本研究主要探討學生自我效能感與學習成就的相互影響效果、個別潛在成長變化及潛在成長變化間的關係。本研究利用結構方程模式的長期追蹤交叉延宕模式與潛在成長曲線模式，分析「臺灣教育長期追蹤資料庫」第一波至第四波公共使用版追蹤樣本學生（n = 1,239）的資料。本研究主要發現：一、學生自我效能感與學習成就存在相互影響效果；二、學生自我效能感初始狀態會顯著正向地影響學習成就成長速率，學習成就初始狀態也會顯著正向地影響學生自我效能感成長速率。

The aim of this study is to explore the relationship between Taiwan students’ self efficacy and learning achievements. The structural equation modeling with cross-lagged panel modeling and latent growth curve modeling are used to analyze the public released core panel sample (n = 1,239) data of the Taiwan Education Panel Survey (TEPS) in 2001, 2003, 2005, and 2007. The major findings are as follows: (1) Students’ self efficacy could positively predict subsequent learning achievements, and learning achievements could also positively predict subsequent students’ self efficacy. (2) The initial status of students’ self efficacy could positively predict the growth rate of learning achievements, and the initial status of learning achievements could also positively predict the growth rate of students’ self efficacy.