本研究以906名高一學生為樣本，探討性別、性別角色傾向、場地獨立性、及自我效能等因素與職業興趣的關係。根據變異數分析與徑路分析的結果，發現職業興趣之不同主要與性別及性別角色傾向有關，性別因素除透過男性化傾向影響職業興趣外，其本身仍具有直接的作用；男生較偏向實用型，女生較偏向藝術基或社會型之興趣。而性別角色傾向則除透過生涯自我效能影響職業興趣外，男性化傾向亦直接對企業型、實用型、研究型、及事務型之興趣產生有某種程度的影響，而女性化傾向則對社會型、藝術型、事務型、及研究型有其影響作用。此外，區別分析結果所抽取之一個有效的區別函數雖僅能正確預測各類型興趣24％之比率，但其中性別興性別角色傾向二者所具有的區別力仍為最大。場地獨立與自我效能亦分別對不同類型之興趣產生若干影響作用，但其影響力量並不十分明顯。 根據枓研究結果顯示至少性別因素興性別角色傾向二者是生涯輔導人員不可忽視的兩個重要關鍵，受試者本身可能不易察覺這些因素對其生涯發展的影響，但是生涯輔導人員應有清楚的了解：興趣測驗結果會受此等因素的影響，測驗結果不能僅以所得之分數逕行對照學類資料，在考慮區分性、一致性等指導方案時，更應將之視為重要課題，透過適當的角色楷模學習、認知重組等方法，提供學生覺察、省思、改變的機會。

　　　　　This study surveyed 906 senior high school freshman students to explore the relation of gender, gender-role orientation, fiele dependence, and career self-efficacy to their vocational interests. Results revealed that gender and gender-role orientation were the most significant variables to student's choice of vocational interests: while gender had mediated effect on masculine-typed role orientation, male students preferred Realistic occupations, and female students had higher Artistic and Social interests. Gender-role orientation also has mediated effect on career self-efficacy. Besides, masculine-typed students preferred Enterprising, Realistic, Investigative, and Conventional occupations; feminine-typed students preferred Social, Artistic, Conventional, and Investigative occupations. Diseriminant analysis showed similar results with 24％ accuracy of classification, which also indieated effects of cognitive factors on student's choice of occupations. It is suggested that career guidance counselor should put those cognitive factors in mind when discussing test results with students and if possible, provide certain awareness guidance program services to those needed.