本研究采用《家庭社会经济地位问卷》、《Rosenberg自尊量表》、《未来工作自我量表》、《高中生职业认同量表》和《生涯适应力量表》，通过对763名高中生进行问卷调查，旨在探讨中国西北欠发达地区高中生的生涯发展现状，并重点关注家庭社会经济地位对生涯适应力的影响，考察分析自尊和未来工作自我、高中生职业认同与在其中起到的中介作用。

数据分析结果显示家庭社会经济地位对于高中生的生涯适应力有显著的正向影响并通过两条路径起作用。一条路径是自尊和未来工作自我在家庭社会经济地位和生涯适应力中间起链式中介作用；第二条路径是自尊和高中生职业认同在家庭社会经济地位和生涯适应力中间起链式中介作用。该结果不仅呈现了这一群体的生涯发展状况，还能够为未来的生涯发展教育提供重要的启示。特别是针对这些地区的教育实践而言，可以更加精准地制定和实施生涯规划和发展计划，以确保每个学生都能够充分发挥自己的潜力并实现自己的生涯目标。

This study utilized the "Family Socioeconomic Status Questionnaire," the "Rosenberg Self-Esteem Scale," the "Future Work-Self Scale," the "High School Students' Vocational Identity Scale," and the "Career Adaptability Scale." A survey was conducted among 763 high school students to explore the career development status of high school students in underdeveloped areas of Northwest China, with a particular focus on the impact of family socioeconomic status (SES) on career adaptability. The study also examined the mediating roles of self-esteem, future work self, and vocational identity.

Data analysis results indicate that family socioeconomic status has a significant positive impact on high school students' career adaptability and operates through two pathways. The first pathway involves self-esteem and future work-self playing as a chain-mediated mechanism between family socioeconomic status and career adaptability. The second pathway involves self-esteem and vocational identity acting as a chain-mediated mechanism between family socioeconomic status and career adaptability. These findings not only highlight the career development status of this population but also provide important insights for future career development education. Specifically, for educational practice in these regions, more precise career planning and development programs can be designed and implemented to ensure that every student can fully realize their potential and achieve their career goals.