在少子女化、產業技術人力短缺與技職教育國際化之政策脈絡下，臺灣推動「產學攜手合作僑生專班」，以回應技職校院招生與產業人力需求。然而，既有研究多著重於制度設計與政策推動，較少探討僑生如何透過主觀經驗與心理感知形成職涯規劃。本研究以科技大學產學攜手合作僑生專班學生為對象，探討制度支持知覺、心理感知與職涯規劃之結構關係，並檢驗心理感知之中介效果。
本研究採量化研究設計，以 411 份有效樣本進行描述性統計、相關分析、驗證性因素分析、結構方程模式分析及中介效果檢定。
研究結果顯示：一、制度支持知覺對心理感知具有顯著正向影響，且可解釋心理感知 93.6% 之變異量；二、心理感知對職涯規劃具有顯著正向影響，並可解釋職涯規劃 64.4% 之變異量；三、制度支持知覺對職涯規劃之直接效果未獲穩定支持，其作用主要透過心理感知之中介歷程而發生，整體間接效果達顯著水準；四、子構面分析顯示，社會歸屬感與職場公平感知之中介型態有所差異，其中職場公平感知對長期職涯規劃具有較明顯之中介意義。
本研究顯示，僑生之職涯規劃並非僅由外在制度支持直接形成，而需透過心理感知歷程轉化。制度支持若能被學生感知為可理解、可接近、可信任且公平之心理資源，將有助於形成較明確之留臺就業傾向與長期職涯規劃。研究結果補充制度經驗、心理歷程與職涯規劃連結之實證理解，並指出產學攜手合作僑生專班之精進宜由「資源供給導向」轉向「感知品質導向」，作為政府、學校及企業推動人才培育與職涯支持實務之參考。

To address demographic decline, workforce shortages, and the internationalization of technical and vocational education, Taiwan has promoted University–Industry Cooperative Programs for Overseas Chinese students. However, previous studies have focused mainly on institutional design, with limited attention to how students form career planning through psychological perception. This study examined the structural relationships among perceived institutional support, psychological perception, and career planning, and tested the mediating effect of psychological perception.
A quantitative approach was adopted. Data were collected from 411 valid responses and analyzed using descriptive statistics, correlation analysis, confirmatory factor analysis, structural equation modeling, and mediation analysis.
The results indicated that: (1) perceived institutional support had a significant positive effect on psychological perception and explained 93.6% of its variance; (2) psychological perception had a significant positive effect on career planning and explained 64.4% of its variance; (3) the direct effect of perceived institutional support on career planning was not consistently supported, while its effect was mainly transmitted through psychological perception; and (4) subdimensional analysis showed that perceived workplace fairness had a more evident mediating role in long-term career planning.
Overall, career planning among Overseas Chinese students was not formed solely through external institutional support, but through the transformation of such support into psychological perception. When institutional support is perceived as understandable, accessible, trustworthy, and fair, it may help students develop clearer intentions to work in Taiwan and more concrete long-term career planning. The findings suggest that program improvement should shift from a resource-supply orientation toward a perceived-quality orientation to support talent cultivation and career development.

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