本研究目的在整合依附理論、負向情緒調適預期和壓力因應三種理論觀點，建構面臨生涯抉擇的大四學生之情緒經驗歷程模式。研究採問卷調查法，以台灣八所大學783位大四學生為對象。研究工具包括依附風格量表、負向情緒調適預期量表、生涯抉擇壓力因應量表、快樂感受量表和憂鬱量表。資料分析方法為因素分析、信度分析、皮爾遜積差相關分析、t考驗、單因子變異數分析及結構方程模式。 初步模式驗證發現，初始模式與觀察資料間無法適配，故根據修正指標，刪除不適當路徑、整併觀察變項、將部分觀察變項的殘差連結後，產生三個理論模式。進一步進行模式適配度考驗，顯示三個模式與觀察資料間適配度良好，並能有效解釋變項間的關係。模式一：依附會影響負向情緒調適預期；依附會透過正向壓力因應影響情緒經驗。模式二：依附會影響負向情緒調適預期；依附會透過負向壓力因應影響情緒經驗。模式三：依附會透過情緒焦點因應影響情緒經驗；依附會透過負向情緒調適預期和情緒焦點因應影響情緒經驗。 三個模式的共通處為：依附會影響個人的壓力因應；個人的壓力因應會影響其情緒經驗；依附並不會直接影響個人的情緒經驗，但依附會透過壓力因應而對情緒經驗產生影響；依附會影響個人的負向情緒調適預期。 研究建議為：宜積極發展生涯輔導方案與生涯探索課程；協助個案瞭解依附、負向情緒調適預期和壓力因應對其情緒經驗的影響；針對不安全依附者提供預防介入；以不同性別和不同依附型態者為對象，進行模式的建構與驗證；採焦點團體法或縱貫研究法進行研究；將其他重要變項納入模式中，或探究變項間的關係；依附和情緒經驗等測量工具的改進。 / The purpose of the study was to integrate attachment theory, coping theory, and the perspective of expectancies for negative mood regulation (NMR) to develop the process model of emotional experiences for senior college students encountering the stress of career choice. The participants of the study were 783 senior college students in Taiwan. The participants were evaluated by Attachment Style Scale, NMR Scale, Coping Scale, Happiness Scale, and Depression Scale. The data were analyzed by factor analysis, Cronbach α analysis, Pearson product-moment correlation, t-test, one-way ANOVA, and SEM. In the primitive model testing, the original model couldn’t fit with the observed data. Adjustment is thus made, in accordance with the modification index, to delete the unsuitable paths, combine the observed variances and line the error variances of some observed variances. Three models are generated. As shown in the result of model testing, the three models coordinate with the observed data, explaining the relationships among main variables. Model one: Attachment can affect NMR; attachment can affect emotional experiences through positive coping. Model two: Attachment can affect NMR; attachment can affect emotional experiences through negative coping. Model three: Attachment can affect emotional experiences through emotion-focused coping; attachment can affect emotional experiences through NMR and emotion-focused coping. The similarities in the three models were as follows: Firstly, attachment can affect coping. Secondly, coping can affect emotion. Thirdly, attachment can’t affect emotional experiences directly, but attachment can affect emotional experiences through coping. Fourthly, attachment can affect NMR. The suggestions were as follows: 1.The programs of career guidance and the curriculum of career exploration should be developed. 2. The clients should be assisted to understand the influence of attachment, NMR, and coping on their emotional experiences. 3. The preventive intervention should be provided to students of insecure attachment. 4. The models should be developed and tested according to the participants of different gender and attachment styles. 5. The focus group interview and the longitudinal method should be adopted. 6. Other important variables should be added to the model; alternatively, the relationships of these variables be explored. 7. The instructions of measurement in attachment and emotional experiences should be improved.