有些學生在進入藝術大學前可能有超過10年的專業訓練，而有些學生在進入大學後經甄選成為師資培育生，兩者的生涯規劃可能有所不同，研究者認為他們應有不同的生涯發展模式。本研究目的在比較同樣是藝術大學學生，師培生與非師培生在社會認知發展論中興趣模式的差異。研究對象共697人（279位師培生），在資料分析上，採用描述統計、t考驗及結構方程式模型。結果顯示：一、興趣發展模式可應用於藝術大學學生；二、師培生與非師培生在生涯發展模式的影響路徑上具有明顯差異；三、對藝術大學非師培生而言，生涯希望感來自於興趣與未來時間觀，但對師培生而言，生涯希望感與興趣無關，但與通過考試的自我效能，以及成為教師的預期有關。

The difference of students from an arts university and a comprehensive university is the former one has accumulated over ten years of professional training but the latter one begins to study their majors after entering universities. Even in an arts university, students who study teacher program have different career planning from other arts students. Presumably, their career development model is distinct. The purpose of the study was to compare the differences of interest development model from social cognitive career theory for students between teacher program and non-teacher program. 697 students (279 students from teacher program) participated in the study. Descriptive statistics, t-test, and SEM models were utilized for statistical processing. The results shows that: 1. Interest development model was applicable for arts university students; 2. A significant difference of effective path from career development model was revealed for students between teacher program and non-teacher program; 3. For non-teacher program, career hope came from career interest and future-time perspective whereas for students from teacher program, career hope was not significantly correlated with career interest, but it was related with test self-efficacy and outcome expectation of becoming teachers.