新高考政策实施近十年，一方面尊重学生自主选科与发展，而另一方面也使得选科决策成为了高中学生急待解决的生涯问题。选科成熟度由陈宛玉等(2023)提出，由自我认识、外部评估、选科决策和选科管理四个维度构成，用来评估高中学生在选科决策这一生涯发展任务上的准备程度和心理发展水平。生涯适应力（career adaptability）是个体应对各种生涯任务以及在角色转变中进行自我调整的准备状态或社会心理资源(Savickas & Porfeli, 2012)。在社会发展迅速的今天，生涯适应力已成为高中学生综合素质的重要组成部分，高生涯适应力水平的学生，会具备更强的应变能力，主动关注未来并积极进行生涯探索(徐娟, 2021)。选科成熟度和生涯适应力是生涯领域的两个重要概念，用于评估学生在面对不同时间范畴下的生涯任务的资源准备。选科成熟度关注个体短期内应对选科任务所需的资源，而生涯适应力关注个体在长期生涯发展任务上的准备程度，二者相辅相成。因此本研究选择选科成熟度和生涯适应力为高一学生生涯发展的代理变量进行研究。

根据希望-行动理论（Hope-Action Theory，HAT），希望行动能力用于衡量个体对希望-行动理论的胜任力水平，核心是行动导向的希望，涵盖希望、自我反思、自我澄清、愿景、目标设定与规划、执行和调适七个维度，强调个体在不断地与环境的互动中成长，提供了实践性较强的方法论。学校生涯教育形式通常包括心理课程、生涯指导讲座和团体辅导三种基本形式，而团体辅导相对具有更强的互动性、持续性、系统化和个性化。因此，本研究以高一学生为研究对象，聚焦选科决策问题，探讨希望行动能力与选科成熟度和生涯适应力关系，并在此基础上以希望-行动理论为指导设计团体辅导，以期帮助学生解决选科决策问题并提高生涯发展水平，为学校生涯教育提供理论指导与实证证据。

研究一使用问卷调查法，采用希望行动能力问卷、选科成熟度问卷和生涯适应力中文版问卷，采取方便抽样的方式，对广东省和贵州省的470名高一学生进行调查，探讨希望行动能力、选科成熟度以及生涯适应力的关系。研究二在研究一的基础上进行干预研究，检验基于希望-行动理论的团体辅导对高一学生选科成熟度及生涯适应力的干预效果。研究者以广东省某中学12名高一学生为研究对象，进行单组前后测干预。干预对象进行了为期一个月，共4次，每次70分钟的团体辅导，团辅聚焦于选科决策，强调自主的行动与反思。在干预前、后使用研究一的问卷对被试进行测量，并且在团辅过程中收集相关的过程性资料，以探讨基于希望-行动理论的团体辅导对希望行动能力、选科成熟度以及生涯适应力的干预效果及作用机制。

研究结果表明：

（1）高一学生的希望行动能力处于中等偏上水平，在性别上不存在显著差异，在学校所处地区上存在显著差异；

（2）高一学生的选科成熟度处于中等偏上水平，在性别、学校所处地区上存在显著差异；

（3）高一学生的生涯适应力处于中等偏上水平，在性别、学校所处地区上存在显著差异；

（4）希望行动能力、选科成熟度、生涯适应力两两之间呈显著相关关系；

（5）希望行动能力能够显著正向预测选科成熟度和生涯适应力；

（6）希望-行动理论及其测量工具在中国高中生群体中有良好的适用性；

（7）基于希望-行动理论的生涯团体辅导对高一学生的希望行动能力、选科成熟度以及生涯适应力均有显著的积极影响；

（8）基于希望-行动理论的团体辅导的疗效因子分别为信息与方法、希望与期待、团体动力和人际互动。

总的来说，本研究通过关系研究和干预研究，探索性地检验了希望行动能力与选科成熟度以及生涯适应力的关系，初步探析了基于希望-行动理论的团体辅导干预对高一学生选科成熟度及生涯适应力的影响及作用机制，为希望-行动理论在中国高中学生生涯发展辅导的适用性提供了实证证据。18

In the past decade, with the implementation of the New College Entrance Examination (NCEE) policy, students have been granted autonomy in subject selection and development, yet subject selection has become a pressing career issue for high school students. Subject Selection Maturity, proposed by Chen Wanyu et al. (2023), consists of four dimensions: self-awareness, external evaluation, subject selection decision-making, and subject management. It assesses high school students' readiness and psychological development in facing the task of subject selection. Career adaptability, defined as an individual's preparedness for coping with various career tasks and self-adjustment during role transitions (Savickas & Porfeli, 2012), has become an integral part of high school students' comprehensive quality, enhancing their resilience and proactive career exploration. Subject Selection Maturity and Career Adaptability are two crucial concepts in career development, evaluating students' resource readiness for career tasks across different time frames. Subject Selection Maturity focuses on the resources needed for short-term subject selection tasks, while Career Adaptability assesses individuals' preparedness for long-term career development tasks, complementing each other. Therefore, this study selects Subject Selection Maturity and Career Adaptability as proxy variables for the career development of first-year high school students.

According to Hope-Action Theory (HAT), hope-action competencies measure individuals' competence level in the theory, emphasizing action-oriented hope, encompassing seven dimensions: hope, self-reflection, self-clarification, vision, goal setting and planning, execution, and adjustment. It underscores individuals' growth through continuous interaction with the environment, providing practical methodologies. School career education typically includes psychological courses, career guidance lectures, and group counseling, with group counseling being more interactive, continuous, systematic, and personalized. Thus, this study focuses on first-year high school students, addressing subject selection decision-making, exploring the relationship between hope-action competencies and Subject Selection Maturity and Career Adaptability, and designing group counseling based on Hope-Action Theory to assist students in resolving subject selection issues and enhancing career development, providing theoretical guidance and empirical evidence for school career education.

Study 1 employs a questionnaire survey, utilizing the Hope-Action Competency Questionnaire, Subject Selection Maturity Questionnaire, and Chinese version of the Career Adaptability Questionnaire, conducting convenient sampling to survey 470 first-year high school students from Guangdong and Guizhou provinces, investigating the relationship between hope-action competencies, Subject Selection Maturity, and Career Adaptability. Study 2 conducts intervention research based on Study 1, examining the intervention effect of group counseling based on Hope-Action Theory on Subject Selection Maturity and Career Adaptability of first-year high school students. The researchers selected 12 first-year high school students from a certain middle school in Guangdong Province as the research subjects, conducting a single-group pretest-posttest experiment. The experimental group underwent four sessions of group counseling over one month, each lasting 70 minutes, focusing on subject selection decision-making and emphasizing autonomous action and reflection. Pre- and post-intervention measurements were taken using the questionnaire from Study 1, and relevant process data were collected during group counseling to explore the intervention effect and mechanism of group counseling based on Hope-Action Theory on hope-action competencies, Subject Selection Maturity, and Career Adaptability.

The research findings indicate:

(1) The hope-action competencies of first-year high school students are at a moderately high level, with no significant gender differences but significant regional differences.

(2) Subject Selection Maturity of first-year high school students is at a moderately high level, with significant differences in gender and regional distribution.

(3) Career Adaptability of first-year high school students is at a moderately high level, with significant differences in gender and regional distribution.

(4) There are significant correlations between hope-action competencies, Subject Selection Maturity, and Career Adaptability.

(5) Hope-action competencies significantly positively predict Subject Selection Maturity and Career Adaptability.

(6) Hope-Action Theory and its measurement tools are highly applicable to Chinese high school students.

(7) Group counseling based on the Hope-Action Theory has significant positive effects on the hope-action competencies, subject selection maturity, and career adaptability of first-year high school students.

(8) The therapeutic factors of group counseling based on Hope-Action Theory are information and methods, hope and expectation, group dynamics, and interpersonal interaction.

In summary, this study, through relational and intervention research, exploratorily examines the relationship between hope-action competencies and Subject Selection Maturity and Career Adaptability, and preliminarily analyzes the impact and mechanism of group counseling intervention based on Hope-Action Theory on Subject Selection Maturity and Career Adaptability of first-year high school students, providing empirical evidence for the applicability of Hope-Action Theory in career development guidance for Chinese high school students.