本研究調查技術型高中一年級與五年制專科工業群科一年級學生離開所選科別之意圖、升學志向、升學期望，並依據脈絡化期望價值理論之向度比較觀點，自其數學科、專業科目及實習科目之自我效能、學習興趣和情緒成本探討三種學業規劃意圖之成因。本研究以110學年度就讀技術型高中與五年制專科學校共9間不同學校工業群科之學生為母群體，於110學年度第一與第二學期分別針對171名學生進行縱貫式問卷調查。多元迴歸與機率單位迴歸結果顯示專業課程自我效能與情緒成本對離開所選科別之意圖具有負向關聯；實習課程自我效能信念與情緒成本以及對數學科的學習興趣，與學生的升學志向具有顯著正向關係。研究結果呼籲研究者與實務工作者未來可針對不同類型之課程培養學生的期望價值信念，並進一步了解工業群科學生的期望價值信念與其生涯抉擇之關聯性。

We investigated the intent of outward transfer, college aspiration, and college expectation of first-year students in applied engineering programs in vocational high schools and five-year junior college programs. Adopting a situated expectancy-value and dimensional comparison perspective, we hypothesized that the aforementioned academic and career decisions are related to students' self-efficacy beliefs, learning interest, and emotional cost of math, vocational subjects, and practicums. A total of 171 first-year students enrolled in nine different applied engineering programs and institutions filled out a survey questionnaire in fall 2021 and again in spring 2022. Results from multiple and probit regression indicated that students' self-efficacy beliefs and emotional cost of vocational subjects are negatively related to the intent of outward transfer. In contrast, students' self-efficacy beliefs and emotional cost of practicums, as well as the interest in learning math, are positively related to their college aspiration. The findings call for a concerted effort of instructors and researchers to cultivate students' self-efficacy beliefs and to further understand the relationship between expectancy-beliefs and career choices.