本研究探討343位國中八年級學生所知覺教師提供之自主支持，與其個人之成就目標取向、自主動機及學習時之行為與情緒投入狀況之徑路關係。研究結果顯示：學生所知覺學習情境中的自主支持對其個人之趨向精熟目標取向、自主動機、在學習上的行為與情緒投入，皆具有顯著的正向效果；而趨向精熟目標取向則對自主動機、在學習活動上的行為與情緒投入具正向效應；至於學生個人的自主動機，則對其在從事學習活動時行為和情緒投入的狀況，具有顯著的正向效應。自主支持除了對學生在學習時行為與情緒的投入狀況具直接效果外，也會藉由自主動機與趨向精熟目標的中介，間接地影響對學習的投入。此外，自主支持除了對學生之自主動機具直接效應外，亦經由趨向精熟目標之中介，間接地影響該變項。至於學生的趨向精熟目標取向亦會藉由自主動機之中介，間接地影響其在學習時的行為與情緒投入。根據上述結果，本研究針對教學實務工作與未來研究提出建議與討論。

The present study attempts to examine the path models for relations among junior high school students’ perceptions of autonomy support provided by their teachers, achievement goal orientation, autonomous motivation, and behavioral as well as emotional engagement in schoolwork. 343 eighth-grade students completed a self-report survey assessing their perceived autonomy support from teachers, mastery-approach goal orientation, autonomous motivation, and academic engagement. Results tend to support the contention of SDT. Students’ perceptions of autonomy support in the classroom setting positively predicted their mastery-approach goal orientation, autonomous motivation, and behavioral and emotional engagement in schoolwork. Mastery-approach goals positively predicted students’ autonomous motivation and behavioral as well as emotional engagement in schoolwork. In addition to the direct effects, perceived autonomy support also exerted indirect effects on students’ engagement in academic work through mediation of autonomous motivation and mastery-approach goals.