down and bottom-up effects. Longitudinal meta-analyses show life satisfaction and happiness have cross-sectional associations and cross-lagged effects (Bowling et al., 2010; Karabati et al., 2019; Steel et al., 2019). This study analyzes these relationships using data from Taiwan. The impact of early educational experiences on later career development is worth investigating. Existing research on Taiwanese youth indicates that high school students’ post-graduation development is influenced by learning experiences and employment considerations. Key moments for youth to consider career development are during the educational tracking at high school levels and when facing graduation from university (Kuo et al., 2021; Wu et al., 2018). In Taiwan’s education system, the educational tracking at the high school level is a crucial stage in youth career development. Vocational high school students mostly choose their major subjects upon graduating from junior high school, while students in academic high school choose their stream (liberal arts or science) after completing their first year, and decide on their specific university major when applying for higher education. This study employs longitudinal tracking to investigate how regret over high school track/major choices in the third year influences subsequent career development, addressing limitations of retrospective methods in existing research. It also focuses on youth with different educational tracking experiences, exploring how their subsequent career development

學用落差、青年職涯、交叉延宕、縱貫研究

educational tracking, job-education match, job satisfaction, happiness, youth