本研究旨在驗證兩種電腦輔助生涯輔導方案─「發現」及「輔導與資料互動系統」─對高級中學學生生涯發展之影響；並探討學習能力、電腦使用時間與生涯發展的關係。 本研究使用隨機化區組設計，以九十六名美國高二及高三學生為樣本。研究工具包括「決策型態量表」、「生涯發展量表」、「生涯重要性量表」、「職業調查表」「職業自我探索量表」、「興趣問卷」、「學習能力問卷」及「職業探索行為檢核表」。研究資料係以二因子多變項變異數分析及卡方檢定處理，結果顯示：(1)使用「發現」及「輔導與資料互動系統」的兩個實驗組在各項生涯發展分數上無顯著差異。(2)學習能力與實驗處理問無交互作用。(3)電腦使用時間的長短與生涯發展分數的高低無關。(4)學習能力的高低與生涯發展分數的高低有關。文內就上述研究結果加以討論，並說明本研究的限制、應用及未來的研究方向。

This study examined the effectiveness of two computer-assisted career guidance programs, DISCOVER and SIGI PLUS, on high school students' career development with six dependent variables: career maturity, career salience, accuracy of self-knowledge, certainty of vocational preference, satisfaction of vocational preference, and vocational exploratory behavior. Subjects were 96 11th and 12th graders. Chosen for this study was a 2 x 3 (Group treatment x Learning ability level) randomized block design. Results revealed: (a) no significant multivariate interaction effect between treatment and learning ability level on scores of five of the dependent variables; (b) no differentiation between treatment groups with the best linear combination of 12 subscales of career development measures; (c)no significant difference between the two groups on the vocational exploratory behavior measure; and (d) no differentiation among the three categories of computer use time with the best linear combination of 12 subscales. The findings are discussed, including limitations of the study, implications for practice, and directions for future research.

輔導;高中學生;生涯發展;電腦輔助生涯輔導