本研究旨在探討大學原住民學生個人因素、校園經驗與生涯熟態度之關係，透過問卷調查法，研究對象為109學年度北部地區一般大學的原住民學生共計339位。本研究編制校園經驗與生涯成熟態度量表，其中包含個人背景（學校類型、性別、年級、學院領域、於原鄉居住與就學時間、家庭結構、家庭社經地位、社團參與經驗、社團職務、工讀經驗、工讀時數、原資中心參與經驗）,校園經驗（課業學習、人際互動、課外活動參與經驗、校園認同、族群認同等），以及生涯成熟態度（生涯信念、生涯探索、生涯規劃、生涯感受）。統計方法包括描述統計、獨立樣本t檢定、單因子變異數分析、皮爾森相關分析以及迴歸分析。研究結果歸納如下：
一、校園經驗與族群認同中，族群認同平均分數最高，課外活動參與經驗則最低。
二、生涯成熟態度中，生涯探索平均分數最高，生涯感受平均分數最低。
三、學校類型、就讀學院領域、居住部落與就學時間、家庭結構、家庭社經地位、社團活動參與經驗、社團擔任職務、工讀經驗、工讀時數及原資中心活動參與經驗對於校園經驗有顯著差異。
四、學校類型、就讀學院領域、居住部落與就學時間、家庭結構、家庭社經地位、社團活動參與經驗、社團擔任職務、工讀經驗及工讀時數對於生涯成熟態度有顯著差異。
五、校園經驗各項因素與生涯成熟態度各項因素多數具有顯著的中度相關。
六、原住民學生校園經驗與族群認同中，「課業學習」、「人際互動」、「課外活動參與經驗」、「經濟狀況」、「校園認同」、「族群認同」對整體生涯成熟態度具有顯著正向影響關係。而所有因素對於生涯成熟態度解釋力為19.5%至34.5%。
本研究依據以上結果，並針對學校相關單位、大學生及後續研究提出建議。對學校相關單位建議為（一）鼓勵學生參與社團活動，將獎勵機制納入規劃（二）完善原住民學生資源中心之功能，提升學生諮詢與聯繫管道的可近性及（三） 強化學生生涯輔導機制，專業與職涯接軌；對大學生方面建議為（一）主動了解學校資源，增進學習效能，（二）積極參與社團、原資中心活動，增進人際關係及認同。最後，對後續研究提出建議。

This research aims to explore the relationship among the personal factors, campus experience and career familiarity of college aboriginal students. The data was collected by questionnaires, and the samples consist of 339 college aboriginal students in northern Taiwan for 109 academic year. This study compiled a scale of campus experience and life maturity attitudes, which included personal background (school type, gender, grade, college field, time of residence and schooling in the hometown, family structure, family social and economic status, experience in community participation, community position, work-study experience, work-study hours, experience of participating in the original resource center), campus experience (schoolwork, interpersonal interaction, experience in extracurricular activities, campus identity, ethnic identity, etc.), and career maturity attitudes (career beliefs, career exploration, career planning, career Feel). Statistical methods include descriptive statistics, independent sample t-test, single-factor analysis of variance, Pearson correlation analysis, and regression analysis. The research results are summarized as follows:
1. Among campus experiences and ethnic identities, ethnic identity has the highest average score, and extracurricular activity participation experience is the lowest.
2. In the career maturity attitude, the average career exploration score is the highest, and the career experience average score is the lowest.
3. School type, college field, residence and school time, family structure, family socioeconomic status, club activity participation experience, position in the club, part-time job experience, part-time job hours, and experience of participating in Indigenous Student Resource Center activities have significant differences on campus involvement. .
4. School type, college field, residence and school time, family structure, family socioeconomic status, club activity participation experience, position in the club, part-time job experience, and part-time job hours have significant differences in attitudes towards career maturity.
5. Most of the factors of campus experience and the attitudes of career maturity have a significant and moderate correlation.
6. Schoolwork, interpersonal interaction, extracurricular activity participation, economic status, recognition for campus and ethnic identity show significant positive effects on career maturity attitude. The explanatory power is from 19.5% to 34.5%.
Based on the above results, the recommendations made by the author to colleges are:（1）encourage students to participate in club activities and incorporate reward mechanism into the plan,（2）improve the function of the Aboriginal Student Resource Center, improve the accessibility of student consultation and contact channels, and （3） strengthen student career guidance mechanisms, professions and career paths; suggestions made to college aboriginal students are:（1）actively discover school resources to increase learning effectiveness,（2）actively participate in clubs and the Aboriginal Student Resource Center activities to enhance interpersonal relationships and recognition. Finally, suggestions made to further research are also presented.