本研究以就讀臺灣大專校院「國際產學合作專班」之越南籍學生為研究對象，探討其學習資源支持知覺、個人適應能力與職涯發展傾向之關係，並進一步檢驗個人適應能力在學習資源支持知覺與職涯發展傾向之間之中介效果。
本研究之核心變項包括：（一）學習資源支持知覺（課程設計支持、實習安排支持與華語支持）；（二）個人適應能力（華語能力、實習滿意度與學習態度）；（三）職涯發展傾向（留台發展、返回越南與其他發展方向）。此外，亦分析不同個人背景變項（年齡、性別、年級與院別）在學習資源支持知覺與職涯發展傾向之差異情形。
本研究採量化研究方法，透過自陳式問卷蒐集資料，並運用描述性統計、差異檢定與相關分析進行資料分析；進一步以結構方程模型（Structural Equation Modeling, SEM）檢驗研究假設及中介效果。
研究結果顯示：（一）學習資源支持知覺對職涯發展傾向之直接影響未達顯著；（二）學習資源支持知覺對個人適應能力具有顯著正向影響；（三）個人適應能力對職涯發展傾向具有顯著正向影響；（四）個人適應能力在學習資源支持知覺與職涯發展傾向之間具有完全中介效果。
本研究結果顯示，外在學習支持需透過學生之適應歷程轉化，方能進一步影響其職涯發展。研究成果可提供技專校院在課程設計、實習安排與華語支持等面向之實務參考，以提升國際學生之學習適應與職涯銜接成效。

This study examines the relationships among perceived learning resource support, personal adaptation ability, and career development tendencies among Vietnamese students in International Industry–Academia Cooperation Programs (IIACP) in Taiwan, with personal adaptation ability as a mediating variable.
A quantitative questionnaire survey was conducted with 426 valid samples for formal analysis and 102 samples for the pilot study. Data were analyzed using descriptive statistics, ANOVA, SEM, and Bootstrap mediation analysis.
The results indicate that perceived learning resource support significantly influences personal adaptation ability, which further affects career development tendencies, especially the intention to stay and work in Taiwan. Different mediating effects were found across different career development models.
The findings suggest that improving learning support and adaptation experiences may enhance international students’ career development outcomes.

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