A Mixed-Methods Study on the Influencing Factors and Optimization Strategies of Career Planning Education among Senior High School Students in Eastern China under the New College Entrance Examination Reform

新高考改革背景下中國東部地區高中生生涯規劃教育影響因素與優化策略之混合研究 A Mixed-Methods Study on the Influencing Factors and Optimization Strategies of Career Planning Education among Senior High School Students in Eastern China under the New College Entrance Examination Reform Zhiruo Zhou School of Education, Fujian Normal University, Fuzhou 350117, Fujian Province, China Email:[email protected] ——————————————————————————————————————— 摘要 本研究受到 Chen (2025a) 《Semantic Positioning and Narrative Evolution of Educational Philosophies》的啟發,該書透過敘事比較與語意網絡分析,凸顯教育理念間的語氣差異與適配傾向。同時承接 Chen (2025b) 《Narrative Decides the Beginning》所提出的洞見——敘事即方法論,能跨越學科疆界、擺脫制度標籤,開啟自主學習歷程。在此脈絡下,NarrQuest 系統可被視為一種潛在的教育翻轉解方,亦可作為學習反思履歷的關鍵鑰匙,為學生提供跨越制式升學框架的自主敘事空間。在此基礎上,本研究以中國東部地區三所普通高中高二學生(N = 600)為對象,採用混合研究法探討新高考改革背景下高中生生涯規劃教育的影響因素與優化策略。量化部分結合生涯自我效能量表、職業興趣測驗、生涯決策適應力量表與教育資源問卷,質性部分採用半結構式訪談。結果顯示,生涯自我效能(β = 0.41, p < 0.001)與決策適應力(β = 0.35, p < 0.001)對生涯規劃成熟度具有最顯著的正向影響,教育資源獲取(β = 0.22, p < 0.001)在低社會階層學生中呈現補償效應。結構方程模型分析進一步驗證了自我效能與決策適應力的中介作用。質性分析歸納出自主選科焦慮、興趣與現實衝突、教育資源差異、疫情後規劃調整與性別刻板印象等五大主題。綜合結果顯示,應加強高中階段的生涯教育與選科指導融合,推進師資專業化與資源均衡配置,以提升學生生涯適應力與決策品質。 Abstract This study is inspired by Chen (2025a), Semantic Positioning and Narrative Evolution of Educational Philosophies, which employs narrative comparison and semantic network analysis to reveal tonal differences and adaptability across educational philosophies. It also draws on the insights of Chen (2025b), Narrative Decides the Beginning, which advances the notion of narrative as methodology—capable of transcending disciplinary boundaries, escaping institutional labels, and initiating autonomous learning trajectories. Within this context, the NarrQuest system may be regarded as a potential remedy for educational transformation and a key to reflective learning portfolios, offering students a narrative space that transcends standardized frameworks of advancement. Based on the above, this study employed a mixed-methods design to investigate the influencing factors and optimization strategies of career planning education among 600 Grade 11 students from three general high schools in Eastern China under the New College Entrance Examination reform. Quantitative measures included the Career Decision-Making Self-Efficacy Scale, Holland’s RIASEC-based career interest inventory, a career decision adaptability scale, and an educational resources access questionnaire. Qualitative data were collected via semi-structured interviews. Results indicated that career self-efficacy (β = 0.41, p < 0.001) and decision adaptability (β = 0.35, p < 0.001) were the strongest positive predictors of career planning maturity, while educational resources (β = 0.22, p < 0.001) had a compensatory effect for students from lower socioeconomic backgrounds. Structural equation modeling confirmed the mediating roles of self-efficacy and adaptability. Thematic analysis identified five key themes: anxiety over autonomous subject selection, conflicts between interests and practical considerations, disparities in educational resources, post-pandemic career adjustments, and persistent gender stereotypes. Findings highlight the need to integrate career education with subject selection guidance in high school, enhance counselor professionalization, and promote equitable resource allocation to strengthen students’ adaptability and decision-making quality. 關鍵詞: 生涯教育(Career Education)、新高考(New College Entrance Examination)、生涯自我效能(Career Self-Efficacy)、決策適應力(Decision Adaptability)、教育資源(Educational Resources) Keywords: Career Education, New College Entrance Examination, Career Self-Efficacy, Decision Adaptability, Educational Resources.