自強不息、自我效能、自我調整學習與學業成就之效度：計畫行為理論觀點

The Validity of Personal Best, Self-Efficacy, Self-Regulated Learning, and Academic Achievement: Theory of Planned Behavior as a Framework

本研究探討自強不息、自我效能、學生知覺的自強不息、自我調整學習和學業成就表現之關係，研究樣本是來自臺灣學生學習成就資料庫，包含學科資料與背景問卷資料，共7,709人。本研究以計畫行為理論為基礎，同時探討個體因素與社會脈絡因素對於高中學業成就之影響。本研究驗證兩個理論假設：模式一是以自強不息和計畫行為理論為基礎；模式二是只以計畫行為理論為基礎；並使用結構方程模式驗證模式一和模式二，結果顯示：模式二以計畫行為理論為基礎探討影響高中生學業成就之因素，模式適配度良好，具有良好之效度。另外，結果亦顯示自強不息會透過自我調整學習影響學業成就；學生知覺老師眼中的自強不息透過自我調整學習影響學業成就；自我效能透過自我調整學習影響學業成就，且同時直接影響學業成就。

The relationships between personal best goals, perceived personal best goals from teachers, self-efficacy, self-regulated learning, and academic achievement are explored in this study. The sample for this study includes the academic achievements and background variables of 7,709 students taken from the 2014 Taiwan Assessment of Student Achievement database. There are two hypothesized models in this study. Model 1 is based on studies regarding personal best goals and the Theory of Planned Behavior. Model 2 is based on the Theory of Planned Behavior alone. A structural equation model was used to test the validity of the two proposed model, indicating a good model fit for Model 2. The results of Model 2 show that personal best goals would affect academic achievement through self-regulated learning; perceived personal best goals from teachers affects academic achievement through self-regulated learning; and self-efficacy affects academic achievement both directly and through self- self-regulated learning.