众多研究表明，远程学习自我效能感是影响远程学习者学习成绩的重要因素之一。从国内外文献调研情况来看，远程学习自我效能感并没有引起重视。本文以远程学习自我效能感为出发点，对远程学习者远程学习自我效能感进行调查，并提出培养方法。为了得到远程学习者远程学习自我效能感进行调查，笔者编制了远程学习自我效能感调查问卷。在编制远程学习自我效能感调查问卷时，抓住自我效能感以能力为基础的特点，通过对远程学习过程进行分析，找出完成远程学习需要的7种能力，以7种相应的能力感为问卷的维度结合远程学习情境进行问卷编制。将远程学习自我效能感调查问卷第一稿选取被试进行初测。通过信度、效度、区分度分析，将不合格题目删除后，形成远程学习自我效能感第二稿。对第二稿进行信度、效度分析，发现问卷符合要求。对第二次测试数据进行描述性分析和差异性分析，得到远程学习者远程学习自我效能感的一些情况。问卷得出远程学习者在时间管理和情绪管理效能感方面得分较低。文献调研发现，培养自我效能感的方法包括树立榜样、成功体验、正确归因。本文以培养远程学习自我效能感为目的，通过对时间管理和情绪管理两个方面内容的学习，贯穿自我效能感培养的方法来设计学习活动。

Many studies have shown that distance learning self-efficacy is one of the important factors affecting academic performance of distance learners. From the study of literature at home and abroad, distance learning self-efficacy have not been paid enough attention. The paper takes distance learning self-efficacy as a starting point, concerning the investigation and cultivating methods of distance learners’ distance learning self-efficacy. In order to investigate of distance learners’ distance learning self-efficacy, the author develops a distance learning self-efficacy questionnaire. In the preparation of the questionnaire, we seize the features that self-efficacy bases on competency. Through the analysis of distance learning process, we identify 7 abilities that are needed in distance learning. Combining the 7 corresponding ability-senses as the questionnaire’ latitude with the distance learning environment, we develop the questionnaire. The first draft of the distance learning self-efficacy questionnaire was first tested. Through the analysis of reliability、validity and distinction, we delete the unqualified items, forming the second draft of distance learning self-efficacy questionnaire. After the analysis of reliability and validity, we find the second draft meets the requirements. Through the descriptive analysis variance analysis of the second data, we come to some complexion of distance learners’ distance learning self-efficacy. The results of the questionnaire show that distance learners got lower scores in time management and emotional management. The survey of literature finds that cultivating methods of self-efficacy include setting an example, the successful experience and the correct attribution. For the purpose of cultivating distance learning self-efficacy, by learning the knowledge of the time management and emotional management, we design learning activities through the cultivating methods of self-efficacy.