本文旨在研究藝術相關科系學生，在藝術專業與英語學習中自我效能與心態之關係與差異。自我效能與心態都與學生相不相信自己的能力和信念有關，學生在藝術專業中的自信是否也能在英語學習中呈現？實驗參與者共有222位，分為英語能力高成就與低成就兩組，實驗工具為自我效能量表與心態量表，皆有藝術專業版與英語學習版，結構方程模式用來檢視學生的自我效能、成長型心態、固定型心態和英文閱讀成績之關係。結果顯示，學生在藝術專業中的自我效能與心態比英語學習來得高，低成就學生的固定型心態比高成就學生來得高，學生的英語學習自我效能與成長型心態愈高，英文閱讀成績愈高，且自我效能對成長型心態與英文閱讀成績來說，是一個顯著且完全中介的媒介。 The purpose of the study was to investigate arts students’ self-efficacy and mindset between their professions and English learning. Self-efficacy and mindset are both involved with students’ belief in their ability to excel in their professions as well as their language ability. In other words, do they have the same confidence in their majors as in learning English? A total of 222 arts students participated in this study and they were divided into two group: High proficiency learners and low proficiency learners in English achievement. A questionnaire regarding students’ self-efficacy and mindset was implemented. A structural equation model (SEM model) was used to examine the relationships among students’ self-efficacy, growth mindset, fixed mindset, and reading score. The results show that students’ self-efficacy and mindset in their professions were higher than in learning English. Low proficiency learners’ fixed mindset was higher than highly proficient learners. The higher students’ self-efficacy and growth mindset were, the higher reading scores they obtained. Also, fixed mindset had negative significant influence on reading scores, and self-efficacy was a significant and critical mediator for growth mindset and reading score according to the SEM model. Arts students indeed have much more confidence in their professions compared with learning English, and fixed mindset hindered language learning.