本研究旨在建立適用國中、高中及高職學生的生涯成熟評量模式與工具。根據相 關理論模式以及三十位學生之半結構式訪談資料，形成「中學生生涯發展評量模式」，以生涯 態度、生涯認知和生涯行動三個層面以及生涯感受、生涯信念、生涯認識、思考廣度、生涯 探索和生涯計畫六分量尺建構生涯成熟的概念。根據此模式與訪談資料，編成「生涯發展量 表」預試題本，經兩次預試，分別以中部地區853人及全國1031人為樣本，依題項分析結果 編成「生涯發展量表」正式題本，分為國中與高中職版兩種。 　　本研究抽取全國2921名學生建立常模，並進行內部一致性、穩定性、效標關聯效度、分 量尺間相關與分量尺因素結構等信效度考驗。考驗結果顯示：本量表具有信度尚佳，惟「生 涯認識」分量尺的內部一致性係數與重測信度係數稍低。效標關聯效度考驗、分量尺間相關 與分量尺因素結構等效度考驗結果均顯示合理的支持，惟「思考廣度」分量尺之頭項反應一 致性考驗中有部份情境之相關係數略低。總括本量表之信度及效度考驗結果尚稱良好，惟「生 涯認識」和「思考廣度」二分量尺之信效度有待進一步驗證。

　　　　　The purpose of this study was to establish an assessment model and develop an career inventory for junior high school students as well as college-bond senior high school and vocational senior high school students. Based on results of literature review and semi-structural interviews of 30 students, an assessment model with three dimensions and six subscales was established, which served as the theoretical foundation for the inventory. The "Career Development Inventory-Pretest Form" was constructed. Two pretests took place with the sample of 853 and 1031 students, respectively. Item-analyses of these two sets of data resulted in the "Career Development Inventory" (CDI). CDI has two forms, one for junior high school student and the other for senior high school students. The norm of this inventory was established with 2921 students. Reliability and validity were examined with internal consistence, stability, criterion-related validity, subscale correlation, and factor structure. The results revealed sufficient support for the inventory in general and partial support for two subscales, which indicted the need for further examination.