本研究旨在探討師資生教職召喚、學習倦怠與生涯希望感之關係，並以北部某藝術大學學生為研究對象，欲了解不同年級之差異情形。研究方法以問卷調查法，回收問卷共278份。研究工具共計四個部分，包含「個人基本資料表」、「教職召喚量表」、「學習倦怠量表」與「生涯希望感量表」。所得資料以描述性統計、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸進行分析。研究結果發現：藝術大學師資生不同年級在教職召喚、學習倦怠與生涯希望感無顯著差異；除教職召喚之「利己主義」與學習倦怠無相關，其餘變項皆達顯著相關；藝術大學師資生教職召喚可正向預測生涯希望感；而學習倦怠中除身心耗竭外，皆對生涯希望感有負向預測。最後，根據上述量化研究結果進行討論，並針對藝術大學之師資生、相關處室提出建議，作為後續參考。

This study aims to study the relationship between teacher calling, learning burnout and career hope among students from the art university of northern Taiwan of Grades. The research method was questionnaire survey and 278 participants participated in this research. The research tools included: "Basic Personal Information ", "Teacher Calling Scale", "Learning Burnout Scale" and "Career Hope Scale". The obtained data were analyzed by descriptive statistics, One-way ANOVA, Pearson Correlation, and Multiple regression analysis. The research results are as follows: There were no significant differences in teacher calling, learning burnout, and career hope among art university pre-service teachers of grades. Except for "Egoism" of teacher calling and learning burnout, all the variables have reached significant correlation levels; teacher calling had significant positive effect on career hope; Except for "Emotional and physical exhaustion", learning burnout had significant negative effect on career hope.