小组工作提升城市低收入家庭儿童学习自我效能感的实务探索
Group Work to Enhance Learning Self-Efficacy among Urban Low-Income Children: A Practical Exploration

探讨小组工作介入对提升城市低收入家庭儿童学习自我效能感的效果。基于班杜拉自我效能感理论，在S市X镇Y社区选取8名儿童开展7次阶段性小组活动，通过量表前后测、半结构访谈进行效果评估。组员的学习自我效能感量表得分显著提升(13~20分)，在学习信心、任务控制感及同伴支持等方面均有积极改善。小组工作能有效激活成功经验、替代经验等效能感来源，是提升弱势儿童学习自我效能感的可行路径。
This study explores the effects of group work intervention on enhancing the learning self-efficacy of children from urban low-income families. Based on Bandura’s self-efficacy theory, eight children from Y Community, X Town, S City were selected to participate in seven phased group sessions. The intervention’s effectiveness was evaluated using pre- and post-test scales and semi-structured interviews. Results indicated a significant increase in the participants’ scores on the Learning Self-Efficacy Scale (13~20 points), alongside positive improvements in learning confidence, sense of task control, and peer support. The study concludes that group work can effectively activate sources of self-efficacy, such as successful and vicarious experiences, proving to be a viable approach for enhancing learning self-efficacy among vulnerable children.