高中生學業成就自我效能與學業成就表現之探討：影響自我效能因素與成就表現相關研究

The Relation of Academic Self-Efficacy to Academic Outcomes for Senior High School Students

本研究主要目的在探討高中生學業成就自我效能之因素，計有：性別、先前成績、同儕性別、競爭環境、教師期望及動機等六種變項，並進而探討學業成就自我效能與學業成就實際表現的相關性。在抽樣方面，以台北地區公立高中學校日間部的志願排行做為分層隨機抽機，共 297人。資料處理以t考驗、單因子變異數分析、涂凱法多種檢定（Tukey）、多元迴歸分析法、Pearson積差相關等來進行分析。研究結果如下：一、高中生之學業就自我效能不受性別的影響；\r二、、高中生之學業就自我效能不受同儕性別的影響；三、、高中生之學業就自我效能會受到競爭環境的影響；\r四、教師期望會因其高低程度之不同對其學業就自我效能有所影響；五、高中生動機會因其高低程度之不同對其學業成就自我效能有所影響；六、高中生過去成績與學業成就自我效能雖有正相關，但並不顯著；七、高中生六種不同屬性中，僅動機、教師期望及競爭環境此三者對學業成就自我效能極具顯著影響力；八、高中生學業就自我效能與學業成就實際表現雖有正相關，但未達到顯著性。

Bandura’s（1986）social learning theory advocates that personal， behavioral， and environmental factors continuously interact to determine the individual’s subsequent behavior. Bandura also suggest that self─efficacy helps understand the relationship between peoples’ cognitive processes and behavior change. When considering mental stresses from difficulties in entering college among senior high school students， the concept of self─efficacy may provide a better understanding of students’ behavior patterns and perceptions from different personal traits and aptitudes， and environments.This study examined the factors on self─efficacy for senior high schools students and investigated its relationship with students’ academic achievement. Those factors caused by personal and school aspects included student’s gender， prior experience， motivation， teacher’s expectation， and gender of peers， and competition level of school. Two hundred and ninety─seven senior high school students took part. Data were analyzed through Pearson’s r， t─tests， analysis of variance（ANOVA）， and multiple regression.The results suggested that：there was no significant difference between girls and boys on academic self─efficacy. There was no significant difference between the gender of the peers on academic self─efficacy. There was significant difference among the competitiveness of school environment on academic self─efficacy. There was significant difference among the levels of teacher’s expectations on academic self─efficacy.There was significant difference among the levels of students’ past performance and academic self─efficacy， but the relationship was not statistically significant. Among six possible factors， only students’ motivation， expectation from teachers and competitiveness of the environment indicated significant prediction；there was a positive relationship between students performance and academic self─efficacy， but the relationship was not statistically significant.