本硏究探討不同科系的大學生是否有優勢及弱勢的智能，以及多元智能與自我效能及學習意願的關係。分析十五個科系1278位大三學生的資料，發現大部分科系的學生各有其特別的優勢與弱勢智能。大部分科系的優勢智能與整體多元智能都與自我效能及學習意願有顯著的正相關。音樂智能、數學邏輯智能、及空間智能是科系間差異幅度最大的智能，可視爲教育過程最差異化的現象。本硏究建構的多元智能、自我效能、與學習意願關係模式，顯示多元智能顯著地和直接地影響學習意願，也會透過自我效能間接的影響學習意願。

The purpose of this study is to investigate if there are strengths and weaknesses in multiple intelligences for the college students with different academic majors, also to explore the relationships between multiple intelligences, self-efficacy, and learning intention. The data are collected from 1278 college students in 15 departments. It is found that students with different majors have their strengths and weaknesses in different intelligence domains. For most of the academic departments, their strength intelligences and the total MI have significant positive correlations with self-efficacy and learning intention. Musical intelligence, logical-mathematical intelligence, and spatial intelligence are the three intelligences showing the largest difference among students with different majors. They are the most differentiated intelligence domains in our educational process. The structural equation model of multiple intelligences, self-efficacy, and learning intention indicates that multiple intelligences can directly and significantly affect learning intention and can indirectly affect learning intention through the impact of self-efficacy.