隨著高等教育的擴張，過量教育或學用不一的問題漸漸浮現。本研究旨在建構教育與職業不相稱之客觀及主觀評量方法與比較，進而探討過量教育、學用不一對於工作滿意度之負面影響，以及學用不一在不足教育、適量教育與過量教育組透過薪資中介影響工作滿意度之情形。本研究母群為台灣20-65歲全職工作人口，並以自編網路問卷「臺灣工作型態與滿意調查」共計1,522筆資料進行分析。結果顯示，在教育部的18個學門中，法政與生命科學學群反應出主觀知覺的過量教育；生命科學、生物資源與藝術學群有較高的學用不一；教育、資訊工程學門則有較高的工作滿意度。另外，本研究所建構的客觀與主觀評量之間雖有關聯，但與過往實證結果比較後僅選擇主觀評量進行後續分析。在考量了工作相關變項與薪資後，階層迴歸分析顯示過量教育及學用不一對於工作滿意度仍有顯著的解釋力，其中以過量教育組與不足教育組的工作滿意度顯著低於適量教育組。進一步路徑分析結果顯示，在不足教育組，學用不一會透過薪資中介進而影響工作滿意度，但在適量教育組及過量教育組則無此問題，顯示學用不一且薪資不佳時問題最大，建議未來教育必須更強化與勞動市場的連結。

As the population of students in higher education increases, the issues of over education and mismatch of study field emerge. The purpose of present study is threefold. First was to construct subjective and objective assessments to measure over-education and job-education mismatch. Second was to investigate the incremental variation of job satisfaction that over-education and job-education mismatch could account for. Third was to explore the path of mismatch to job satisfaction mediated by salary for groups of adequate, over-, and under-education. A self-reported on-line survey was administered, and 1522 subjects were recruited. After comparing the results of contingent tables and Gamma coefficients, the subjective approach was selected to use for subsequent analysis. The hierarchical regression analyses showed that over-education and job-education mismatch negatively affected job satisfaction after controlling for job-related variables and salary. Finally, the mediating effects between salary and job satisfaction were not significant for adequate and over-educated groups but significant for under-educated group. Based on the findings, further direction for research and suggestion for policy were provided.