本研究旨在瞭解國內大專院校舞蹈科系學生特定職業志向/職業抉擇狀況及影響其特定職業志向/職業抉擇的生活事件與生涯推論，並探討影響在校學生與畢業校友職業志向/職業抉擇狀況之生活事件與生涯推論等相關因素是否有所差異。
　　本研究採用問卷調查法，以自編的職業志向/職業抉擇為研究工作工具，其研究對象是國內大專院校舞蹈科系在校學生與畢業校友，分別採用判斷抽樣(Judgment Sampling)與便利抽樣(Convenience Sampling)，其有效問卷在校學生687份、畢業校友110份，回收率為100%、30%。
本研究結果發現，國立大專院校舞蹈科系學生其職業志向/職業抉擇狀況分佈大部分均以舞蹈相關為主，且以舞蹈表演類及舞蹈教學類居多，且不同階段會有不同的差異。在現在所選擇職業志向/職業之喜歡程度、可取得性、篤定程度與滿意程度方面，除喜歡程度是在校學生高於畢業校友，其餘皆是成相反狀態，而從研究中也發現職業志向/職業階段性的轉變與生活事件、生涯推論有些許關連，在生活事件中，針對全體群體所進行的就學層級與職業志向轉換在生活事件上並無交互作用；針對選擇舞蹈表演類群體所進行的就學層級與職業志向轉換在「成功參與」上有交互作用，以就學層級來看，不論在校學生或畢業校友，其重要性是未轉換者較高，以職業志向轉換來看，不論有轉換者或未轉換者，其重要性是在校學生較高；針對選擇舞蹈教學類群體所進行的就學層級與職業志向轉換在「學習經驗」上有交互作用，以就學層級來看，不論在校學生或畢業校友，其重要性是未轉換者較高，以職業志向轉換來看，不論有轉換者或未轉換者，其重要性是在校學生較高；就職業志向轉換之主要效果顯示，全體群體中有轉換者與未轉換者並無顯著差異，選擇舞蹈表演類群體中，只有「成功參與」有顯著差異，其重要性是未轉換者較高，選擇舞蹈教學類中，只有「學習經驗」有顯著差異，其重要性是未轉換者較高；就學層級之主要效果顯示，上述三群體中在校學生與畢業校友在「學習經驗」、「成功參與」、「相競表現」上有顯著差異，其重要性皆是在校學生較高。
　　在生涯推論中，針對全體群體所進行的就學層級與職業志向轉換在「安全與順利」上有交互作用，以就學層級來看，在校學生中，其重要度有是有轉換者較高，畢業校友中，其重要程度是未轉換者較高，以職業志向轉換來看，不論有轉換者或未轉換者，其重要程度是在校學生較高；針對選擇舞蹈表演類群體所進行的就學層級與職業志向轉換在「安全與順利」、「勝任且愉快」上有交互作用，在「安全與順利」方面，以就學層級來看，不論在校學生或畢業校友，其重要性是有轉換者較高，以職業志向轉換來看，不論有轉換者或未轉換者，其重要性是在校學生較高，在「勝任且愉快」方面，以就學層級來看，不論在校學生或畢業校友，其重要性是有轉換者較高，以職業志向轉換來看，有轉換者中，其重要程度是在校學生較高，未轉換者中，其重要程度是畢業校友較高；針對選擇舞蹈教學類群體所進行的就學層級與職業志向轉換在生活事件上並無交互作用；以就職業志向轉換之主要效果顯示，全體群體中只有「安全與順利」有顯著差異，其重要性是有轉換者較高，選擇舞蹈表演類群體中，只有「安全與順利」、「勝任且愉快」有顯著差異，其重要性皆是有轉換者較高，選擇舞蹈教學類中，有轉換者與未轉換者無顯著差異；以就學層級之主要效果顯示，上述三群體中在校學生與畢業校友在「安全與順利」、「支持與建議」有顯著差異，其重要性皆是在校學生較高，而選擇舞蹈表演類群體中，另有「勝任且愉快」有顯著差異，其重要程度是畢業校友較高。
　　根據上述研究結果，建議從學校、教師、學生及相關單位等方向切入，將舞蹈專業與生涯輔導融合於其中，讓舞蹈人能獲得較佳的生涯發展，亦提供相關單位辦理舞蹈教育與未來研究者之參考。

Abstract
　　The purpose of this study aims to understand vocational ambition and vocational selection of the students and the alumni in college dance department, and also to explore how life events and career inference affect their attitudes toward vocational ambition and vocational selection.
　　This study was conducted by the self-edited questionnaire as the investigation tool. By using judgment sampling and convenience sampling, the valid questionnaires were 687 pieces from the dance students in college and university and 110 pieces from the alumni who graduated from dance schools with 100% and 30% effective return rate respectively.
　　The conclusions drawn from the study show that the dance students in college and graduates are mainly doing dance-related vocations, especially dance performance and dance teaching, but differences may arise in different stages. As for vocational ambition and vocational selection, the graduates pay more attention to the levels of availability, stability, and satisfaction while college students focus more on the level of fondness. In addition, there is a significant difference among the overall students, the students of dance performance group and the students of dance teaching group. With regard to life events, the factors "successful participation" and "learning experience" have significant difference in the students of dance performance and the students of dance teaching. Both factors seem more important to the dance students in college and those who have not switched vocations. As for career inference, "security and smoothness" and "support and suggestions" mean more to those college students and the participants who have changed their vocations. Finally, among the students of dance performance group, the career switchers and college students think it important to be "qualified and happy", but those who have never changed their vocations reveal the opposite result.
　　According to the findings presented above, it is suggested that schools, teachers, students and relevant authorities should combine dance professional knowledge with career guidance, and help dancers have better career development. Hopefully this study will provide valuable implications for the improvement of dance education and future researchers.