藝術大學與綜合大學師資生的培育過程不同，後者在大四多已修畢多數學分，有較充裕時間準備教師資格考試；但藝術大學師資生在大四有畢業展演必須完成，且藝術專業訓練時多為實作評量，在紙筆測驗方面相對劣勢。此外，藝術大學師資生在進入大學前，多數已有10年以上專業訓練，與經由入學考試後選填志願的綜合大學學生有很大的差異。本研究認為此差異會促使藝術大學師資生在學習倦怠時，更傾向選擇自己熟悉的藝術專業進行專業認同。本研究參考當代生涯發展理論強調社會認知的觀點，分析生涯阻礙因素，對師資生結果期待與學業倦怠的影響。以網路問卷施測有效樣本共計771位，其中藝術大學師資生302位，綜合大學師資生469位。主要成果如下：一、藝術大學師資生相較之下，呈現較低的生涯結果期待、較高的學習倦怠，並傾向學系認同等非適應組型；二、二類師資生的路徑模式，在「信心不足→結果期待」皆未達顯著。但交互作用分析發現，信心不足與結果期待之間，受到師資生專業認同的調節；三、二類師資生的路徑模式沒有顯著性的差異，僅有在少數路徑上有路徑係數的效果差異；四、師資生的專業認同與生涯阻礙，在結果期待有交互作用存在。

The process of cultivating preservice teachers in universities of arts is different from that in comprehensive universities. The preservice teachers in the latter have completed most of the credits in the fourth year and have more time to prepare for the teacher certification examination. However, the preservice teachers in universities of arts must complete the graduation performance and exhibitions in the fourth year, for whom most of the professional training is assessed by practical evaluation, and therefore are relatively disadvantaged in paper and pencil tests. In addition, most of the preservice teachers in universities of arts have more than 10 years of professional training before entering university, which is very different from those in comprehensive universities who make their department selections after the entrance examination. In our view, such a difference prompts the preservice teachers in universities to tend towards profession identity, choosing their arts professions with which they are more familiarized as they are suffering from learning burnout. Based on the theories that focus on social cognition processes, this study analyzes the impact of career barriers on preservice teachers’ outcome expectation and learning burnout. A total of 771 valid samples were tested by the online questionnaire, including 302 preservice teachers from universities of arts and 469 from comprehensive universities. The results are presented as follows: First, in contrast, the preservice teachers in universities of arts had lower career outcome expectations and higher learning burnout and tended to maladaptive patterns such as department identity. Second, the path modes of the preservice teachers of the two discussed categories did not reach a significant difference in the path from lack of confidence to outcome expectations. However, the interaction analysis found that the relationship between lack of confidence and outcome expectation was moderated by preservice teachers’ profession identity. Third, the paths to predict the learning burnout of the preservice teachers of the two categories under discussion make no big difference: The path affecting the learning burnout of the preservice teachers in universities of arts is the path of career barriers while that of those in comprehensive universities is outcome expectation. Fourth, an interaction was found between the profession identity and career barriers of preservice teachers in terms of outcome expectation.