學習障礙和一般學生之學業成績和學業自我概念對自我效能和心理健康的影響

過去內外參照架構模式的研究，已證實同一科目的學業成就與學業自我概念間有緊密的關連，非對應學科與自我概念間則是負相關。在這個架構下，學業成就與學業自我概念對於兒童與青少年的心理社會影響卻少被討論。本研究以國小四到五年級318位學障學生和761位一般學生，延伸內外參照架構模式，以探討學業成就與學業自我概念對學障學生自我效能和心理健康的預測性。結果發現，相較於一般學生已建立社會比較，學障學生僅在數學成就與自我概念間具有社會比較；此外，是學業自我概念而非學業成就，對他們自我效能產生影響，進而對心理健康產生作用，而一般學生的學業自我概念雖影響其自我效能，但並未對心理健康有任何影響。最後，依據研究結果提出實務與未來研究之建議。

Research on the internal/external frame of reference model (I/E model; Marsh, 1986) has established a strong positive correlation between academic achievement in specific subjects and corresponding academic self-concept (ASC). The model also established a negative correlation between achievement in one subject and ASC in other subjects. The model also established a negative correlation between low academic achievement and ASC. However, few studies have explored the causal relationships among achievement, ASC, self-efficacy, and mental health using an I/E model framework. This study examined the effects of domain-specific academic achievement and ASC on self-efficacy and mental health using an extended I/E model to assess the indirect effects of domain-specific academic achievement and ASC on mental health through self-efficacy. The sample included 1,079 students (318 students with learning disabilities [LDs] in grades 4–6), with the students without LDs serving as a control group. The results of the analysis indicated that students with LDs scored lower than their peers without LDs with respect to all variables except mental health. Compared with students without LDs, who engaged in social comparisons (comparing their own performance to that of their peers) across subjects, students with LDs primarily made social comparisons within mathematics. Additionally, students with LDs made dimensional comparisons (comparing their own performance across different subjects) between their mathematics achievement and their Chinese language ASC. Furthermore, the ASC of students with LDs is a direct predictor of self-efficacy and an indirect predictor of mental health through its influence on self-efficacy. The findings of this study suggest that ASC is positively correlated with self-efficacy and that self-efficacy does not directly influence mental health. This study provides empirical evidence of the effects of academic performance and self-concept on self-efficacy and mental health in students with LDs, offering insights for school psychology research and practice.