随着新高考改革政策的逐步推行，高中生需要在高中阶段做出生涯决策，选择自己的科目和专业，因此他们的生涯决策日益受到关注。生涯社会支持是周围重要他人在个体生涯发展方面提供的支持，生涯决策困难则是在决策中遇到的各种问题。以往研究表明，生涯社会支持与生涯决策困难有密切的关系，并且根据社会认知生涯理论，生涯社会支持可以作为环境因素对生涯决策困难产生影响。本研究旨在探讨不同来源的生涯社会支持（父母生涯支持、兄弟姐妹生涯支持、教师生涯支持、朋友生涯支持）对高一学生生涯决策困难的影响机制，以及生涯决策自我效能感在其中的中介作用，为社会认知生涯理论提供实证证据。

       本研究采用问卷调查法，以珠海市某中学的761名高一学生为研究对象，采用生涯社会支持量表、生涯决策自我效能感量表和生涯决策困难问卷，使用SPSS 23.0和Mplus 8.3对数据进行统计分析，得出如下结论：

       1.高一学生感知到的生涯社会支持处于中等水平，其中父母生涯支持的水平最高，其次教师生涯支持和朋友生涯支持，兄弟姐妹的生涯支持最低。

       2.高一学生的生涯决策自我效能感处于中上水平，各维度上，收集生涯信息维度得分最高，其次是筛选目标、解决问题和生涯规划维度，自我评价维度得分最低。

       3.高一学生的生涯决策困难处于中等水平，各维度上，缺乏准备维度得分最高，其次是缺乏信息维度，信息不一致维度得分最低。生涯决策困难存在显著的性别差异，具体表现在生涯决策困难总分和缺乏信息维度上，均是女生高于男生。

       4.高一学生感知的父母生涯支持和朋友生涯支持负向预测生涯决策困难，兄弟姐妹生涯支持和教师生涯支持不能直接预测生涯决策困难。

       5.父母生涯支持既可以直接预测生涯决策困难，又可以通过生涯决策自我效能感间接预测生涯决策困难；兄弟姐妹生涯支持、教师生涯支持只能通过生涯决策自我效能感间接预测生涯决策困难；朋友生涯支持只能直接预测生涯决策困难，生涯决策自我效能感在其中的中介作用不显著。

     With the gradual implementation of the new college entrance examination reform policy, high school students need to make career decisions and choose their subjects and majors at the high school level, so their career decisions are receiving increasing attention. Career social support is the support provided by surrounding significant others in individual career development, and career decision difficulties are the various problems encountered in decision making. Previous studies have shown that career social support is closely related to career decision difficulties and, according to social cognitive career theory, career social support can be used as an environmental factor to influence career decision difficulties. The purpose of this study is to investigate the mechanisms of career social support from different sources (parental career support, sibling career support, teacher career support, and friend career support) on career decision difficulties of senior students, and the mediating role of career decision self-efficacy in it, so as to provide empirical evidence for social cognitive career theory.

      In this study, 761 senior high school students in a high school in Zhuhai were studied by using questionnaires, the Career Social Support Scale, the Career Decision Self-Efficacy Scale and the Career Decision Difficulties Questionnaire, and the data were statistically analyzed using SPSS 23.0 and Mplus 8.3 to draw the following conclusions:

      1. senior students' perceived career social support was at a moderate level, with parents' career support at the highest level, followed by teachers' career support and friends' career support, and siblings' career support at the lowest level.

      2. The career decision-making self-efficacy of senior students was at a medium to high level, and on each dimension, the highest scores were in the dimension of collecting career information, followed by the dimensions of screening goals, problem solving and career planning, and the lowest scores were in the dimension of self-evaluation.

      3. Senior students' career decision-making difficulties were at an intermediate level, and on each dimension, the lack of preparation dimension scored the highest, followed by the lack of information dimension, and the inconsistent information dimension scored the lowest. There was a significant gender difference in career decision-making difficulties, which was higher for girls than for boys in both the total career decision-making difficulties score and the lack of information dimension.

      4. Senior students' perceived parental career support and friend career support negatively predicted career decision difficulties, while sibling career support and teacher career support did not directly predict career decision difficulties.

      5. Parental career support can predict career decision difficulties both directly and indirectly through career decision self-efficacy; sibling career support and teacher career support can only predict career decision difficulties indirectly through career decision self-efficacy; friend career support can only predict career decision difficulties directly, and the mediating role of career decision self-efficacy is not significant in it.