本研究探討高中數理資優女生性別角色、生涯自我效能與其生涯發展的關聯以及角色楷模課程實施後的影響，前者透過調查台灣八所女子高中之數理資優女生發現，在性別角色部分，其性別特質偏向中性特質，性別角色態度傾向認同非傳統女性角色態度，普遍贊同「女生可以和男生一樣念好數理學科、女生可以有自己的事業、應有經濟獨立與自主權、主動示愛的自由」等觀點，也可感受到社會上對不同性別的差別待遇；在生涯自我效能與生涯發展上有一定程度的信心，但也會存在著無助、徬惶的心情。三者的關聯部分，性別角色中之性別特質與性別角色的關聯（.54）大於性別角色態度與其的關聯（.11），此外，生涯自我效能與生涯發展的關聯也很大（.52）。
另配合Bandura所提出之自我效能理論，嘗試透過角色楷模課程的介入，以了解其對三者的影響與變化，透過22週的課程後調查發現，角色楷模課程對數理資優女生性別角色、生涯自我效能與生涯發展並無顯著影響，但從學生課程中所寫之心得分析發現，角色楷模課程對學生性別角色態度的覺知、生涯自我效能的提升與生涯發展方向的確認與了解都有正向的幫助，並提出教育與研究上的建議。

This research inquired into the connection of the sex role, the career self efficacy and its career development of the math/science gifted girls in senior high school. The investigation results from eight girls’ senior high schools found that the sex role had the greater connection with the sex characteristics (.54) than with the sex role attitudes (.11). The connection of the sex role and the career self efficacy was great (.91). In addition, the career self efficacy and career development was also great (.52). Besides, referring to the self efficacy theory put forward by Bandura, the research also tried to intervene in the role model curriculum to understand the influences and varieties. After 22-week curriculum, it didn’t have obvious influences on these girl's sex role, career self efficacy and the career development. But, judging from the student's feedbacks and responses, it was helpful to improve the sex role attitude awareness, to promote the career self efficacy, and to recognize and make sure the direction about their career developments. According to the above findings, there were some suggestions proposed for reader’s reference.

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