隨著科技的進步，導致生活於這世代的人們在生活及工作中，需要面對越來越多未知的挑戰與抉擇，對於初步入職場的大學校院學生來說，更是如此。生涯決策自我效能即代表個體對於生涯決策的信心程度，高程度的生涯決策自我效能使個體在面對障礙或環境壓力時，也能堅持自己的選擇，然而，低程度的生涯決策自我效能會為個體帶來休學、失業的問題。在如此高度競爭的環境中，生涯決策自我效影響個體的生涯發展過程，個體所擁有的特質則使其能正面迎接挑戰，並能於挑戰中持續學習、成長，更和生涯決策自我效能間有著密不可分的連結。故本研究透過四個變項「自我導向學習」、「內部創業資本」、「情緒商數」、「生涯決策自我效能」探究目前大學院校學生適應環境變化的個人特質、影響生涯發展的信心程度，以及變項間的相互關係。
本研究以「自我導向學習量表」、「內部創業資本」、「情緒商數量表」與「生涯決策自我效能量表」作為研究工具，研究方法採用文獻探討結合問卷調查法，最後取得423份研究樣本進行研究分析，研究結果分述如下：
一、 教育及人文領域之學生在自我導向學習、內部創業資本、情緒商數與生涯決策自我效能的表現都更好。
二、 大學院校學生之工作經驗在情緒商數與生涯決策自我效能上各有不同表現。
三、 大學校院學生的情緒商數對生涯決策自我效能有顯著影響。
四、 大學校院學生的自我導向學習對生涯決策自我效能有顯著影響。
五、 大學校院學生的內部創業資本對生涯決策自我效能有顯著影響。
六、 大學校院學生的情緒商數對自我導向學習有顯著影響。
七、 大學校院學生的情緒商數對內部創業資本有顯著影響。
八、 大學校院學生的自我導向學習中介情緒商數與生涯決策自我效能之關係。
九、 大學校院學生的內部創業資本中介情緒商數與生涯決策自我效能之關係。
基於上述研究結果提出討論，期能作為學生未來學習歷程及生涯規劃的參考，引導學生了解自己需要增強就業強競爭力之處，對大學校院在培養學生相對應的特質上，有所依據及引導。同時，使企業在選才的過程中，能透過分析候選人之特質，尋找更適配的人才；在人才培訓上，能透過相關課程訓練，提升表現程度，使公司隨時處在能夠從容面臨挑戰的高度競爭力中。

With the advancement of technology, people living in this generation are faced with more and more unknown challenges and choices in life and work. For university students who are entering their first career, this is especially true. Career decision self-efficacy represents an individual’s confidence in making career decisions. A high level of career decision self-efficacy enables individuals to insist on their own choices even in the face of obstacles or environmental pressures, while a low level of career decision self-efficacy can lead to problems such as school dropout and unemployment. In such a highly competitive environment, career decision self-efficacy affects the individual’s career development process. The traits of an individual that enable him/her to meet challenges positively and continue to learn and grow in the process of challenges are closely related to his/her career decision self-efficacy. Therefore, this study investigated the personal traits of university students in adapting to the changing environment through four variables: self-directed learning, intrapreneurial self-capital, emotional intelligence, and career decision self-efficacy. To find out how they affect the level of confidence in career development and the interrelationships among the variables.
The "Self-Directed Learning Scale", "Intrapreneurial Self-Capital Scale", "Wong & Law Emotional Intelligence Scale", and "Career Decision Self-Efficacy Scale" were used as the instruments in this study. The research methodology was a combination of literature review and questionnaire survey. A total of 423 samples were collected and analyzed, and the results of this study are summarized as follows:
1. Students in the field of education and humanities performed better in self-directed learning, intrapreneurial self-capital, emotional intelligence, and career decision self-efficacy.
2. The work experience of university students varied in terms of emotional intelligence and career decision self-efficacy.
3. The effect of emotional intelligence on career decision self-efficacy among university students was significant.
4. The effect of self-directed learning on career decision self-efficacy among university students was significant.
5. The effect of intrapreneurial self-capital on career decision self-efficacy among university students was significant.
6. The effect of emotional intelligence on self-directed learning among university students was significant.
7. The effect of emotional intelligence on intrapreneurial self-capital among university students was significant.
8. Self-directed learning of university students mediates the relationship between emotional intelligence and career decision self-efficacy.
9. Intrapreneurial self-capital of university students mediates the relationship between emotional intelligence and career decision self-efficacy.
Based on the results of this study, we propose recommendations that can serve as guidelines for students’ future learning and career planning, and guide them to understand what they need to enhance in order to become more competitive in employment. It will also provide a guideline for universities to develop students’ relevant traits. At the same time, it enables companies to find more suitable talents by analyzing the traits of candidates during the selection process. In terms of talent training, companies are able to enhance employees’ performance through relevant training programs, so that companies are able to face challenges with a high degree of competitiveness at all times.

目錄 VI
表目錄 VIII
圖目錄 X
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 8
第三節 名詞釋義 9
第四節 研究重要性 12
第五節 研究範圍與限制 13
第二章 文獻探討 15
第一節 自我導向學習 15
第二節 內部創業資本 20
第三節 情緒商數 24
第四節 生涯決策自我效能 32
第五節 自我導向學習、內部創業資本、情緒商數與生涯決策自我效能相關研究 36
第三章 研究方法 48
第一節 研究架構 48
第二節 研究假設 50
第三節 研究流程 50
第四節 研究對象 53
第五節 研究工具 53
第六節 資料分析 68
第四章 資料分析與研究發現 71
第一節 樣本資料分析 71
第二節 大學校院學生自我導向學習、內部創業資本、情緒商數與生涯決策自我效能之現況分析 74
第三節 背景變項對大學校院學生自我導向學習、內部創業資本、情緒商數與生涯決策自我效能之差異情形分析 77
第四節 大學校院學生自我導向學習、內部創業資本、情緒商數與生涯決策自我效能之相關分析 96
第五節 大學校院學生自我導向學習、內部創業資本、情緒商數與生涯決策自我效能之迴歸分析 101
第五章 結論與建議 109
第一節 討論與結論 109
第二節 建議 118
參考文獻 123
附錄一 大學院校學生自我導向學習、內部創業資本、情緒商數與生涯決策自我效能問卷 132

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