高中職學生自我概念、同儕互動與學習自我效能關係之研究

A Study of the Associations among Senior and Vocational High School Students’ Self-concept%2C Peer Interactions%2C and Self-efficacy for Learning

本研究旨在探討高中職學生自我概念、同儕互動與學習自我效能之關係，以臺灣教育長期追蹤資料庫（TEPS）所釋出的「第三波之高中、高職、五專學生問卷」調查資料，共8，905位學生為研究樣本，使用結構方程模式進行驗證。研究結果顯示，整體模式的適配度可被接受，高中職學生的自我概念對於同儕互動、自我概念對於學習自我效能皆有正向顯著影響，同儕互動對學習自我效能有顯著影響，學生的自我概念可以透過同儕互動影響學習自我效能。

This study aims to investigate the self-concepts of associations among senior high and vocational high school student， peer interactions， and self-efficacy for learning. The study uses data from “The Third Wave Senior High School， Vocational High School， and Five-Year Junior College Questionnaires”， which was released by the Taiwan Education Panel Survey. The study involves 8，905 students. The researcher adopted structural equation model to conduct the examination. The research findings show that the overall model fit is acceptable. The self-concepts of both senior high and vocational high school students have positive and significant effects on peer interactions and self-efficacy for learning. As peer interactions have significant influence on self-efficacy for learning， students’ self- concept may affect their self-efficacy for learning through peer interactions.