高中正是为高考做准备的阶段，是学生学习的关键时期，学业成绩是学生学习效果的反映，决定了学生能够选择的大学和专业，关乎学生未来的发展方向。因此成绩的提升是学生、家长以及学校最为关注的事情。以往研究表明学生核心自我评价水平与学业成绩息息相关，并且根据生涯建构理论的适应模型，生涯适应力和学业投入可以分别作为适应资源、适应行为来影响适应结果即学业成绩。因此本研究旨在探讨高中生核心自我评价与学业成绩的关系，并考察生涯适应力和学业投入在二者的关系中所起的作用。通过问卷调查法，对珠海市某中学高一到高三年级的880名高中生进行研究，使用SPSS 26.0和MPLUS 8.0对数据进行统计分析，得出如下结论：
1.高中生的核心自我评价处于中等水平，显示出显著的人口学变量（性别、年级、是否为独生子女以及父母教育水平）差异。男生高于女生，独生子女高于非独生子女，高一年级的核心自我评价水平高于高三年级，孩子的核心自我评价水平会随着父母教育水平提高而提高。
2.高中的生涯适应力水平处在中等偏上，在四个维度上，显示出最高分的是生涯控制，为3.86；生涯好奇次之，为3.80；再者是生涯自信，为3.51；最后是生涯关注，为3.31。男生的生涯适应力水平高于女生。生涯适应力总分及生涯关注和生涯自信两个维度会随父亲受教育水平升高而表现越好。生涯适应力总分和生涯自信水平则受母亲教育水平的正向影响。
3.高中生的学业投入在中上水平，各维度得分由高到低依次为：奉献为4.74；专注为4.36；活力为4.28。女生的学业投入表现要好于男生，具体体现在活力维度上。学业投入水平在年级、是否是独生子女和父母的教育水平上没有显示出显著差异。
4.核心自我评价与生涯适应力总分及其四个维度、学业投入总分及其三个维度还有学业成绩均表现出显著的正相关关系。
5.核心自我评价对学业成绩有正向预测作用，在核心自我评价及学业成绩的关系中，生涯适应力和学业投入起到链式中介作用，核心自我评价会由生涯适应力以及学业投入对学业成绩起到间接预测作用。

High school is a critical period for students to prepare for the college entrance exams, and academic performance is a reflection of students' learning effectiveness, which determines which college and major they can choose and their future direction. Therefore, the improvement of academic performance is the most important concern for students, parents, and schools. Previous studies have shown that the level of students' core self-evaluation is closely related to academic achievement, and according to the adaptation model of career construct theory, career adaptability and academic engagement can be used as adaptive resources and adaptive responses to influence the outcome of adaptation, i.e. academic achievement, respectively. Therefore, this study aims to investigate the relationship between core self-evaluation and academic achievement of high school students, and to examine the role of career adaptability and academic engagement in the relationship between the two. A study of 880 high school students from the first to the third year of high school in a secondary school in Zhuhai was conducted by questionnaire method, and the data were statistically analyzed using SPSS 26.0 and MPLUS 8.0 to draw the following conclusions.
1. High school students' core self-evaluation was at a moderate level, showing significant differences in demographic variables (gender, grade level, whether they were an only child, and parents' education level). The level of male students is higher than that of female students, and the level of only child is higher than that of non-only child, the level of core self-evaluation is higher in the senior year than in the senior year, and children's core self-evaluation level increases with parental education level.
2. The level of career adaptability in high school is in the middle to upper range, showing the highest score in the four dimensions is career control with 3.86, followed by career curiosity with 3.80, then career confidence with 3.51, and finally career concern with 3.31. The level of career adaptability of boys is higher than that of girls. The total career adaptability score and the two dimensions of career concern and career confidence performed better as the father's education level increased. The total career adaptability score and career confidence level were positively influenced by the mother's education level.
3. High school students' academic engagement is in the middle to upper range, with the highest score of 4.74 for the commitment dimension, followed by 4.36 for the focus dimension, and finally 4.28 for the vitality dimension. The level of academic engagement did not show significant differences in terms of grade level, whether or not they were an only child, and the education level of their parents.
4. Core self-evaluation showed a significant positive relationship with the total score of career adaptability and its four dimensions, the total score of academic engagement and its three dimensions, and academic achievement.
5. Core self-evaluation has a positive predictive effect on academic achievement. In the relationship between core self-evaluation and academic achievement, career adaptability and academic engagement play a chain mediating role, that is, core self-evaluation is indirectly predicted by career adaptability and academic engagement on academic achievement.