本研究以社會認知生涯理論、壓力因應理論與認知動機關係理論為基礎，探討高中體育班學生在社會支持、生涯自我效能、壓力因應、情緒經驗與生涯決定之現況；比較不同背景變項高中體育班學生在社會支持、生涯自我效能、壓力因應、情緒經驗與生涯決定之差異情形；以及驗證社會支持、生涯自我效能、壓力因應、情緒經驗與生涯決定之線性結構模式，進而對高中體育班學生生涯決定影響因素與路徑有更深層的瞭解為主要研究目的。本研究以問卷調查方式進行資料蒐集，並以104學年度就讀高中體育班學生為研究對象之範圍，採分層叢集抽樣方式進行樣本抽樣與問卷發放，共獲得736份有效問卷，所得資料以描述性統計、獨立樣本t 檢定、單因子變異數分析以及結構方程模式進行資料分析，所得結論如下：
一、高中體育班學生在生涯決定方面，多數學生雖已有具體的生涯目標與規劃，但仍有相當程度的疑慮。當面對生涯抉擇時，對於家人支持的感受最為強烈，雖然對自己的問題解決能力最具信心，但是當遇到生涯決策時，仍傾向以消極情緒因應方式來面對，且有較高憂慮感。
二、訓練意願越高的高中體育班學生知覺較高的社會支持與生涯自我效能，也比訓練意願低的學生有更積極的壓力因應與正向情緒經驗；高年級的高中體育班學生不僅比低年級的學生知覺到較高的生涯自我效能，也有較明確的生涯決定；高中體育班女性學生比男學生有更積極的壓力因應；參與訓練年資較高的高中體育班學生比年資低的學生有較高的生涯自我效能以及較明確的生涯決定。
三、高中體育班學生在社會支持、生涯自我效能、壓力因應、情緒經驗與生涯決定之線性結構模式具相當解釋力，亦即擁有較高社會支持會使學生具備較高的生涯自我效能，引發正向情緒經驗，進而影響生涯決定；此外，社會支持與壓力因應對高中體育班學生的生涯決定無顯著影響。
基於上述研究結論，本研究提出以下幾點建議：一、規劃適性生涯輔導課程，建立正確的生涯發展信念；二、建構系統化生生涯支持體系，提供具體化生涯發展資源；三、提升高中體育班學生自我生涯規劃與探索知能；四、持續推動與落實體育班訪視；五、加強升學輔導措施，暢通運動人才銜續管道。

This study applied social cognitive career theory, stress coping theory, and cognitive motivation relationship theory to explore the status of social support, career self-efficacy, stress coping, emotional experience, and career decisions among high school students enrolled in physical education classes. It compared high school sports using various background variables and found that physical education students differ in social support, career self-efficacy, stress coping, emotional experience, and career decision. Accordingly, a linear structural model was verified to obtain a deeper understanding of influencing factors and pathways related to career decision making. A survey was conducted with high school students enrolled in physical education classes conducted for the year of 2015. Stratified cluster sampling was used for sampling and questionnaire distribution. A total of 736 valid questionnaires were obtained. Descriptive statistics, independent sample t-test, one-way ANOVA, and structural equation modelling were used for the data analyses. The conclusions are as follows:1. While high school students enrolled in physical education classes have specific career goals and plans, they still have considerable doubts. Those who perceive the strongest family support demonstrate the highest confidence levels in problem solving, although they tend to experience negative emotions in response to their career decision making and have a high degree of anxiety.2. Students with higher willingness to train show greater levels of social support and career self-efficacy than those with lower willingness. In addition, they report more positive stress coping and positive emotional experiences. Students in higher grades perceive greater career self-efficacy and make more definite career decisions than students in lower grades. Female students in physical education classes have more positive stress coping than male students. 3. The linear structure model for social support, career self-efficacy, stress coping, emotional experience, and career decisions for high school students in physical education classes has considerable explanatory power. It suggests that higher social support contributes to greater career self-efficacy among students, triggering positive emotional experiences, which in turn affect career decisions. In addition, social support and stress coping have no significant impact on career decisions among high school students enrolled in physical education classes. Drawing on these conclusions, this study offers the following suggestions. High schools should design and implement suitable career counselling courses and establish appropriate beliefs in career development. Students will also benefit from a systematic career support system and specific career development resources. It is important to improve self-career planning and knowledge exploration for high school students enrolled in sports programs. Further, promoting and implementing visits to sports classes can be useful. Finally, college application and counselling measures should be strengthened to smoothen the recruitment and transition of sports talents.

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