Wong, Teng FongTeng FongWong2026-01-232026-01-232026-01https://dspace.usj.edu.mo/handle/123456789/6910This study aims to investigate the relationships among career development readiness, career self-efficacy, and social support among senior secondary students in Macao. It further examines the differences in these variables across background factors, including gender, grade level, internship experience, and family socioeconomic status. Guided by the Social Cognitive Career Theory (SCCT), this research employed a quantitative questionnaire survey and collected data from 335 senior secondary students across two schools in Macao. The results revealed a significant positive correlation between students’ career development readiness and career self-efficacy. Among the background variables, internship experience had the most significant differences on both career-related variables, with students who had such experience showing better performance in career information acquisition and future planning. Grade level and family socioeconomic status showed significant differences in some dimensions, while gender differences were not statistically significant. Moreover, social support demonstrated significant predictive power for both career development readiness and career self-efficacy, with ""family support"" and ""teacher support"" exerting positive predictive effects on both variables. This study highlights that many senior secondary students in Macao still face challenges related to insufficient information and lack of confidence in career planning. Effective social support systems, practical experiences, and career exploration activities are crucial for enhancing students’ career development. The findings offer practical implications for educational policy, school-based career guidance, and family involvement. 本研究旨在探討澳門高中生的生涯發展準備度、生涯自我效能及社會支持之間的關聯性，並分析背景變項（性別、年級、在職實習經驗、家庭社經地位）與上述生涯議題及社會支持變項之差異情形。研究以社會認知生涯理論（Social Cognitive Career Theory, SCCT）為研究架構基礎，採量化問卷調查法，針對兩所中學共335位高中生進行資料蒐集及分析。 研究結果顯示，高中生的生涯發展準備度及生涯自我效能達呈顯著正相關。而在背景變項中，以在職實習經驗對兩個生涯議題變項的效果最為顯著，有工作實習經驗的學生在生涯資訊掌握與未來規劃上表現較佳；年級與家庭社經地位則在部分層面上達差異效果；性別則無顯著差異。此外，社會支持對兩個生涯議題變項皆具有顯著預測力，顯示「家人支持」及「師長支持」對生涯發展準備度及生涯自我效能均具有正向預測作用。 本研究指出，澳門高中生在生涯規劃上仍面臨資訊不足與信心不足的困境，而有效的社會支持系統、實務體驗與生涯探索活動，對於強化其生涯發展具關鍵作用。研究結果可作為教育政策、學校生涯輔導及家庭參與的實務參考。zhCareer development readinessCareer self-efficacySocial supportSenior secondary studentsSocial Cognitive Career Theorytext::thesis::master thesis