Both evaluating students’ design works and also understanding their cognition in the industrial design process are equally important for students’ learning. This study used the design activities and design competencies required by the industrial design process as items to develop an “Industrial Design Self-Efficacy and Anxiety Scale” that can be used to help teachers better understand students’ learning from a psychological perspective. In this study, 285 industrial-design college students were recruited and item analysis, exploratory factor analysis, confirmatory factor analysis, and reliability analysis were used to construct a scale with good reliability and validity. Analyses of the background variables revealed that (1) the self-efficacy of male students in model prototyping was significantly better than that of female students; (2) the level of anxiety regarding model prototyping was significantly higher among senior students than among freshmen students; (3) students scoring higher for self-evaluation also scored higher for self-efficacy in problem solving, information collecting, and model prototyping; and (4) students with abundant maker-space experience scored significantly higher for self-efficacy in problem solving, information collecting, and model prototyping than those with less experience. Finally, the practical use of the proposed scale is discussed.

评估学生的设计作品以及了解他们在工业设计过程中的认知对于学生的学习同样重要。本研究以工业设计过程中所需的设计活动和设计能力为项目，以开发“工业设计自我效能和焦虑量表”，该量表可用于帮助教师从心理学角度更好地理解学生的学习。在这项研究中，招募了285名工业设计大学生，并使用项目分析，探索性因素分析，确认性因素分析和可靠性分析来构建具有良好信度和效度的量表。对背景变量的分析表明：（1）男学生在模型制作中的自我效能明显优于女学生；（2）高年级学生对模型原型的焦虑程度明显高于新生。（3）在自我评估方面得分较高的学生在解决问题，信息收集和模型原型制作方面的自我效能得分也较高；（4）具有丰富制造商经验的学生在问题解决，信息收集和模型原型的自我效能方面的得分要比经验较少的学生高得多。最后，讨论了拟议规模的实际使用。（4）具有丰富制造商经验的学生在问题解决，信息收集和模型原型的自我效能方面的得分要比经验较少的学生高得多。最后，讨论了拟议规模的实际使用。（4）具有丰富制造商经验的学生在问题解决，信息收集和模型原型的自我效能方面的得分要比经验较少的学生高得多。最后，讨论了拟议规模的实际使用。