本研究欲檢驗現有食農教育的優點，檢視其是否增加學生的自我效能。同時，本研究將驗證五大人格特質，是否經由投入程度為中介，進而影響學生之自我效能。研究採準實驗設計，以桃園市一所國小二年級孩童，共七個班級為對象，其中實驗組五個班級(130 人)，控制組兩個班級(42 人)。實驗組接受其為一學期，共七節食農教育課程；控制組則進行原有之校訂課程，不做任何實驗處理。本研究修訂「IPIP 五大人格特質量表」、「課程投入量表」及「自我效能量表」作為前驗及後測之研究工具，並以前測資料進行工具之信度及效度分析。本研究在後測結束後進行兩組在投入程度及自我效能之平均數差異檢定，此外，吾人亦使用結構方程模型，檢驗五大人格特質與 自我效能之間，投入程度的中介效果。 研究發現，食農教育對低年級孩童行為投入及一般性自我效能有正向影響，對認知投入有提升效果，主動性投入及社會性自我效能提升效果則不受課程所影響。此外，吾人亦驗證了投入程度於人格特質與自我效能間的中介效果。食農教育有助於增進低年級孩童投入程度及自我效能，於學習食農知識及技能的同時，亦對孩童內在心理層面有所助益。最後，本研究依據結論提出具體建議，以供食農教育實務及未來研究之參考。;This study aims to examine the advantages of existing food and agricultural education and investigate whether it enhances students′ self-efficacy. Additionally, this research will verify whether the five personality traits mediate the impact on students′ self-efficacy through the level of engagement. The research adopts a quasi-experimental design, focusing on second-grade students from a primary school in Taoyuan City, with a total of seven classes. Among them, five classes (130 students) constitute the experimental group, receiving eight sessions of food and agricultural education courses over one semester. The control group consists of two classes (42 students), following the original school curriculum without any experimental treatment.The study employs the revised "IPIP Big Five Personality Traits Inventory," "Engagement Scale," and "Self-Efficacy Scale" as pre-test and post-test research tools. Pre-test data is analyzed for the reliability and validity of the instruments. After the post-test, the study conducts an independent samples T-test to examine the mean differences in engagement and self-efficacy between the two groups. Additionally, structural equation modeling is used to explore the mediating effect of engagement on the relationship between the five personality traits and self-efficacy. The study found that food and agricultural education positively influenced behavioral engagement and general self-efficacy in lower-grade children and enhanced cognitive engagement. However, proactive engagement and social self-efficacy were not significantly affected by the program. Moreover, the mediating effect of engagement levels between personality traits and self-efficacy was verified. Food and agricultural education helps enhance lower-grade children′s engagement levels and self-efficacy, providing benefits to their inner psychological aspects while learning food and agricultural knowledge and skills.Finally, the study offers specific recommendations based on the conclusions for practical applications in food and agricultural education and future research.
