自我效能與學業成就的相關性之後設分析：資優學生與一般學生比較

A Meta-analysis of Correlation among Self-efficacy and Academic Achievements: Comparison of Gifted Students and Normal Students

本研究回顧自我效能及其理論的相關研究，歸納自我效能的內涵架構以建立後設分析依據，並對台灣地區2002至2020年間74篇自我效能與學業成就相關性之研究進行後設分析。將過往研究未納入的類型，如：資優學生、非紙筆測驗之學業成就…等進行量化統整，以獲得更完整的研究情況。透過探討學生身份、學習階段、自我效能類型…等九項調節變項，對相關性影響差異，發現有三：一、整體學生之自我效能與學業成就具顯著正相關，效果值介於低至中度間。而學習階段、自我效能測量工具向度、學業成就類型、研究類型是影響相關性之重要調節變項。在學習階段則為國小高於大學。在自我效能測量工具向度，多向度之相關性高於單向度。在學業成就類型則為其他類型高於語言人文。研究類型則期刊論文之相關性較學位論文低。二、以資優學生為對象的相關研究數量較少。研究多以一般自我效能進行分析，且自我效能測量工具向度多採單向度架構，並相對缺乏對語言人文領域的研究。三、資優學生與一般學生，在自我效能與學業成就之相關性無顯著差異。另發現在國中階段，一般學生的相關性顯著高於資優學生。而在其他調節變項下均無顯著差異。

This study reviewed relevant research on self-efficacy and its theories, and summarized the connotative framework of self-efficacy to establish a meta-analysis basis. Using the framework, it conducted a meta-analysis of 74 studies on the correlation between self-efficacy and academic achievement in Taiwan during 2002-2020. By quantitatively way, it integrated previous studies that have not been included, such as the academic achievement of gifted students, non-paper-and-pencil tests ... etc. to obtain a clear research situation. Besides, by exploring 9 moderating variables, such as student status, learning stage, self-efficacy type, ...etc, it compared the differences in the impact of correlation. The results are as follows:1.Among overall students' self-efficacy and academic achievement, there was a significant positive correlation, and the effect value ranged from low to moderate. The learning stage, the dimensions of self-efficacy measurement tools, the type of academic achievement, and the type of research were the important moderating variables that influence the correlation. In the school stage, elementary school was higher than junior high school and college. In the dimension of self-efficacy measurement tools, multi-dimensionality was higher than one-dimensionality. In the academic achievement type,other types was higher than language and humanities. In the type of research, the dissertation was higher than the journal.2.The number of relevant studies targeting gifted students is small. Most Researches used general self-efficacy as analysis, and the self-efficacy measurement tool adopted a one-dimensional structure. Besides, there was a lack of research in the field of language and humanities.3.Among self-efficacy and academic achievement, there was no significant correlation difference between gifted and normal students. It also found that at the junior high school stage, the normal students' correlation is significantly higher than gifted students. In other moderating variables, there are no significant differences.