本研究旨在探討高職學生的教師心理支持、情境興趣、個人興趣與課業投入之關係，並 建構高職學生之課業投入模式。研究樣本來自中部私立高職學校，有8 所學校、30 個班 級，共有1367 人。以教師心理支持量表、情境興趣量表、個人興趣量表及課業投入量表 等為研究工具。經皮爾森積差相關及結構方程模式分析，研究結果發現：（1）教師心理 支持對情境興趣、個人興趣及課業投入具有直接效果；情境興趣、個人興趣分別對課業 投入亦有直接效果；（2）情境興趣為教師心理支持與個人興趣之中介變項、情境興趣與 個人興趣為教師心理支持與課業投入之中介變項、個人興趣亦為情境興趣與課業投之中 介變項；（3）本研究所提出之高職生課業投入模式具有理想的適配度，適合用來解釋高 職生的觀察資料。本研究建議教師建立心理支持課室環境，設計與發展情境興趣、個人 興趣，進而提升學生的課業投入。

The present study aimed to examine the path model for the relationships among teacher psychological support, situational interest, individual interest, and the academic engagement of vocational high school students in Taiwan. One thousand three hundred and sixty-seven tenthgrade students from thirty classrooms participated in this study. A self-report inventory measuring students’ perception of Teachers’ Psychological Support, Situational Interest, Individual Interest, and Academic Engagement was administered. The data were analyzed by Pearson’s correlation and structure equation modeling. The results indicated that: （1）Teacher psychological support had direct effects on situational interest, personal interest, and academic engagement; situational interest had direct effects on both personal interest and learning engagement; personal interest had a direct effect on academic engagement. （2）Situational interest was a mediator between teacher psychological support and individual interest; situational interest and individual interest were mediators between teacher psychological support and academic engagement; individual interest was a mediator between situational interest and academic engagement. （3）The model proposed in this study fit well with the empirical data. In order to improve student academic engagement, this study suggests that teachers provide psychological support in their classroom environment, as well as design and develop students’ situational interest and individual interest.