本研究目的在探討青少年的目的感經驗，包括其內涵、發展與影響因素，以及相關因素間之差異情形。參與者為152位國中生，其中62位男生、90位女生，年齡介於13至16歲間，平均為14.16歲（SD = 0.97）。透過研究者設計的青少年目的感結構式訪談大綱，對參與者進行一次、約40分鐘訪談，所得之訪談內容，以質性內容分析方法，歸納未來志向、生活重心、理想生活以及理想社會等四個目的感之內涵與相關經驗，包括內涵、理由、何時發展、行動投入等相關經驗，以及其人際資源與支持情形。另外也計算相關類別之次數分配，探討相關因素之差異情形。研究結果為約有一半參與者產生具體志向，選擇志向依據個人興趣特質或專長、外在期待建議或條件、助人利他及存在意義。生活重心內涵為學業升學、父母家人、同學朋友、興趣娛樂。理想生活內涵為實踐理想職涯、擁有外在經濟條件、平安平凡的生活價值，及建立家庭與父母同住。理想社會內涵為朝向正向社會和諧、環境生態保育、教育文化運動以及多元公平正義。此外，年齡與部份目的感的形成時間與行動有顯著差異。根據結果進行討論，並提出建議。

This study aimed to explore adolescents’ sense of purpose, including its content, development, affecting factors, and differences among the various contents of their experiences. The participants were 152 junior high school students, 62 boys and 90 girls, between the ages of 13 and 16 (M = 14.16, SD = 0.97). The study designed a structured interview guide for adolescents’ sense of purpose and conducted a 40-mintute interview with each participant. Qualitative content analysis was conducted to analyze verbatim transcription of interview data and induced four contents and relevant experiences of their sense of purpose. The contents of sense of purpose were ambitions for future, life focuses, an ideal life, and an ideal society. The relevant experience was related to contents, reasons, the timing to establish the sense of purpose, engaging and involving,and support from interpersonal sources. We calculated the frequencies of relevant categories and explored the variances between these categories. The results showed that 50% of participants had developed concrete ambitions. Ambitions for future were selected based on participants’ interest and personality characteristics or specialties, external expectations, suggestions or conditions, altruism, and life meaning. Life focuses were related to furthering academic pursuits, parents and family, classmates and friend, interests, and recreations. An ideal life was related to an ideal career, a decent life, a safe and ordinary life, and having a family to live with their parents. An ideal society was perceived as a positive and harmonious society including environmental and ecological conservation, educational and cultural development, and multidimensional justice. There was a significant difference between the age and the time to establish a sense of purpose as well as actions taken. A discussion was provided with suggestions.