| Summary: | 碩士 === 國立嘉義大學 === 教育科技研究所 === 95 === The purpose of this study was to explore the correlation among college students’ self- efficacy, learning strategies, and academic achievement in a web-based learning environment. Forty-six college students enrolling in a web-based general course participated in this study. Survey questions were given to participants to assess their degrees of self- efficacy and use of learning strategies. Seven of the 46 students were selected and interviewed according to their self-efficacy levels in order to understand how they used learning strategies for the course. Path analysis and correlation analysis methods were used to analyze the quantitative data. Students’ self-efficacy was found to positively correlated to their use of overall, cognitive, and metacognitive learning strategies. No significant correlation between students’ self- efficacy and resource management has been found. In addition, students’ academic achievement was found to positively correlate to their overall, cognitive, metacognitive, and resource managing learning strategies. It was found that students’ self-efficacy positively correlated to their overall achievement, performance of online discussion and homework. However, no significant correlation between students’ self- efficacy and online participation duration has been found. The path analysis indicates that students’ self-efficacy directly affected their overall learning strategy. Further, students’ overall learning strategy was also found to have a significant direct effect on their academic achievement. However, students’ self-efficacy was found to have no significant direct impact on their academic achievement., As a result, students’ self-efficacy indirectly affected their achievement when using overall learning strategy as the mediator in the path analysis model. Discussions, implications, and suggestions are provided in this paper for web-based course designers and instructors as well as for further study.
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