本研究旨在運用工作可能我 (work possible selves)與工作價值觀的構念，探討高職生的理想工作期望（career aspirations）、實際工作期盼(career expectation)以及兩者間之悖離程度(work possible selves discrepancies)與學習動機之關係，並比較不同人口學變項（年級、性別及社經地位）在工作可能我(含理想與實際工作我)之差異性。本研究以問卷調查法進行資料收集，以研究者自編之「工作可能我量表」和現有之學習動機量表為研究工具，針對台灣地區923名高職學生(男452，女470)進行施測。所得資料以變異數分析、卡方及Pearson Product Moment 相關進行分析。主要發現如下：首先，高職學生在工作可能我與學習動機有顯著之正相關，進一步分析可得知在實際工作我方面與學習動機間則有更高之相關。其次，在工作可能我的悖離程度與學習動機有負相關。最後，高職生在工作可能我方面因不同性別與年級而有所差異，其悖離程度也有不同；在理想工作我方面因不同的社經地位有所差異，但在工作可能我之悖離程度則沒有差異。
　　此外，研究者將高職生所提供的理想與預期工作名稱依據Holland六職業類型及職業地位進行分類。結果發現近六成的高職生在理想與預期的職業類型有差異。多數的高職生希望從事藝術型與企業型的工作，但實際上則預期會從事實用型及事務型的工作。在理想工作方面，男生偏好實用型、研究型與藝術型，女生則傾向藝術型與實務型。在預期工作方面，男生預期會從事的工作傾向實用與研究型，而女生較多會選擇事務型與社會型的工作。研究結果也顯示，男生相較於女生會期望從事需要專業職能（professional level）的工作，而非技術性（skilled level）的工作。本研究根據上述之研究結果進行討論，並提出未來研究上之建議。

To better understand the unique place of vocational high school students in Taiwan’s educational system so as to provide adequate career counseling, and to inform educational policies for vocational high school students, this study explores the relations between vocational students' conceptions of their work futures and their learning motivation in school.
　　Using the construct of work possible selves, this study surveyed 923 vocational high school students in terms of their hoped-for and expected work possible selves, career and status aspirations, career and status expectations, and finally, their learning motivation. This study also examines the relationships among work possible selves, their discrepancies and demographic variables including gender, socioeconomic status, and grade levels. Students’ work possible selves were measured utilizing the Work Possible Selves Inventory that researcher has developed for the present study. Further, students provided occupational titles regarding their career aspirations and expectations, all of which were classified utilizing Holland’s RIASEC types and five prestige levels.
Results from Pearson Product Moment correlations indicated that work possible selves are related to learning motivation, in particular, expected work selves correlated more strongly with learning motivation than hoped-for selves. Work possible selves discrepancies were found to be negatively related to learning motivation. ANOVA calculations among hoped-for work selves, and expected work selves showed significant gender differences, with males scoring higher in both hoped-for and expected work selves, and lower in work possible selves discrepancies than females. Results of ANOVA supported developmental patterns in work possible selves across grade levels: Students in the first year held higher aspirations than students in the second year, while third year students were associated with a higher discrepancy between hoped-for and expected work possible selves. ANOVA calculation did not indicate socioeconomic status differences in expected work selves and work possible selves discrepancies. The analysis, however, did indicate SES difference in hoped-for selves, suggesting that a lower SES position is associated with lower scores in hoped-for selves.
Students in the study generally aspired to work within the artistic, enterprising job categories, but they were most likely to expect working in the conventional and realistic occupations. A significantly large proportion (59.4%) of students reported career aspirations that are discrepant in RIASEC category from their career expectations. Equally high proportions of males aspired to realistic, investigative, and artistic categories, however, only the realistic and investigative occupations were expected the most. On the contrary, females most frequently aspired to artistic and conventional occupations, but expected the conventional and social occupations the most. The results of this investigation reveal significant gender differences in the types of occupations vocational high school students aspire to and expect to pursue and that they followed traditional gender patterns in the study. Males and females also differed in career status that they aspire to and expect to pursue. Males were more likely than females to aspire to and expect professional level occupations while being less likely to choose skilled occupations. The presence of an aspiration-expectation gap measured in terms of occupational titles and career status levels in the vocational domain remains evident

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