本研究的目的係探討教師支持、數學自我效能、數學興趣對職業意向 之影響，並針對所建構之模式進行適配度考驗。研究樣本乃取自「國際數 學與科學教育成就趨勢調查」資料庫所釋出之2003年台灣八年級數學科的 學生資料，共計5,217人。結果發現：（1)教師支持除了對數學自我效能、 數學興趣具有直接影響外，亦能透過數學自我效能與數學興趣對職業意向 產生間接影響；（2)數學自我效能對數學興趣與職業意向具有直接影響外， 亦會透過數學興趣對職業意向產生間接影響；（3)數學興趣對職業意向具 有直接影響；（4)本研究所建構之理論模式與蒐集之觀察資料相適配。最後， 本研究依據研究結果進行討論，並提出相關建議以供參考。

This study investigates the impact of teacher support, math self-efficacy, and math interest on career intention on the validity of the theoretical model that the researcher proposed. There were 5,217 participants drawn from a pool of eighth grade students from the Trends in International Mathematics and Science Study (TIMSS) database in 2003. The results revealed the following: (1) Teacher support not only influenced math self-efficacy and math interest directly, but also had indirect influence on career intention through math self-efficacy and math interest. (2) Math self-efficacy had direct effects on math interest and career intention, and it also had indirect influence on career intention through math interest. (3) Math interest influenced career intention directly. (4) The theoretical model proposed in the study had a good model-data fit. Finally, the detailed results and suggestions for further research and implementation are discussed.