本研究旨在探討高中生對於化學的學習概念(conceptions of learning)、學習態度(attitude toward learning)與學習自我效能(learning self-efficacy) 的表現因素，並藉由學習概念、學習態度與學習自我效能的交互關係來探討高中生如何學習化學。
研究對象為台北市四所高中學生，男生177人、女生121人，共298位學生。本研究使用化學學習概念問卷、化學學習態度量表以及化學學習自我效能分別探討了在不同性別、不同年級以及不同組別，高中生對於化學的學習概念、學習態度以及學習自我效能的差異。
研究結果顯示，在性別方面，男生在高階學習概念、學習態度以及學習自我效能上的表現總是傾向高於女生。
年級方面，高三學生在高階學習概念、學習態度以及學習自我效能的表現皆高於其他年級的學生。
組別方面，自然組學生在高階學習概念、學習態度以及學習自我效能的表現皆高於社會組的學生。
此外，藉由路徑分析的檢驗，本研究主要研究結果顯示，在三種構面組成的關係中，藉由過往文獻將學習概念視為自變項，學習自我效能為依變項的，而透過路徑分析，可證明學習態度可視為中介變項，主要研究結論為，高中生若傾向認同高階的學習概念，則傾向擁有較為正面且積極的學習態度，進而達到良好的學習自我效能。
最後，本研究根據研究結果進行討論，並提出教師在教育現場的應用與後續研究之相關建議。

The purpose of this study was to identify the high school students’ conceptions of learning chemistry, attitude toward chemistry learning, and chemistry learning self-efficacy, and to examine the differences with all the relationships among conceptions of learning chemistry, attitude toward chemistry learning, and chemistry learning self-efficacy.
There were 298 students (177 males and 121 females) of four different high schools from Taipei. Three questionnaires, conceptions of learning chemistry (COLC), attitude toward chemistry learning (ATCL), and chemistry learning self-efficacy (CLSE), were conducted to explore gender difference, grade difference, and group difference in the high school students’ conceptions of learning chemistry, attitude toward chemistry learning, and chemistry learning self-efficacy.
First, it was found that male students tended to express more agreement with higher-level COLC, ATCL, and CLSE than those in female students. Second, it was found that students in 12th grade tended to score the highest in higher-level COLC, ATCL, and CLSE than other graders. Final, it was found that science-major students tended to hold higher tendency toward higher-level COLC, ATCL, and CLSE than those major in social science
Moreover, the results of the path analysis indicated that the ATCL could be viewed as the mediating variable between the COLC and CLSE. Further, the path analyses, in general, revealed that the students who expressed higher-level COLC, that is, learning chemistry by transforming, tended to hold positive and active attitude, then tended to hence their learning self-efficacy.
Finally, according to the results of this study, implications and recommendation for teachers teaching in school and future study were provided

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