本研究目的是使用Lent and Lopez (2002)所提出的三重效能信念模式，來探討三種效能對大學網球選修課學生知覺自我表現的預測情形。本研究參與者為國內北部一所大學的網球選修課學生，共196名（男生165名、女生31名），平均年齡為19.9歲。本研究請修課學生填寫三重效能量表和運動表現評估量表。研究結果發現如下：第一、三重效能與自我表現呈正相關，三個效能分別正向預測自我表現。第二、當持有較高的他人效能和關係推論效能時，有助於學生獲取更高的自我效能。第三、以路徑分析進一步檢驗三重效能與學生表現之間的關係時，結果顯示他人效能和關係推論效能透過自我效能，完全中介網球表現。本研究結論支持Lent and Lopez所假設之「他人效能和關係推論效能」是促進個體自我效能的重要認知機轉。本研究建議體育課指導者應多鼓勵學生與修課同學之間的良好互動，藉由同儕之間的口語或非口語回饋，提高學生三種能力信念並促進自我表現。

The purpose of this study was to examine the prediction of tripartite efficacy beliefs on the tennis performance based on the tripartite efficacy model proposed by Lent and Lopez (2002). Participants in this study were 196 students in elective tennis course (M = 165, F = 31, Mean age = 19.9) from a university of northern Taiwan. All participants were asked to complete the tripartite efficacy scale and sport performance scale. The study found following results: (1) There are positive correlations between performance and tripartite efficacy (self-efficacy, other-efficacy and relation-inferred self-efficacy), meanwhile all tripartite efficacy perceptions could significantly predict the performance of students. (2) The higher other-efficacy and relation-inferred self-efficacy are beneficial to develop the higher self-efficacy. (3) By path analysis, it was found that other-efficacy and relation-inferred self-efficacy was fully mediated the tennis performance via self-efficacy. This study supports Lent and Lopez tripartite efficacy model, where ＂other-efficacy and relation-inferred self-efficacy＂ plays an important cognitive mechanism in influencing the individual’s self-efficacy. This study suggests that physical education instructors should encourage students with positive interactions, by verbal and non-verbal feedback, in order to enhance tripartite efficacy beliefs and promote performance.