本研究旨在探討技術型高中服務群學生之自我效能與自我決策之情形、不同背景變項對服務群學生之自我效能與自我決策影響與自我效能與自我決策相關性研究。
以標準化自陳問卷為研究工具對立意抽樣之便利樣本進行調查。總共發放120份問卷，回收118份問卷，回收率95%，其中107份為有效問卷，有效問卷率96%。
所獲得問卷分數以每題平均分數與標準差進行處理後，將平均分數導入SPSS23以獨立樣本t檢定或單因子變異數分析，以檢驗相關背景變項對目標人群之自我效能與自我決策之差異；同時以皮爾森相關係數分析，以了解自我效能跟自我決策的關係性。當p值小於0.05時定義具有顯著性。
本研究之統計分析結果有以三點下發現：
一、技術型高中服務群學生之自我效能與自我決策欠佳，但國立學校是優於私立學校。
二、不同的背景變項對學生之自我效能與自我決策無顯著影響。
三、技術型高中服務群學生其自我效能與自我決策呈現中度正相關。
本研究結果可作為具體建議提供教育單位、教育主管機關、服務群科老師教學規劃擬定暨後續研究之參考。

This study aimed to investigate the current status of self-efficacy and self-determination, the impact of different backgrounds on self-efficacy and self-determination, and the association of self-efficacy and self-determination in service group at vocational senior high school students.
The standardized self-reported questionnaire was adopted to facilitate the sampling process for intentional sampling. total of 120 questionnaires were sent out, and 118 of them were returned (response rate: 95%), in 107 of them were validated (valid rate: 96%).
All data obtained were normalized with mean and standard deviation. Independent t-test and one-way ANOVA were conducted to understand the impact of background on self-efficacy and self-determination;
Moreover, Pearson correlation analysis was to reveal the relationship between self-efficacy and self-determination. p-value less than 0.05 was statistically significant.
The findings of this study were listed as follows:
(1) service group at vocational senior high school students had poor self-efficacy and self-determination; national schools are better than private schools.
(2) Background factor was independent of students' self-efficacy and self-determination ;
(3) self-efficacyhad a moderate positive relationship with self-determination.
Our findings could be considered suggestions, providing insights for educational institutions, education authorities, and service group teachers in future teaching plans and research directions.

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