本研究乃依據Bandura所提出的「自我效能」概念，制定出一份可用來客觀評量四技一年級學生在英文閱讀技巧方面的自我效能量表，以瞭解學生對自己英文閱讀技巧能力的評估。樣本蒐集對象為國立宜蘭技術學院四技一年級學生共179人，本樣表採Likert五點量表，經專家效度、因素分析統計處理後顯示該測量工具共包含五個因素：主旨與主題、單字能力、文章基本結構、閱讀速度、背景知識的運用。總量表Cronbachα係數為.9415，各分量表內部一致性係數在.70至.91之間，顯示該量表之建構效度、信度均佳。同時，學生在該量表得分數與其英文閱讀的學業成績之相關性亦達顯著水準（r = .404, p < 0.01）。 The current research tries to develop and validate a scale to assess English-as-a-foreign language (EFL) learners’ self-efficacy on English reading strategies. Research on the application of self-efficacy in academic settings and on English reading strategies is reviewed. A detailed description of efforts to establish reliability and validity of the scale is presented. The scale is composed of 32 items and conducted to 179 four-year college freshmen in National I-Lan Institute of Technology. Results showed the internal consistency of the scale is .9415 and 5 factors including getting the main idea, text structures, vocabulary ability, reading speed, and the use of background knowledge were obtained by exploratory factor analysis method. The research also examined the relation between learners’ perceived self-efficacy on English reading strategies and their English academic performance. Pearson correlation coefficient (r = .404, p < 0.01) indicated a significant relationship exited.
教育與心理研究, 27(2),377-398 Journal of Education & Psychology