本論文旨在探討技術型高級中等學校餐飲管理科學生知覺食農教育學習態度、自我效能與學習成效之關係。
本研究基於探究之需要，以相關文獻為基礎編製調查問卷「技術型高級中等學校餐飲管理科學生知覺食農教育學習態度、自我效能與學習成效關係調查問卷」對臺灣地區技術型高級中等學校餐飲管理科學生進行立意抽樣隨班施測，共計抽取14所技術型高中，660位學生，回收有效問卷520份，有效回收率為78.788%。所得資料應用SPSS及AMOS統計套裝軟體進行次數分配、百分比、平均數、標準差、t檢定、單因子變異數分析、積差相關分析、逐步多元迴歸及結構方程模式等統計方法進行資料分析。經各項資料分析後，獲得以下結論：
壹、生理男學生在自我效能及學習成效的認知顯著高於生理女學生。
貳、三年級學生在學習態度和學習成效的認知顯著高於二年級學生。
參、已經取得丙級或乙級證照的學生對學習態度、自我效能、學習成效的知覺顯著高於未取得之學生。
肆、曾經參加食農教育相關活動、有職場實習或打工經驗的學生對學習態度、自我效能、學習成效的知覺顯著高於沒有參加的學生。
伍、所參加競賽為創意製作競賽或技(藝)能競賽的學生對學習態度、自我效能、學習成效的知覺顯著高於沒有參加競賽的學生。
陸、畢業後進路規劃為升學之學生對學習態度、自我效能、學習成效的知覺顯著高於就業或尚未決定者。
柒、家長最高學歷為大學(專科)之學生對學習態度的知覺顯著高於家長最高學歷為高中(職)(含以下)者。
捌、公立技術型高級中等學校餐飲管理科學生對學習態度、自我效能、學習成效的知覺顯著高於私立。
玖、就讀學校所在區域為中部地區學生對學習態度、自我效能、學習成效的知覺顯著高於北部地區及宜花東地區。
拾、自我效能對學習態度與學習成效具有中介效果，食農教育學習態度能夠透過食農教育自我效能影響學生食農教育學習成效。
拾壹、食農教育學習態度、自我效能與學習成效整體模式的適配度可。
依據結論提出對技術型高級中等學校教育行政相關單位、教師及未來相關研究的建議。

This study is designed to investigate the relationship among learning attitude, self-efficacy and learning effectiveness of students for agri-food education in vocational high schools. This study adopted methods of document analysis and questionnaire survey. Samples were purposive selected from 14 vocational high schools in Taiwan. A total of 660 questionnaires were distributed, and 520 valid ones were retrieved with the effective response rate at 78.788%. SPSS and AMOS were then used for frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, product-moment correlation, multiple regression, and Structural Equation Modeling. The major findings were as follows:
1. Biological male students had significantly higher awareness of self-efficacy and learning effectiveness than biological female students.
2. Third grade students had significantly higher awareness of earning attitude and learning effectiveness than second grade students.
3. Students with a (level C or B) license had significantly higher awareness of learning attitude, self-efficacy and learning effectiveness than those without a license..
4. Students had participated in activities related to agri-food education or workplace internship experience had significantly higher awareness of learning attitude, self-efficacy and learning effectiveness than those without relevant experience.
5. Students participated in creative production competitions and skills competitions had significantly higher awareness of learning attitude, self-efficacy and learning effectiveness than those did not participate in competitions.
6. After graduation, students having planned for further studies were significantly more aware of learning attitude, self-efficacy and learning effectiveness than undecided or employed ones.
7. Students whose parents' highest education level was university were significantly more aware of learning attitude than those whose parents' highest education level was high school.
8. Public school students were significantly more aware of learning attitude, self-efficacy and learning effectiveness than private school students.
9. Students attending schools in the central region were significantly more aware of learning attitude, self-efficacy and learning effectiveness than those in the northern region and Yihua East region.
10. Self-efficacy had a mediating effect between learning attitude and learning effectiveness. Agri-food education learning attitude could affect students' agri-food education learning effectiveness through agri-food education self-efficacy.
11. The SEM constructed for the learning attitude, self-efficacy and learning effectiveness in agri-food education efficacy showed a general fit.
According to the above conclusions, some suggestions to educational authorities, teachers and future research are provided.