本研究採用陳品華(2011)《大學生學科為主的知識與學習信念、自我調整學習之關 係研究》的資料，以Schommer (1990) 知識信念理論為架構，先進行「大學生知識信念量 表」的驗證性因素分析，接續進行複核效度考驗，最後再進行信度考驗。研究結果發現， 大學生知識信念量表的四因素：天生能力、快速學習、簡單知識與確定知識，獲得實證資 料支持。複核效度考驗發現，大學生知識信念量表的四個因素模式，同時適用估計樣本與 效度樣本，顯示本量表具有適切的建構效度。大學生知識信念量表的Cronbach’s α 係數 分別為.77、.74、.68、.76，12題總量表Cronbach’s α 係數為. ，顯示本量表具良好信 度。最後，依據本研究結果，提出實務應用及未來研究上的建議。

Based on Schommer (1993) epistemological beliefs theory, we applied Pin-hwa Chen (2011) “Discipline-focused Beliefs about Knowledge and Learning, and Self-regulated Learning of College Students” data to conduct firstly the confirmatory factor analysis, and then the crossvalidation test, and lastly the reliability test of the college students’ Epistemological Beliefs Scale (EBS). The results of the study showed that the four factors of the EBS: fixed ability, quick learning, simple knowledge, and certain knowledge supported by the confirmatory factor analysis. The results of cross-validation test revealed that the four factor model of the EBS could both apply to calibration and validation sample. The Cronbach’s α of the EBS were .77, .74, .68, .76, and .78 for total score. This showed the EBS has good reliability. Finally, based on the study, suggestions for practical applications and future research are proposed.