為了探究含有創作涵義的工藝技能，Hutchins認為學習者能否學得並維續技能，自我效能是最重要因素。本研究目的包括：(1)探求工藝技能知識、技能形式之學習成效與自我效能的相關性；(2)比較工藝技能知識學習成效之自我效能的差異；(3)比較不同技能形式學習成效之自我效能的差異。經發展三種研究工具，以問卷調查研究法施測347名工藝課程學生，採Pearson積差相關考驗得結論：(1)工藝技能知識和技能形式的學習成效，都與自我效能正相關；(2)高分級距較低分級距技能知識學習成效者，有顯著較高自我效能；(3)高階層較低階層技能形式學習成效者，有顯著較高自我效能；且技能形式學習成效差別愈大，自我效能差異也愈大。本文作者建議教師正視自我效能於技能學習的關鍵影響力。

Self-efficacy, according to Hutchins, is a key factor to affect learners' getting and maintaining of skills. The purposes of the study are: (1) to explore the correlations between learning outcomes of crafts skill knowledge, forms and self-efficacy; (2) to compare the self-efficacy of different learning outcomes of crafts skill knowledge; (3) to compare the self-efficacy of different learning outcomes of crafts skill forms. The study develops a questionnaire for 347 students of crafts curriculum and uses Pearson Product-Moment Correlation. The conclusions are: (1) there are positive correlations between the learning outcomes of crafts skill knowledge, forms and self-efficacy; (2) the self-efficacy of better learning outcomes regarding skill knowledge is significantly higher than worse learning outcomes; (3) the self-efficacy of better learning outcomes of crafts skill forms is significantly higher than worse learning outcomes. Two suggestions are made. First, instructors of skill curriculum must pay more attentions to self-efficacy of students rather than curriculum development and instructional strategies. Second, instructors must develop effective strategies to boost self-efficacy.