本研究旨在探討大學生自我概念、自我效能、學習動機與學習成效之關係，並檢驗自我效能與學習動機在其中所扮演的中介與鍊式中介角色。研究採用後設結構方程模式分析，首先整合來自96筆相關係數資料，以後設分析估計各變項間的整體效果量；其次運用後設結構方程模式（Meta-SEM）建構並驗證變項間的路徑關係，並以蒙地卡羅模擬檢驗中介與鍊式中介效果。研究結果顯示，自我概念、自我效能、學習動機與學習成效皆呈現正向關聯，其中自我效能為影響歷程的核心樞紐，能同時提升學習動機與學習成效；學習動機對成效的作用則須建立在自我效能之上方能有效運作。此外，自我概念對學習成效無直接效果，而是透過「自我效能→學習動機」形成顯著的鍊式中介。本研究建構出大學生學習歷程的連續心理機制，凸顯自我效能在整體模型中的關鍵地位，並為高等教育課程設計與學習支持策略提供重要的實證基礎。

This study aims to investigate the relationships among college students’ self‐concept, self‐efficacy, learning motivation, and learning outcomes, and to examine the mediating and chain‐mediating roles of self‐efficacy and learning motivation within these relationships. Employing a meta‐analytic structural equation modeling (Meta-SEM) approach, the study first synthesized 96 effect-size correlations to estimate the overall relationships among the variables. Subsequently, Meta-SEM was used to construct and validate the path model, and Monte Carlo simulations were performed to test the mediating and chain‐mediating effects. The results indicate that self‐concept, self‐efficacy, learning motivation, and learning outcomes are all positively associated. Among them, self‐efficacy serves as the central mechanism, simultaneously enhancing both learning motivation and learning outcomes; moreover, the effect of learning motivation on outcomes functions effectively only when built upon self‐efficacy. In addition, self‐concept does not directly influence learning outcomes; instead, its effect occurs through a significant chain mediation via “self‐efficacy → learning motivation.” This study elucidates the continuous psychological mechanisms underlying college students’ learning processes, highlights the pivotal role of self‐efficacy in the overall model, and provides an empirically grounded foundation for curriculum design and learning support strategies in higher education.

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