新高考改革以来各地区开始采用的新的高考改革方案，新的高考形式迫使中学生要面临选科、选考、选专业等一系列选择问题，因此学生需要提前做好准备，规划自己的学业及生涯发展路径。学生的学业成绩决定了能够选择的大学、专业和未来职业的范围，同时对学业和生涯发展路径的规划将直接影响学生的学习动机和学习策略，进而影响学生的学业成绩。以往研究表明学生生涯适应力水平与学业成绩息息相关，并且社会认知理论和人生设计理论认为自我效能感、结果预期和未来愿景是影响生涯适应力与学业成绩的重要因素。本文旨在探讨新高考改革背景下高中生生涯适应力与学业成绩的关系，并考察自我效能感、结果预期和未来愿景在二者的关系中所起的作用机制。本研究采用文献研究法和问卷调查法，对河南省两所中学的680名高中生进行了调查，用SPSS20.0和AMOS23.0对数据进行描述性统计、相关分析、T检验和结构方程模型分析。得出如下结论： 1.高中生在T1阶段生涯适应力总分和生涯好奇分维度上存在显著的年级差异，其中高一年级得分明显高于高二年级。 2. T1生涯适应力总分和生涯好奇分维度、T3阶段生涯关注、生涯好奇和生涯适应力总分存在显著的学科差异，均为文科高于理科；T1和T3学业成绩存在显著的学科差异，其中T1理科高于文科，T3文科高于理科。 3.高中生生涯适应力、未来愿景、结果预期、和自我效能感间存在显著相关；T1生涯适应力总分及生涯自信、生涯控制两个分维度与T3学业成绩存在显著正相关；T1的学业成绩与T3的生涯适应力总分及其各维度均不存在显著相关。 4.结果预期中关注未来的结果分维度、未来愿景中的乐观和希望分维度在T1生涯适应力和T3学业成绩之间起部分中介作用，也就是说T1生涯适应力既可以直接预测T3学业成绩，也可以通过关注未来的结果、乐观和希望间接影响T3学业成绩。

Since the new college entrance examination reform began, different provinces began to adopt the new college entrance examination reform program. The new college entrance examination makes high school students have to face a series of selection problems, such as subject selection, examination selection and major selection. Therefore, students need to make preparations in advance and plan their academic and career development paths.Students' academic performance determines the range of college majors and future careers they can choose，then the planning of academic and career development path will directly affect students' learning motivation and learning strategies.Previous studies have shown that the level of students' career adaptability is closely related to their academic performance, and social cognitive theory and life design theory believe that the outcome expectation and visions about future are important factors affecting their career adaptability and academic performance.The purpose of this study is to explore the relationship between career adaptability and academic performance of high school students ，and to investigate the mechanism of the relationship between self-efficacy，outcome expectation and visions about future.This study used questionnaire survey method to investigate 680 senior high school students in two middle schools in Henan province and there are 5 conclusions as followed: 1. There are significant grade differences between high school students in T1 career adaptability total score and career curiosity score, among which the score of the first grade is significantly higher than that of the second grade. 2. There are significant subject differences in T1 career adaptability and career curiosity, T3 career concern, curiosity and adaptability, both of which are higher in arts than in science.T1 and T3 have significant subject differences in academic performance, among which T1 is higher in science than liberal arts and T3 is higher in liberal arts than science. 3. There is a significant correlation between high school students' career adaptability, visions about future, outcome expectation and self-efficacy;T1 career adaptability, career confidence and career control are positively correlated with T3 academic performance. There was no significant correlation between T1's academic performance and T3's total career adaptability score and its dimensions. 4. Focusing on future outcome, optimism and hope play a partial mediating role between T1 career adaptability and T3 academic performance, that is to say, T1 career adaptability can directly predict T3 academic performance, but also indirectly affect T3 academic performance by focusing on future outcome, optimism and hope.