We found out that self-efficacy is an important prerequisite for SDL. Given the same guidance, the students in class B are still less engaged in course activities than class A. After the communication with several students, we discovered that low self-efficacy of students in "subject learning" will in turn affect their interests in SDL. In addition, after roughly dividing high school students in Taiwan into three groups: low self-efficacy, intermediate self-efficacy, and high self-efficacy, we find that the most suitable target for the SDL guiding course is the "intermediate self-efficacy group". In the future, appropriate lesson plans should be designed for students with different academic achievements and self-efficacy, in order to maximize the effectiveness of teaching and learning.

It is suggested that teachers should understand students' learning attitudes, such as learning motivation and self-efficacy, before guiding SDL. During the practice of the course, it was observed that many students did not believe in their abilities, or that they could not produce impressive works no matter how hard they tried, or even felt that they were isolated (learned helplessness).

Furthermore, it is suggested that teachers can guide students to know themselves before entering the stage of thinking about the theme. In the past experience, there is not much time left for students to understand their interests, hobbies or curiosity in the primary and secondary schools. Suddenly, in high school, they have to come up with a plan that spans more than ten weeks. Most students are overwhelmed. Therefore, first asking students about their "ability to be good at," "issues of concern," and "interests they have" can help them extend what they want to explore from their own experience, and it is also closer to the essence of SDL.