摘 要 本研究主要分析能力分班實施下EFL 學生其學業自我概念的變化。研究 樣本包括126 位大學一年級的學生，他們在入學後被編入三種不同能力等級 的英文班級。研究中使用的學業自我概念量表主要在測量學生在英文學業方 面的自信心與努力。統計方法的使用是在探究下列三個問題：(1) 在能力分 班的初始階段，不同能力等級的學生是否已存在不同的學業自我概念？(2) 這些EFL 學生的學業自我概念在長達一年的研究進行期間是否產生顯著的 變化？(3) 能力等級對學生學業自我概念的變化是否具有顯著的效果？研究 結果顯示全體學生在英文學業方面的自信與整體自我概念有顯著的改變，但 在學業努力方面並未有顯著變化。能力等級對學業自我概念也存在有高度的 顯著效果，被編入最低能力等級班級的學生其自我概念比中等與高能力等級 班級的學生顯著的低，然而值得注意的是，這些學生在一年之後，不論是在 學業自信或整體自我概念方面，與其他能力等級的學生相比有最大且顯著的 進步，而高能力等級學生的自信與整體自我概念則保持相當穩定。

Abstract The study aims to assess changes of domain-specific self-concept among homogeneously grouped EFL students over time. Subjects comprised 126 college freshmen placed into three different proficiency levels for English instruction. The academic self-concept scale used in the study was composed of two subscales to measure students’ academic confidence and academic effort. Statistical methods were conducted to determine: (1) whether there are any significant differences in academic self-concept among students of different ability levels at the initial stage of the grouping practice, (2) whether there are any significant changes in EFL students’ academic self-concept during the one-year study, and (3) whether proficiency level effect on students’ changes in academic self-concept is significant. The results indicate that for the full sample academic confidence and overall academic self-concept significantly changed over time, whereas there was no significant difference in perceived academic effort. The main level effect was found to be highly significant. Students placed in the lower ability level had significantly lower perceived academic self-concept than their average and above-average counterparts. Nonetheless, it is noteworthy that theacademic confidence and overall English self-concept of low-ability students showed the largest improvement during the study, while those of the high-performing students remained quite stable over time.