本研究以自我效能、社會互動理論為研究的理論架構，嘗試以成長團體增進高中生之物理科自我效能與學習成就，並分析影響的原因。
為了達到上述目的，本研究修訂「物理科自我效能問卷」(α=0.95)對北市某高中三個班共120位學生施測，並收集學生的物理段考成績作為學習成就改變的依據。在受測學生中有24人參加物理成長團體為實驗組，未參加者為對照組，實驗組接受為期四週，每週一次，每次150分鐘，共600分鐘的物理成長團體活動。所得資料以獨立樣本T檢定進行統計考驗，並以成員所填寫的活動回饋問卷與小組討論時的錄音資料作為研究結果的補充與佐證資料。經整理、分析上述所得的資料，結果如下：
一、實驗組學生中自我效能進步者有10人，學習成就進步者有14人。
二、高中生物理科自我效能的次數分配接近常態分佈，平均值高於期望值，但差異未達顯著。96名對照組學生，經過五個月後，物理科自我效能明顯退步了。
三、成長團體對實驗組學生的物理科自我效能變化有益，但未達顯著。依前測自我效能與性別分組比較，成長團體對高效能學生的自我效能變化有明顯助益，依性別分組則無明顯差異。
四、成長團體對實驗組學生的學習成就有助益，但未達顯著。依前測自我效能與性別分組比較，成長團體對高效能組與男生組的學習成就都有明顯的助益，但對低效能女生組卻有明顯的負面影響。
五、高效能男生在成長團體的小組討論時使用了較多的『論證運思』語序來教導同學，教導時經歷了知識重整的過程，因此在自我效能與學習成就都有顯著進步。
最後，本研究根據研究結果提出相關的結論與建議。

Based on social interaction theory and self-efficacy theory, this study tried to improve the self-efficacy and learning achievement of high school students in physics by forming ”physics development group”, and try to understand the reasons of the effect.
For the purposes of the above, this research refined the Questionnaire of the Self-Efficacy in Physics. Three classes, 120 students participated in this study, and all their physics learning achievement data was collected. Among them twenty-four students participated voluntary in two development group as the experimental group, and the others as the contrast group. The former took group activities for four weeks: once a week, and each 150 minutes, in total 600 minutes. All the data collected was analyzed by independent sample t-test. The feedback questionnaire and the group discussion transcribed data were also provided as the evidence. The main findings were as follows:
1.In the experimental group 10 students promoted their self-efficacy in physics, while 14 students promoted their learning achievement in physics.
2.The self-efficacy of high school students in physics was approximately normal distributed. The average was higher than the expectation value. After 5 months, the self-efficacy in physics of 96 students in contrast group significantly regressed.
3.The development group promoted the self-efficacy of the students in experimental group, however not significantly. The development group promoted the self-efficacy significantly in high self-efficacy group.
4.The development group promoted the learning achievement of the students in experimental group, but not significantly. The development group promoted boys` learning achievement significantly meanwhile significantly negative influenced on the low self-efficacy girls’.
5.The high self-efficacy students used more “argumentation operation” to teach their peers in the group discussion. Since the teaching processes involved information rebuilding, thus their self-efficacy and learning achievement both progressed.
Finally, based on the findings of this study, further discussions and suggestions were made.

1.江天驥（1988）：當代西方科學哲學。台北：谷風。
2.江紹倫（1980）：識知心理學說與應用。台北：聯經。
3.吳恬妮（1999）：探討國中生生物科自我效能與學術地位之關係及其在組對討論中的效應。國立臺灣師範大學科學教育研究所碩士論文
4.李旻樺（2001）。高中學生之自我效能、成功期望、學習任務價值與課業學習動機調整策略之研究。國立彰化師範大學輔導與諮商研究所碩士論文。
5.李郁文（1998）。團體動力－群體動力的理論與實務。台北：桂冠。
6.李淑雅（2002）。探討國小學童自然科學習自我效能及其對小組教學中同儕互動的影響 。 臺南師範學院碩士論文。
7.沈文蓓（1997）：小學高年級學生小組討論之歷程分析。國立臺南師範學院國民教育研究所碩士論文。
8.林瑞欽（1993）：學習團體的理論與研究。高雄：復文圖書。
9.邱美虹（1996）：學習策略與科學學習。科學教育月刊, 191,2-15。
10.邱旻昇（1999）：從期望地位的觀點探討學生在科學小組討論中互動的平等性。國立臺灣師範大學科學教育研究所碩士論文。
11.洪振方（1994）：從孔恩異例的認知與論證探討科學知識的重建。國立臺灣師範大學科學教育研究所博士論文。
12.洪菁穗（1999）：探討國中生在理化科的學術地位、自我效能與學業成敗歸因之關係。國立台灣大學物理研究所碩士論文。
13.孫志麟（1991）：自我效能的基本概念及其在教育上的應用。教育研究雙月刊,22,47-53 。
14.徐西森（1997）：團體動力學與團體輔導。台北：心理出版社。
15.張春興（1991）。現代心理學。台北：東華
16.張景然、吳芝儀譯（1998）。團體諮商的理論與實務（G. Corey原著）。台北市﹕揚智。
17.梁茂森（1998）：國中生學習自我效能量表之編製。教育學刊,14,155-192。
18.陳玉玲（1994）：目標設定、目標投入與自我效能對國小數學作業表現的影響。國立高雄灣師範大學科學教育研究所碩士論文。
19.陳素貞（1998）：學習方式與合作訓練對概念學習的效應。屏東師院學報,11,25-54。
20.曾玉玲（1992）：台北市高智商低成就國中學生學習信念與相關因素之探討。國立政治大學教育研究所碩士論文。
21.曾華源、滕青芬譯（Bates, M., Johnson, C. D.,＆ Blaker, K.E.著）（1988）：小團體領導指南。台北：張老師文化公司。
22.黃俊儒（2000）：從社會互動與認知投入的觀點探討理化實驗課中學習機會之分佈。國立臺灣師範大學科學教育研究所博士論文。
23.黃俊儒、楊文金（1997）：觀點論對於科學教育的意涵。科學教育月刊,196,頁9-22．
24.黃郁文（1994）：自我效能概念及其與學業成就表現之關係。諮商與輔導,106,p.39-41
25.黃惠惠（1994）。助人歷程與技巧（增訂版）。台北市:張老師。
26.楊文金（1999）：「學生像科學家」的類比分析。論文發於1999 科學史、哲與科學教育學術研討暨研習會。高雄：國立高雄師範大學。
27.趙金祁、許榮富、黃芳裕（1992）：科學哲學對科學知識主體主張之演變。科學教育月刊,154,頁2-18。
28.劉信雄（1992）：國小學生認知風格、學習策略、自我效能與學業成就之研究。國立政治大學教育研究所博士論文。
29.Alexopoulou, E., & Driver, R. （1996）. Small-group discussion in physics: Peer interaction modes in pairs and fours. Journal of research in science teaching , 33（10）,1099-1114.
30.Bandura, A. （1977a） .Social learning theory. Englewood Cliffs, NJ：Prentice- Hall.
31.Bandura, A. （1977b）. Self-efficacy：Toward a unifying theory of behavioral of behavioral hange. Psychological Review , 84 , pp.l91-215﹒
32.Bandura , A . （1978a）. Reflections on Self-efficacy, Advances in Behavior Research and Therapy, l, p.237-269.
33.Bandura , A . （1978b）. The self system inreciprocal determinism. American Psychologist , 344-358 .
34.Bandura, A. （1982）. Self-efficacy mechanism in human agency. American Psychologist, 37.122-147.
35.Bandura, A., （1986）.social foundations of thought and action：A social cognitive theory . Englewood Cliffs , NJ：Prentice Hall.
36.Bandura, A . （1988）. Orangizational application of social cognitive theory. Australian Journal of Management, 13（2）, 275-302.
37.Bandura , A . （1997）. Self-efficacy：The exercise of control. New York : W.H. Freeman and company. "
38.Bandura, A.,& Schunk, D.H.（1981）.Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41,.586-598.
39.Bianchini, J. A.（1997）. Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34（10）, 1039-1065.
40.Brown, A. （1988）. Motivation to learn and understand: On taking charge of one own learning. Cognition and Instruction, 5（4）, 311-321.
41.Brown,S.D.（1989）.Effects ofself-efficacy：Aptitude incogruence on career behavior.Paper presented at the Annual Meeting of the American psychological Association 96th,Athenta.Ga.August 12-16,1988）
42.Campbell, Nancy K,;Hackett,Gail（1986）The Effects of Mathematics. Task Performance on Math Self-Efficacy and Task Inerest.,Journal of Vocational Behavior;v28 n2 , 149-62 Apr 1986.
43.Cohen, E. G.（1986）. Designing groupwork: Strategies for the heterogeneous classrooms. New York: Teachers College Press.
44.Cohen, E. G. （1994）. Designing groupwork : Strategies for the heterogeneous classroom.（2nd ed.）. New York: Teachers College Press.
45.Cohen, E. G.（1997）. Understanding status problems: Sources and consequences. In E. G. Cohen, R. A. Lotan（Eds.）, Working for equity in heterogeneous classrooms （61-76）, New York Teachers College Press.
46.Cohen, E. G., & Lotan, R. A. （1995）. Producing equal-status interaction in the Heterogeneous classroom. American Educational Research Journal, 32（1）, 99-120.
47.Cohen, E. G., & Lotan, R. A. （Eds.）（1997）. Working for equity in heterogeneous classrooms: Sociological theory in action. New York：Teachers College Press.
48.Driver, R. （1989）. The construction of scientific knowledge in school classrooms. In R. Millar （Ed.）, Doing science: Images of science in science education. PA：Falmer.
49.Dweck,C.S.,Davidson, W.,Nelson,S.,&Enna,B.（1978）Sex differences in learning helplessness：Ⅱ The contingencies of evaluative feedback in the classroom； Ⅲ.An experimental analysis.Developmental Psychology, 14,268-276.
50.Eccles,J., Wigfield,A.,Harold,R., & Blumenfeld,P.（1993）.Age and gender defferences in children’s self-efficacy and task performances during elementary school.Child Development,64,847-930.
51.Geelan, D. R. （1997）. Epistemological anarchy and the many forms of constructivism,Science & Education, 6,pp.15-28.
52.Godding,P.R.&Glasgow, R. E.（1985）Self-efficacy and outcome expectance as predictors of controlled smoking status .Cognitive Therapy and Research.
53.Homans, G. C. （1950）. The Human Group. New York: Harcourt, Brace.
54.Johnson, D. W., & Johnson, R. T. （1994）. Learning together and alone: cooperative , competitive, & individualistic learning. （4th ed.）. Boston：Allyn and Bacon.
55.Jone, M. G., ＆ Carter, G. （1994）. Verbal and nonverbal behavior ofability-grouped dyads. Journal of Research in science Teaching,31（6）, 603-619.
56.Kelly, G. J., & Crawford, T. （1997）. An ethnographic investigation of the discourse processes of school science. Science Education, 81,533-559.
57.Lee, C.（1983）.Self-efficacy and behavior as predictors of subsequent behavior in an assertiveness training program. Behavior Research and Therapy, 21, 225-232.
58.Lent, R. W., Lopez & Bieschke（1991）.Mathematics Self-efficacy：Sources and Relation to Science-Based Career Choice. Journal of Counseling Psychology. v38.n4. 424-30.
59.Lent , R.W.（1984）.Relation of self-efficacy expectation to academic achievement and persistence. Journal of Counseling Psychology.31（3）,356-362.
60.Levi, D. （2001）. Group dynamics for teams. Thousand Oaks, CA: Sage Publications
61.Lewin , K. （1951）. Field theory in social science. New York: Harper.
62.Lonning, R. A. （1993）. Effect of cooperative learning strategies on student verbal interactions and achievement during conceptual change instruction in 10th grade general science. Journal of Research in Science Teaching, 30（9）, 1087-1101.
63.Lonning, R. A. （1993）. Effect of cooperative learning strategies on student verbal interactions and achievement during conceptual change instruction in 10th grade general science. Journal of Research in Science Teaching, 30（9）, 1087-1101.
64.Loving, C. C. （1991）. The scientific theory profile: A philosophy of science model for science teachers. Journal of research in science teaching, 28（9）, 823-838.
65.Matsui, Tamao；And Others （1990） Mechanisms Underlying Math Self-Efficacy Learning of College Students. Journal of Vocational Behavior;v37 n2 ,225-38 Oct 1990.
66.Multon. K. D., Brown.S .D.,& Lent. R. W.（1991）Relation of self-efficacy beliefs to academic outcomes : A meta-analytic investigation Journal of Couseling Psychology. 38. 30-38.
67.Pajares, F. （1996）. Current directions in self- efficacy research. In M. Maehr & P. R. Pintrich （Eds.）, Advances in Motivation and Achievement （1-49）. Greenwich, CT: JAI Press.
68.Parsons, J.E. ,Ruble ,D.N., Hodges, K.L., & Small, A .W.（1976）. Cognitive-developmental factors in emerging sex differences in achievement-related expectancies. The Journal of Social Issues, 32,47-62.
69.Pintritch, P. R. & De Groot, E. V. （1990）. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
70.Pontecorvo, C. & Girardet, H. （1993）. Arguing and reasoning in understanding historical topics. Cognition and Instruction, 11, 365-395.
71.Pontecorvo,Clotilde. （1993）. Arguing and Reasoning in Understanding Historical Topics. Cognition and Instruction, 11（3&4）
72.Robinson, Francis Pleasant. （1970） Effective study （4th ed.）. New York: Harper & Row.
73.Roth, W.-M. & Bowen, G. M.（1995）. Knowing and interacting: A study of culture, practices, and resources in a grade 8 open- inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13（1）, 73-128.
74.Richmond, G., & Striley , J.（1996）. Making meaning in classroom: Social processes in Small group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33（8）, .839-858.
75.Roth,W.G..（1985）.Treatment implications derived from self-efficacy research with children .Doctor of Psychology Research Paper, Biola University , California.
76.Shepardson, D. P. （1996）. Social interactions and the mediation of science learning in two small groups of first-grader. Journal of research in science teaching, 33（2）, 159-178.
77.Shunk,D.H.（1989b）.Social cognitive theory and self-regulated learning .In B. J. Zimmerman & D.H. Shunk （Eds.）.Self-regulated learning and academic archievement ：Theory , research, and practice,83-110.New York ：Springer Verlag.
78.Shunk. D. H.（1989a）. Self-efficacy and cognitive skill learning.In C. Ames & R. Ames（Eds.）. Research on motivation in education: Vol.3. Goal and cognitions,13-44.San Diego: Academic Press.
79.Solomon, J. （1987）. Social influences on the construction of pupil’s understanding of science, Studies in Science Education, 14, 63-82.
80.Solomon, J. （1994a）. The Rise and Fall of Constructivism, Studies in Science Education, 23, 1-19.
81.Solomon, J. （1994a）. The Rise and Fall of Constructivism, Studies in Science Education, 23, 1-19.
82.Taylor,K.M. & Betz, N.E.（1983）.Applications of self-efficacy theory to the understanding and treatment of career indecision. Journal of Vocational Behavior, 22, 63-81.
83.Thomas, J. W., & Rohwer, Jr. W. D. （1986）. Academic studying: The role of learning strategies. Educational Psychology, 21（1）, 19-41.
84.Tuckman, B. W. and Jensen M. A. C., “Stages of Small-Group Development Revisited”, Group & Organization Studies, Dec 1977, 419 – 427
85.Vander Kolk, C. J. （1985）. Introduction to Group Comseling and Psychoth-erapy. Columbus: Charles E. Merrill Publish Co.
86.von Glaserfeld, E. （1993）. Questions and answers about radical constructivism. In K, Tobin（Ed.）. The practice of constructivism in science education. NW, Washington：AAAS Press.
87.von Glasersfeld, E. （1995）. Radical constructivism: A way of knowing and learning.Washington, DC.：The Falmer Press.
88.Webb, C.（1985）.Cooperative learning in mathematics and science. In Slavin, R., et al. （Eds.） Learning to cooperate,cooperating to learn,173-176
89.Wilhite,S.C.,（1990）.Self-efficacy,locus of control,self-assessment of memory ability ,and study activities as predictors of course achievement. Journal of Educational Psychology , 82,696-700.
90.Woolfolk, A.E., & Hoy,W.K.（1990）Prospective teachers’ sense of efficacy and beliefs about control . Journal of Educational Psychology , 82,81-91.
91.Zimmerman, B. J., & Martinez-Pons Manuel. （1990）. Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.