本研究主要是分析EFL 學生在學業自我概念與其英語學業表現之間的關係。研究樣本包括174 位大學一年級的學生，這些學生在參與本研究前就已依據其英語能力被編入不同能力等級的班級。統計方法的使用是在探究下列三個問題：（1）學業自我概念與學生的英語聽力與閱讀能力的表現是否有顯著的相關？（2）學業自我概念是否能有效地預測學生的英語表現？反之亦然？與（3）是否不同性別的學生的學業自我概念與英語能力都存在顯著的相關？分析結果顯示英語學業自我概念不僅與學生的英語聽力與閱讀能力的表現有著顯著相關，而且可以作為學生英語能力的預測變項。學生的英語聽力比閱讀能力更能預測學生的學業自我概念。此外，女性學生的學業自我概念與英語能力之間的相關係數都高於男性，且具有高度的顯著性。值得注意的是，本研究施測時間緊接在這些學生能力分班之後，研究結果可確認學業自我概念的形成乃是先前學業成就所造成的部份結果。

This study investigates the relationship between domain specific self–concept and academic performance in English among EFL students. The sample comprised 174 first–year college students, who were placed into three different levels of English classes according to proficiency. Statistical methods are used to address: (1) whether academic self–concept has significant correlation with English listening and reading proficiency scores, (2) whether academic self–concept can significantly predict students’ English performance and vice versa, and (3) whether the correlation between academic self–concept and English proficiency is statistically significant for both males and females. Analysis of the full sample indicates that academic self–concept not only has significant correlations with students’ listening and reading performances but also is a significant predictor of students’ English proficiency. Students’ listening proficiency scores serve as a better predictor of academic self–concept than their reading scores. Moreover, female students have higher correlations for all pairs of variables than males, and the correlations are highly significant. It should be noted that these subjects were tested immediately after the start of the homogenous placement program. The findings demonstrate that academic self–concept is formed at least in part as a consequence of prior academic achievement.