随着全国各地新高考政策的实施，高中生在高中初期就要根据自身的兴趣爱好、能力 以及职业价值观，结合未来想进一步学习的大学专业和感兴趣的职业方向来确定选考科 目。完成这项生涯发展任务的过程中需要高中生对自我以及周围环境进行探索并逐步形成 对未来职业较为清晰的认知，才能在未来生涯发展的各个阶段更有自信和掌控感。父母是 高中生了解外部职业世界的重要信息来源，对高中生生涯适应力的形成产生重要影响，并 且对于这种影响，父母的感知与高中生本人的感知也存在一定的差异。

为了更加深入探讨以上问题，本研究采用问卷调查法，共收集 759 份学生问卷以及 645 份家长填写的问卷，亲子有效匹配的数据为 548 份。主要探讨高中生生涯适应力的发展现 状，学生和家长分别感知到的父母生涯教养行为与高中生职业探索行为、未来工作自我和 生涯适应力这几个变量之间的相关关系。以生涯适应力为解释变量，父母生涯教养行为、 职业探索行为和未来工作自我为预测变量构建链式中介模型，探讨各变量间的影响效应与 作用机制。主要研究结论如下：

1. 我国普通中学高中生的生涯适应力水平处于中等偏上水平，性别和生源地差异不显 著，在年级和父母亲受教育水平上差异显著。年级以及父母受教育水平越高，其子女的生 涯适应力也越好。

2. 亲子感知父母生涯特定教养行为在三个维度中都存在显著差异，具体表现为高中生 感知父母生涯支持显著低于父母报告的；高中生感知父母生涯干涉行为要显著低于父母报 告的；而高中生感知到的父母生涯缺位行为要显著高于父母报告的生涯缺位行为。

3.高中和父母报告的生涯支持都可以正向预测生涯适应力，而高中生和父母报告的生 涯缺位负向预测生涯适应力。且高中生报告的生涯教养行为对生涯适应力更具有预测作 用。

4.职业探索和未来工作自我在高中生感知和父母报告的父母生涯支持行为对生涯适应 力的影响中起链式中介作用。表现为亲子感知父母生涯支持行为→职业探索→未来工作自 我→生涯适应力。

With the implementation of the new college entrance examination policy across the country, high school students should choose subjects according to their own interests, abilities, and work values at the beginning of high school, combined with the university major they want to study further in the future and the career direction they are interested in. In the process of completing this career development task, high school students need to explore themselves and their surroundings and gradually form a clearer understanding of their future careers, to have more confidence and control at all stages of future career development. Parents are an important source of information for high school students to understand the external professional world, and external family factors and individual factors have an important impact on the formation of career adaptability, and the influence of external factors on individuals is different from what individuals perceive. Therefore, a total of 759 student questionnaires and 645 questionnaires filled in by parents were collected, and 548 were effectively matched between parents and children. This paper mainly discusses the status of high school students' career adaptability, and the career-specific parenting behaviors perceived by students and parents respectively. To analyze the relationship between career-specific parenting behaviors, career exploration, future work self and career adaptability. Taking career adaptability as the explanatory variable, a chain mediation model was constructed with career-specific parenting behaviors, career exploration and future work self as predictors, and the influence effect and mechanism of each variable were discussed.The main conclusions are as follows: 1. The career adaptability level of ordinary middle school and high school students in China is at the upper middle level, and there is no difference between gender and place of origin but there are significant differences in grade level and parents' level of education. The higher the grade and education level of parents, the better their children's career adaptability. 2. There were significant differences between high school students' perceived parents' career-specific parenting behaviors and parents' reported career-specific parenting behaviors in three dimensions: support, intervention and absence, which was manifested in the fact that high school students' perceived parental career support was significantly lower than that reported by parents. High school students' perceived parental interference behavior was also significantly lower than that reported by parents. High school students reported significantly higher perceived parental absences than parents themselves. 3. High school students' perceived parental career support and parent-reported career support can significantly predict career adaptability, while high school students' perceived parental career absence and parent-reported career absence can significantly negatively predict high school student’s career adaptability. And the career-specific parenting behaviors reported by high school students has a more predictive effect on career adaptability. 4. Career exploration behavior and future work self play a chain mediating role in the impact of high school students' perception and parents' reported career-specific parenting behaviors on career adaptability. It is manifested as parental career support→career exploration→future work self→career adaptability.