随着我国高校招生收费全面并轨制度的实施，贫困大学生作为校园里的一个特殊群体引起了学校、社会甚至国家的广泛关注。本文即从贫困大学生生涯发展的角度出发，探讨在他们的生涯发展过程中会遇到的一些障碍性因素、环境中可利用的和自身拥有的资源，以及这些因素对其生涯发展的影响。同时，本文以社会认知生涯发展理论为基础，旨在对该理论中涉及的相关变量之间的关系进行验证。本文以湖北、四川两省的521名贫困大学生为被试，对其施测修订的生涯障碍量表、自编的生涯社会支持量表以及坚韧性人格量表、生涯决策自我效能感量表和生涯决策状态量表，得出结果如下：1、修订的生涯障碍量表具有较好的信效度，其各项心理测量学指标达标。 2、自编的生涯社会支持量表具有较好的信效度，其各项心理测量学指标达标。3、贫困大学生感知到的来自家庭责任和经济因素的障碍最大。在学校科系、性别上的差别待遇、学习状况和生涯障碍的总分上存在显著的性别差异，女生得分高于男生得分。4、贫困大学生感知到的生涯社会支持最多来自其父母亲，最少来自亲戚。其中从父母处得到了最多的物质支持和情感支持，而从其朋友/同学处获得了最多的建议支持和信息支持。各个来源处的情感支持得分均最高；他们感知到的来自父母、老师和亲戚的生涯社会支持总分和各维度上都不存在显著的性别差异；感知到的来自兄弟姐妹的支持在男生群体中的得分显著高于女生群体得分；而感知到的来自朋友/同学的支持则反之； 5、贫困大学生在坚韧性人格和生涯决策自我效能感总分及各维度上均不存在显著的性别差异。在生涯未决得分中，男生得分高于女生得分。6、验证了SCCT理论的中介作用模型。即生涯障碍、生涯社会支持（和坚韧性人格）对其生涯未决的预测通过生涯决策自我效能感的中介作用，且坚韧性人格的预测作用最大、最显著。

Impoverished undergraduates, as a special community, emerged in the campus and lead to general concern from universities, society and our country since the implementation of higher education integration. Based on the focus on the career development of impoverished undergraduates, this research wants to investigate the contextual factors which hinder and facilitate their career development, together with the resources in themselves, and the effect of these factors on their career development. Besides, this research wants to test Social Cognitive Career Theory which served as theory framework.521 impoverished undergraduates from Hubei and Sichuan Province take part in our investigation. They finished career barriers inventory which was revised, career social support inventory which was development, hardiness inventory, career decision-making self-efficacy scale and career decision scale. The results are as follows:1. The reliability, validation and other psychometrics indexes of the revised career barriers inventory are satisfactory.2. The reliability, validation and other psychometrics indexes of the authorized career social support inventory are satisfactory.3. Impoverished undergraduates perceived the most barriers from family responsibility and economic conditions. There are significant differences between genders in university and major, sex discrimination, learning situation and the total career barriers grades. What’s more, girls perceived more barriers in these factors. 4. Impoverished undergraduates perceived the most career social support from their parents and the least from their relatives. They perceived the most material and emotional support from their parents and perceived the most advise and information support from their friends or mates. Emotion support grades from every aspect are the highest. Career Social support from parents, teachers and relatives doesn’t exist significant gender differences. Boys perceived more material support from siblings, but girl perceived more emotion support from friends or mates. 5. Regarding impoverished undergraduates, there isn’t significant gender difference in their hardiness and career decision-making self-efficacy, both in the dimension and total grades. But this difference exits in the career indecision level, and boys’ level is higher than girls’.6. SCCT was tested. The effect of Career barriers, career social support and hardiness on career indecision is mediated by career decision-making self-efficacy. What’s more, hardiness contributes the most on career decision-making self-efficacy and career indecision.