本研究乃是以自我效能、教師期望與教師期望的學生中介歷程等相關理論為基礎，旨在探討不同教師期望的學生，在學習生物過程中常見的情境及活動上的自我效能與所知覺的教師期望之分佈情形。主要的研究目的包含以下三個部份：首先，分析國中生在生物學習的常見情境及活動中，自我效能與所知覺的教師期望之分佈情形；其次，探討自我效能與學生所知覺的教師期望之關係；最後，利用凱利庫存方格技術，瞭解個案班級的生物科教師期望，並進一步探討生物科教師期望、學生所知覺的教師期望及生物科自我效能之間的關係。
為了達成上述研究目的，本研究參考相關文獻中的研究工具並參酌學生、教師的意見，編製成「國中生物科自我效能問卷」、「學生所知覺的教師期望問卷」、及「教師期望的凱利方格半結構性晤談問卷（I）、（II）」。在研究對象上則選擇兩組研究對象：第一組為台北縣某校五個班的258位國一學生，進行自我效能與學生所知覺的教師期望之調查研究；第二組則取台北市某校個案班級的20位國一學生及其生物教師，探討個案班級中生物科教師期望、學生所知覺的教師期望及生物科自我效能之間的關係。
本研究主要的研究發現如下：
一、 學生的生物科自我效能在整體及「師生互動」、「概念理解」、「同儕互動」、「概念應用」上的次數分配情形皆接近常態分配；除了「概念理解」以外，其餘的平均值皆顯著低於期望值；而四個分向度的自我效能達到顯著差異。
一、 學生所知覺的教師期望顯著高於期望值，且其次數分配曲線接近常態分配；至於不同班級學生所知覺到的教師期望達到顯著差異。
一、 無論是在整體或是各分向度上，不同知覺教師期望組別學生的自我效能皆達到極顯著的差異。整體而言，高知覺組學生通常為高自我效能者，而低知覺組學生則有較多人為低自我效能者。
一、 在個案班級中，除了「概念理解」以外，不同期望組別學生在整體或是其他分向度上的自我效能平均值皆達顯著差異。整體而言，高期望組的自我效能高，而中期望組與低期望組則具有相似的低效能感。
一、 在個案班級中，不同知覺組別學生在自我效能整體或各分向度上皆達顯著差異。整體而言，高知覺組具有高自我效能，中知覺組與低知覺組則具有相似的低效能感。
一、 在個案班級中，高期望組學生則在生物教師肯定自己的生物能力及生物成績方面比低期望組學生具有較佳的知覺傾向。
本研究建議進一步探討不同性別的學生在學習生物過程中常見的情境及活動上的自我效能之分佈情形；將學生的學習成就變項加入研究範圍；使用一致的研究工具來測量教師期望與學生所知覺的教師期望；並且擴大樣本數來加以探討。在教學上可利用本研究所效化的自我效能問卷，由瞭解不同學生所擅長的學習情境著手，善用教師期望來提昇學生的成就表現，進而改善學生的自我效能。

Based on self-efficacy theory, teacher expectation theory, this study attempted to (1)explore the distributions of junior high school students’ self-efficacy in biology and their perception of teacher expectation; (2)analyze the relationship between self-efficacy and perception of teacher expectation; (3)investigate a case teacher’s expectation in biology by the Repertory Grid Techniques(RGT).In this case, the relationships among teacher expectation, perception of teacher expectation and self-efficacy in biology were explored.
The following instruments were modified and developed: the Biology Self-Efficacy Questionnaire, the Students’ Perception of Teacher Expectation Questionnaire, and the Semi-Structural Interview Questionnaire of Teacher Expectation. 258 students in five classes were involved in this study for the first two purposes, and a case class of 20 students and one case teacher were engaged in this study for the last purpose. Major findings were summarized as follows:
1. Students’ self-efficacy in biology for whole and each subscale were approximately normal distributed. Some significant differences were found among subscales.
2. Students’ perception of teacher expectation was significantly higher than the expectation value and was approximately normal distributed. The perceptions of teacher expectation among different classes were significantly different.
3. Perception of teacher expectation and self-efficacy were significantly correlated.
4. In the class of case teacher, students of higher level of teacher expectation were found having higher level of self-efficacy. Similarly, students’ perception of teacher expectation was significantly correlated with their self-efficacy.
5. Furthermore, those students who were expected to have higher ability of biology perceived more positively of teacher expectation.
Accordingly, several issues were raised and the implications of self-efficacy of biology teaching were also discussed.

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