技高學生的自主動機和課業投入：檢驗教師、父母心理支持之角色

An Examination of the Relations Among Teachers’ and Parents’ Psychological Support, Autonomous Motivation, and Academic Engagement in Technical Senior High School Students

本研究旨在探討技術型高級中等學校學生之教師、父母心理支持、自主動機與課業投入之關係，並建構技高生課業投入之模式。研究樣本來自中部五所私立技高學校、六個科別、23個班級，男生603人、女生498人，共1,101人。研究結果發現：一、教師、學生父母心理支持分別對自主動機具有直接效果。二、自主動機對三種課業投入具有直接效果。三、自主動機在教師、學生父母心理支持與課業投入間具有間接效果。四、本研究所提出之技高生課業投入模式具有理想的適配度，適合用來解釋技高生的觀察資料。最後，依據研究結果提出建議，以供教師、學生父母及未來研究參考。

This study aimed to examine the path models for the relationships among technical high school students’ perceptions of teachers’ and parents’ psychological support, autonomous motivation, and academic engagement. A total of 1,101 tenth-grade students completed a self-report survey assessing the variables of interest. The results indicated that: (1) Both teachers’ and parents’ psychological support had direct effects on autonomous motivation. (2) Autonomous motivation had direct effects on academic engagement. (3) Autonomous motivation had indirect effects between teachers’ and parents’ psychological support and academic engagement. (4) The proposed model in this study fit the empirical data well. Implications for teachers, parents, and future research are discussed.