本研究旨在探討科技創作學童自我效能與主動學習的現況，以瞭解不同個人背景變項之科技創作學童，其自我效能與主動學習的差異，並分析個人背景變項與自我效能對主動學習的影響及個人背景變項與主動學習對自我效能的影響，進而探究自我效能與主動學習的關係。
為達研究目的，首先經由文獻探討建立理論基礎，爾後發展科技創作學童自我效能與主動學習調查問卷，針對參與2006年全國少年科技創作競賽之國民中小學學童進行研究，輔以描述性統計、t考驗、單因子變異數分析、雙因子變異數分析及典型相關等統計方法進行資料處理與分析，所獲致結論如下。
一、科技創作學童的自我效能具中上程度。
二、科技創作學童的主動學習具中上程度。
三、不同性別、組別、隊伍人數、男生人數、班級組合及指導人員之科技創作學童，其自我效能有顯著差異。
四、不同性別、組別、隊伍人數、男生人數、班級組合及年級組合之科技創作學童，其主動學習有顯著差異。
五、不同學科喜好、男生人數、女生人數、班級組合、年級組合、指導人員與自我效能之科技創作學童對主動學習交互作用有顯著差異。
六、不同女生人數、班級組合與主動學習之科技創作學童對自我效能交互作用有顯著差異。
七、科技創作學童自我效能與主動學習具有相關性。
最後，依據本研究結論提出四項建議，供學校主管教育機關、教師以及後續研究參考。

This study was to explore the self-efficacy and active learning among the students who joined the power tech contest. This study also analyzed the difference between different background students’ self-efficacy and active learning, and analyzed that whether students’ background can influence self-efficacy and active learning. In advance, this study explored the relationship between self-efficacy and active learning.
In order to achieve the research purpose, this study built the theoretical foundation by literature review. Then, researcher developed the research tool: the invest questionnaire of the self-efficacy and active learning among students in power tech contest. The subjects were 413 elementary school and junior high school students who joined national power tech contest in 2006. In the study, the statistics methods used to analyze data included description statistics, t test, one-way ANOVA, two-way ANOVA, and canonical correlation analysis. The findings of this study were as follows:
1. Students in Power Tech Contest had moderate-high degree of self-efficacy.
2. Students in Power Tech Contest had moderate-high degree of active learning.
3. There were significant differences of self-efficacy among students with different gender, group type, people number of team, male number of team, the combination of class, and tutor.
4. There were significant differences of active learning among students with different gender, group type, people number of team, male number of team, the combination of class, and the combination of grade.
5. There were significant interactions of active learning among students' self-efficacy and background variables (different favorite subject, male number of team, female number of team, the combination of class, the combination of grade, and tutor).
6. There were significant interactions of self-efficacy among students’ active learning and background variables (different female number of team, and the combination of class).
7. There is significant correlation between students' self-efficacy and active learning.
According to the study findings, this study provided four commentaries for school and education administrations, teachers, and following researches.

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參、日文部分
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