| Summary: | 博士 === 國立臺灣科技大學 === 應用科技研究所 === 103 === In recent years, most research has suggested that academic self-efficacy, sources of self-efficacy, and conceptions of learning have influenced students’ science learning. However, relatively few studies have focused on the relationship among the three constructs in the field of second language acquisition (SLA). Therefore, three surveys were developed in the current investigation for the purpose of specifically examining the interplay among the three variables.
Based on the exploratory factor analysis, three surveys were considered valid and reliable. Moreover, consistent with findings revealed in science-related studies, the four sources of self-efficacy hypothesized by Bandura (1986, 1997) were confirmed by the present research. Besides, it was suggested that mastery experience played the most important part in the promotion of students’ academic SLA self-efficacy, while vicarious experience might indirectly have influence on students’ academic SLA self-efficacy with the mediation effect of students’ conceptions of learning in SLA. Finally, anxiety was found to not only diminish learners’ academic SLA self-efficacy but also contribute to their lower-level conceptions of learning.
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