本研究的目的是探讨如何将佛学持戒波罗蜜多转换成为心理学可以操作和测量的变量——守戒应对，以大学生为被试，考察自我效能在学习动机与守戒应对关系中的中介作用。除了采用李庆安等编制的《守戒应对问卷》，还采用李庆安等翻译、修订的《学习动机量表》、《一般自我效能量表》，共对365名大学生进行调查。结果表明：（1）大学生学习动机中，内部动机的两因子享受性、挑战性与律仪戒、摄善法戒均呈显著正相关，相关系数在0.351~0.440之间，p值均小于0.01，其中，内部动机的享受性、挑战性因子与摄善法戒的相关更高，其相关系数分别为0.440、0.425；外部动机的两因子向外性和补偿性与律仪戒、摄善法戒相关均不显著；学习动机两维度的各因子与饶益有情戒相关均不显著。（2）大学生自我效能与律仪戒和摄善法戒均呈显著正相关，相关系数分别为0.414、0.272，p值均小于0.01，其中自我效能与律仪戒的关系更为紧密；自我效能与饶益有情戒相关不显著。（3）结构方程模型分析发现，自我效能在享受性与摄善法戒之间、挑战性与律仪戒、摄善法戒之间发生部分中介作用；自我效能在享受性与律仪戒之间、向外性与律仪戒、摄善法戒之间发生完全中介作用； 本研究主要得出以下结论：1.大学生学习动机中的内部动机与守戒应对中的律仪戒和摄善法戒呈显著正相关，与饶益有情戒相关不显著；外部动机与守戒应对相关不显著。2.大学生自我效能与守戒应对中的律仪戒和摄善法戒呈显著正相关，与饶益有情戒相关不显著。3. 大学生自我效能在享受性与律仪戒之间、向外性与律仪戒、摄善法戒之间起完全中介作用；在享受性与摄善法戒之间、挑战性因子与律仪戒、摄善法戒之间，自我效能均起部分中介作用。

This study aimed to investigate how to transform the view of precept-focused coping in Buddhism to a measured variable in psychology, which is precept-focused coping style. This study examined the influence of academic motivation on precept-focused coping, particularly exploring the mediating effects of self-efficacy. 365 college students were taken as the questionnaire survey object, and The work preference Inventory、GSES(General Self-Efficacy Scale) and Precept-focused Coping Questionnaire were used as a tool, to achieve the purpose of measuring academic motivation, self-efficacy and precept-focused coping. And to explore the mediating effect of self-efficacy between the academic motivation and the precept-focused coping by correlation analysis and structural equation modeling, etc. The main conclusions were obtained from this research as following:(1)Intrinsic motivation was positively related with precept of observing rules and rituals and precepts related to the cultivation of good phenomena, except precept of giving help; extrinsic motivation were not significantly related with precept-focused coping.(2)Self-efficacy was positively correlated with precept of observing rules and rituals and precepts related to the cultivation of good phenomena, except precept of giving help.(3) Self-efficacy mediated the relationship between the precept-focused coping and academic motivation.