由于中国教育制度，错题管理研究更偏向于一项本土化的研究。有大量研究对错题管理进行了调查，结果显示错题管理能够直接或间接地预测学生的学业水平。班杜拉根据自我效能感，在学业维度上提出了学业自我效能感这一概念，其也能预测学生的学业水平。有研究表明，错题管理能够增强学生自信心，但错题管理对于学生的学业自我效能感的影响，目前仍停留在理论解释阶段，并无足量的实证研究支持。同时没有关于学业自我效能感、错题管理和学业水平三者之间关系的实证研究。本研究随机选取烟台某高中213名高一学生为被试，使用错题管理量表和高中生学业自我效能感量表对其数学错题管理和学业自我效能感进行调查，并以其期末数学成绩反映学业水平，以探讨学业自我效能感在数学错题管理对学业成绩的影响的中介作用。对最终收集的194份有效试卷进行路径分析，结果显示，在控制被试的人口学变量之后，学生学业自我效能感及在错题管理和学业成绩之间关系均起显著的部分中介作用，即学生的错题管理可以直接预测其学业成绩，也可以通过影响学业自我效能感间接影响学业成绩。这一结果对高中教育教育方式的改进提出了建议，教师可以通过错题管理来提高学生的学业自我效能感，进而促进学生学业成绩的进步。

Due to Chinese education system, the research on error management tends to be a localized research. A large number of studies have investigated error management, and the results show that error management can directly or indirectly predict the academic level of students. According to self-efficacy, Bandura put forward the concept of academic self-efficacy in academic dimension, which can also predict students' academic level. Studies have shown that error management can enhance students' self-confidence, but the impact of error management on students' academic self-efficacy is still in the stage of theoretical explanation, and there is not enough empirical research support. At the same time, there is no empirical research on the relationship among academic self-efficacy, error management and academic level. This study randomly selected 213 senior high school students from a high school in Yantai as subjects, used the error management scale and high school students' academic self-efficacy scale to investigate their mathematical error management and academic self-efficacy, and reflected their academic level by their final mathematics scores, in order to explore the mediating role of academic self-efficacy between mathematical error management on academic performance. Through path analysis of 194 valid papers, the results show that after controlling the demographic variables, students' academic self-efficacy plays a significant part in mediating the relationship between error management and academic performance. That is, students' error management can directly predict their academic performance, and can also affect the academic achievement indirectly by affecting their academic self-efficacy. This result puts forward some suggestions for the improvement of high school education. Teachers can improve students' academic self-efficacy through wrong topic management, and then promote the progress of students' academic performance.