青少年阶段是个体发展的重要阶段，家长是该阶段影响青少年的重要他人。青少年面对生涯发展任务，与家长进行沟通是他们解决自身困惑、获得良好发展的途径之一。虽然亲子沟通于日常生活的每时每刻都在发生，但如何沟通能够最有利于青少年发展，尚未有确定的结果。因此，本研究将从青少年的视角来探讨亲子生涯沟通对他们的影响以及影响的产生过程。本研究从北京某中学采用方便抽样的方法邀请10位高一年级学生及其父母参与实验室观察研究。通过人际互动过程回忆法获取质性资料，采用扎根理论对资料进行分析，探讨青少年访谈中提到的亲子生涯沟通对他们产生影响的行为、内容及其过程。本研究的主要发现如下：（1）在青少年视角中，亲子生涯沟通中会对他们产生影响的家长沟通行为包括沟通内容和沟通方式两个方面。其中，内容包括“大学”、“青少年现状”、“职业”、“学习”和“生涯”五大方面，方式包括“表达”、“回应”、“指导”、“获取”和“控制”五大类型。（2）在青少年视角中，亲子生涯沟通中家长沟通行为对青少年带来的影响包括“行为反应”、“认知改变”和“行为改变”三个方面。其中，行为反应包括“主动行为反应”和“被动行为反应”两大类型，认知改变包括“消除”、“改变”、“促进”和“形成”四种类型，行为改变主要表现在“生涯探索”、“学习投入程度”和“个人特点”三个方面。（3）在家长沟通行为与青少年所受影响的对应关系中，对“青少年现状”这一内容的“回应”能够广泛影响青少年的“行为反应”和“认知改变”；对“生涯”这一内容的“表达”能够影响青少年的“行为改变”和“认知改变”。 （4）家长沟通行为对青少年的影响过程模型描述了“家长沟通行为如何影响青少年”，包括了“外部行为层面”、“内部加工层面”和“改变层面”。可具体表述为“家长沟通行为”通过青少年“认知接收”、“认知加工”、“态度”形成，并在“情绪”的调节下，影响青少年的“沟通行为”、“认知改变”和“行为改变”。

Adolescence is a critical stage of individual’s development, during which parents are significant others that can have remarkable influences. Confronted with career developmental tasks, youths may facilitate their own developmental process by communicating with parents for possible solutions. Given the ubiquitous presence of parent-adolescent communication, the optimal ways of communication that could best assist adolescents’ development have yet been clearly identified. Therefore, this study investigated the influences of parent-adolescent career communication and how these influences took effect from adolescents’ perspectives.Using convenient sampling method, ten students in senior Grade One from a high school in Beijing together with their parents were enrolled to participate the lab observation. Interpersonal Process Recall was applied to obtain qualitative data and grounded theory was employed for examining the influential behaviors and contents in parent-adolescent communication as well as its mechanism from the interview transcripts.Major findings in this study follow: (1) Under the construction of adolescents, influential parental behaviors during parent-adolescent career communication included two grand aspects: Communication Contents and Communication Style, in which Contents was further classified into five categories named as “University”, “Adolescents’ present condition”, “Occupations”, “Academic Study” and “Career”, and Style was further classified into five categories named as “Expression”, “Response”, “Guidance”, “Obtainment” and “Control”. (2) Under the construction of adolescents, the effects of parental communication behaviors on adolescents included “Behavioral Reaction”, “Cognitive Change” and “Behavioral Change”, in which Behavioral Reaction incorporated two categories named “Active Behavioral Reaction” and “Passive Behavioral Reaction”, Cognitive Change encompassed three categories named “Elimination”, “Change”, “Facilitation” and “Formation”, Behavioral Change included “Career Exploration”, “Involvement to Study” and “Personal Characteristics”. （3）In terms of the relationship between parental communication behaviors and their effects on adolescents, the “Response” to the content of “Offspring” could broadly influence adolescents’ “Behavioral Reaction” and “Cognitive Change”; the “Expression” of the content of “Career” had effect on adolescents’ “Behavioral Change” and “Cognitive Change”.(4) The process model of the influence of parental communication behaviors on adolescents portrayed the way in which this influence took effect, which incorporated “External Behavioral Level”, “Internal Processing Level” and “Change Level”. Specifically, it could be expressed as: the Parental Communication Behaviors influenced adolescents’ Communication Behaviors, Cognitive Change and Behavioral Change, via the process comprised of adolescents’ Cognitive Reception, Cognitive Processing and Attitude which was moderated by Emotion.