Objective　To explore the relationships among academic self-efficacy

interpersonal re-lationship and scholastic attainment of students in a health vocational college. Methods　By means of the platform named Wenjuanxing

an online questionnaire survey was conducted in May and June 2016 among students of a health vocational college in Sichuan using a survey consisting of two questionnaires

i.e. the academic self-efficacy questionnaire compiled by Yusong Liang & Zongkui Zhou and the comprehen-sive diagnostic scale for interpersonal relationships compiled by Richang Zheng. The data from 1 070 students were collected and 1 034 of them (i.e. 96.636%) were valid. SPSS software (release 21.0) was utilized for the statistical analysis. The scores of academic self-efficacy

its two dimensionalities and scholastic attainment were statistically analyzed using one-way ANOVA with the factor interpersonal distress with three levels. Pearson correlation analysis was used to determine the correlations among academic self-efficacy

interpersonal relationship and scholastic attainment. Results　The detection rate of interpersonal distress was 49.613%; for academic self-efficacy

learning ability self-efficacy and scholastic attainment of students

there were significantly differences among the groups with interpersonal distress free

some interpersonal distress and more interpersonal distress (F values were 8.397

25.005 and 4.462 while P values were 0.000

0.000 and 0.012 for the three type of scores respectively). There were significantly negative correlations between academic self-efficacy or learning ability self-efficacy and interpersonal relationship or its four dimensionalities (r=-0.106 to -0.226

P=0.000 to 0.001); there was a significantly positive correlation between academic self-efficacy or learning ability self-efficacy and scholastic attainment (r＝0.181

P=0.000 and r=0.225

P=0.000); while there was a significantly negative correlation between scholastic attainment and each of interpersonal relationship

the way of getting along with people and talking (r=-0.079 to -0.117

P=0.000 to 0.012). Conclusion　The academic self-efficacy of students in the Health Vocational College is at medium level

and that many students have interpersonal problems. Since academic self-efficacy

interper-sonal relationship and scholastic attainment influence and promote each other

we need to pay attention to improving students' academic self-efficacy and conditions of interpersonal distress in order to promote the establishment of harmonious interpersonal relationships and improve students' self-confidence and scholastic attainment in the daily teaching activities by systematic design and comprehensive training.