In the career Guidance and Counseling of middle school students, the integration of aptitude-interest profiles affects the students’ high school orientation. At the same time, congruence of the aptitude-interest profiles and high school orientation affects the students’ career decisions-making and life adjustment situations. The research was divided into Study 1 and Study 2. In Study 1 focused on the link between aptitude-interest profiles and high school vocational 16 subject clusters, and combined with each student’s actual high school orientation, to investigate the proportion of congruence between aptitude-interest profiles and orientation of high school students in Taiwan today. The study collected interest and aptitude test data from 7289 eighth grade and ninth grade students, and tracked the cluster data of high school vocational entrance after graduation. The group of subjects for further education is discussed in the congruence ratio.There are two main results of Study 1. First, 56.92% of students were congruent with the aptitude-interest profiles and their high school orientation; 43.07% of students were incongruent. The proportion of congruent students was larger than incongruent students, indicating that more high school students chose subject clusters of high school that fit aptitude-interest profiles than those who did not. Among the different aptitude-interest profiles type, the congruence ratios of the broad type and the explored type were extremely high at 89.59% and 99.51%. However, the proportion of congruence in general type is 27.68% much lower than the proportion of incongruence 72.32%; the proportion of congruence in discrepancy A type is 69.19%; the proportion of congruence in discrepancy B type is 51.97%. According to the above distribution of proportions, it is found that these three types do not resemble the broad and explored types with a very high proportion of congruence, and the proportion of congruence is smaller than that of incongruence. Second, there was statistically significant difference in the proportion of congruence and disagreement between genders in the overall sample (p< .001), especially in the discrepancy A and discrepancy B type (p < .001). Among the students who mostly fit the interests of the recommended subject clusters in the aptitude-interest profiles (discrepancy A type), the percentage of male students is 77.38% and the percentage of female students is 53.43%. This means that male students are easier than female to choose the subject clusters that matches their interests. In addition, among the students who mostly fit the aptitude of the recommendedsubject clusters in the aptitude-interest profiles (discrepancy B type), the percentage of male students is 48.19% and the percentage of female students is 55.99%. This means that female students are easier than male to choose the subject clusters that matches their aptitude.In Study 2, 700 students were randomly selected from Study 2 to measure their career decisions and life adaptation in high school. Using the results of Study 1, the scale scores of career decisions and life adaptation were analyzed by combining the school orientation and aptitude-interest profiles into two categories: Congruence and incongruence. The results of Study 2 were divided into two main parts: Career decisions and life adjustment. In the career decisions part, first, students who were congruence in the overall sample were significantly higher than those who were incongruence on the Career Decision Scale (p< .05), especially on the Structure and Confidence subscales (p < .001). Second, among students of different aptitude-interest profiles types and who were congruence, the total scale score of the General type was significantly higher than the other four types (p < .001), which means that the General type has the best career decision situation if most of the integration group subjects fall in the interest and aptitude profiles, unlike the Broad type which has as many as 9–16 subjects to choose from and causes indecision. In Tukey’s post hoc comparison, in addition to the highest performance of the general type, the students of discrepancy_A type (interest only) performed second in the subscales of “Career Decision Certainty” and “Structure and Confidence.” In discrepancy B type (aptitude only), the score of “Conflict” and “External Barriers” performed second. Third, among the congruence and incongruence students in the same aptitude interest profiles type, the congruence students in general type and discrepancy B type had significantly higher t than the incongruence students in total scale scores (p< .001), especially in discrepancy B type, a significant difference was found in the “Career Information” scores between congruence and incongruence students (p < .05). In the career decisions results can be divided into three parts. First, in overall sample the students who were congruence in their aptitude interest profiles and high school orientation were significantly more adjusted to life than those who were in congruence (p < .001). Second, among the students who were congruence under different aptitude interest profiles types, it was found that students in Broad, General, and discrepancy A type had significantly higher perceptions of life adjustment than those in exploratory and discrepancy B type (p< .001), indicating that interest has a greater influence on students’ life adjustment. Third, among the congruence and in congruence students in the same group, it was found that the total scale scores of congruence students were significantly higher than those of in congruence students in both general and discrepancy B type (p < .001, p < .05), and in discrepancy B type, congruence students were significantly higher than in congruence students in the subscales of academic adaptation and self adaptation (p < .001, p < .05). Summarizing the results of Study 1 and Study 2, this study provides reference for secondary school students in conducting career planning and suggestions for counseling work in career planning courses. In addition to providing information on the content and characteristics of each group of subjects and information on further education, the career planning curriculum should be adjusted to include the analysis and explanation of each integrated group type, and guide students to actively explore the future direction of each integrated group type in their academic or career development. In addition to providing information on the characteristics of subject clusters, the exploration curriculum should be adjusted to guide students’ interests and abilities by including analysis and explanation of each aptitude interest profiles type. In addition, this study found that the congruence between interest and orientation had a greater impact on students’ adjustment to life. Therefore, the schedule of interest and aptitude tests at the junior high school can be adjusted to allow students to take interest tests in their second year of high school to establish an understanding of their own interest profiles, so that students can have more time to expand their interest types before they face the choice of further education, thus leading to more appropriate career planning.

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中學生生涯興趣／性向整合組型與升學定位的一致性對生涯決定與生活適應之影響	2

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