Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan (Dec 2011)
自我效能、學習策略與學業成就之關係研究：結合後設分析與結構方程模式 Relationships between Self-Efficacy, Learning Strategies and Academic Achievement: Combining Meta-analysis and Structural Equation Modeling
Abstract
本研究結合後設分析與結構方程模式分析等方法分析2000 至2011 年5 月以前探討學生自我效能、學習策略與學業成就之間關係的研究。研究結果發現自我效能與學習策略之間 （ r =.57）、自我效能與學業成就之間（ r =.38）且學習策略與學業成就之間（r =.37）均具有正相關。以結構方程模式進行路徑分析後發現學生的自我效能對於學習策略具有正向效果。學生的自我效能不僅對學業成就產生了正向直接效果，也會透過學習策略間接預測學業成就。 This study applied the methods of meta-analysis and structural equation modeling to analyze studies from 2000 to 2011 inquiring about the relationships between self-efficacy, learning strategies, and academic achievement among students. The results showed that the correlation between self-efficacy and learning strategies ( r =.57), the correlation between self-efficacy and academic achievement ( r =.38), and the correlation between learning strategies and academic achievement ( r =.37) were all significantly positive. In addition, self-efficacy had direct effects on learning strategies and academic achievement. Self-efficacy also had indirect effects on academic achievement mediated by learning strategies.
