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以社會認知理論為基礎，本研究探討學習歷程檔案制度實施後，高中生在製作學習歷程檔案「課程學習成果」與「多元表現」的過程中，其知覺教師支持、焦慮、自我效能及投入的現況與關係。研究對象為高雄及屏東地區的公立普通型高中共911位學生，以研究者改編之「課程學習成果」與「多元表現」知覺教師支持、學生焦慮、學生自我效能、學生投入量表，進行問卷調查。最後，進行描述統計分析及皮爾森積差相關係數瞭解變項之現況與相關情形，並以PROCESS軟體的第六個模式考驗模型之序列中介效果。研究發現：一、就平均數來看，在面對學習歷程檔案的「課程學習成果」與「多元表現」時，高中生感受到的教師支持、焦慮、自我效能及投入屬中等的程度；二、在控制性別及家庭社經地位後，「課程學習成果」與「多元表現」模型中，學生焦慮、學生自我效能皆對知覺教師支持與學生投入之關係產生序列中介的效果，此有助於對教師支持與學生學習歷程檔案投入關係有更完整的理解；三、焦慮對學生的影響並非全然負面，學生對課程學習成果及多元表現的焦慮能正向預測其投入。此外，不同性別、年級之高中生在「課程學習成果焦慮」、「多元表現焦慮」具有顯著差異，教師的支持與相關輔導作為應能針對這些差異做出調整，以幫助不同背景的學生克服製作學習歷程檔案過程中的困難

2019年底新冠病毒（COVID-19）在全球開始散播，各處均傳出疫情，直到2021年5月疫情嚴重時期，臺灣各級學校紛紛改為線上上課，此後，各校又根據疫情轉變，滾動式調整教師以實體或線上方式教學。基於國小教育是各級教育的重要基礎，而國小教師在疫情期間面對教學方式的改變尤為劇烈，且線上教學未來可能成為常用的教學方法，因此探討影響後疫情時代國小教師線上教學滿意度的因素甚具研究價值。本研究意欲建構一個影響國小教師線上教學滿意度之理論模式，此模式整合學生因素（學生學習投入）、教師因素（教學效能、教學樂趣及訓練充分性）及技術因素（知覺易用性），共同探討此三大因素對國小教師線上教學滿意度之影響。本研究採用分層與便利抽樣，對任教於臺灣中部地區（臺中市、南投縣及彰化縣）之國小且具有線上教學經驗的教師發放問卷，最後回收250份有效問卷，以偏最小平方法分析資料。研究結果顯示，學生學習投入、教學效能、教學樂趣及訓練充分性均正向顯著影響國小教師線上教學滿意度，但知覺易用性對教師線上教學滿意度沒有影響，本研究最後提出實務意涵及未來研究建議。

以社會認知理論為基礎，本研究探討學習歷程檔案制度實施後，高中生在製作學習歷程檔案「課程學習成果」與「多元表現」的過程中，其知覺教師支持、焦慮、自我效能及投入的現況與關係。研究對象為高雄及屏東地區的公立普通型高中共911位學生，以研究者改編之「課程學習成果」與「多元表現」知覺教師支持、學生焦慮、學生自我效能、學生投入量表，進行問卷調查。最後，進行描述統計分析及皮爾森積差相關係數瞭解變項之現況與相關情形，並以PROCESS軟體的第六個模式考驗模型之序列中介效果。研究發現：一、就平均數來看，在面對學習歷程檔案的「課程學習成果」與「多元表現」時，高中生感受到的教師支持、焦慮、自我效能及投入屬中等的程度；二、在控制性別及家庭社經地位後，「課程學習成果」與「多元表現」模型中，學生焦慮、學生自我效能皆對知覺教師支持與學生投入之關係產生序列中介的效果，此有助於對教師支持與學生學習歷程檔案投入關係有更完整的理解；三、焦慮對學生的影響並非全然負面，學生對課程學習成果及多元表現的焦慮能正向預測其投入。此外，不同性別、年級之高中生在「課程學習成果焦慮」、「多元表現焦慮」具有顯著差異，教師的支持與相關輔導作為應能針對這些差異做出調整，以幫助不同背景的學生克服製作學習歷程檔案過程中的困難。 Teacher support is a critical factor influencing students’ active involvement in the learning process. A warm and nurturing classroom environment, cultivated by teachers, is instrumental in fostering students’ emotional and behavioral engagement with academic material. Bandura’s Social Cognitive Theory posits that individual behavior is a product of the interaction between the individual’s internal thoughts, the individual’s emotions, and the environment. Consequently, although teacher support influences student engagement, this relationship is mediated by students’ internal cognitive and emotional processes. In essence, the effects of teacher support extend beyond the immediate classroom. Teachers influence the psychological well-being of students and academic engagement. To date, no empirical study has investigated students’ perceptions of teacher support, anxiety, self-efficacy, and their interplay with student engagement. Students’ academic portfolios are typically composed of two has investigated students learning outcomes and multiple performances. Although these sections differ in content, studies exploring potential disparities in the factors influencing student engagement within these portfolio categories or the mediating mechanisms underlying these differences are limited. Accordingly, this study had three objectives: (1) examine the current levels of perceived teacher support, anxiety, self-efficacy, and engagement among senior high school students in relation to both learning outcomes and multiple performance components of their academic portfolios; (2) examine the sequential mediating role of anxiety about learning outcomes and self-efficacy for learning outcomes in the relationship between perceived teacher support and student engagement in learning outcomes; and (3) examine the sequential mediating role of multiple performance anxiety and multiple performance self-efficacy in the relationship between perceived teacher support in multiple performance and student engagement in multiple performance. To attain the aforementioned objectives, a convenience sampling approach was employed to gather data. A questionnaire survey was administered to 911 senior high school students from public schools in Kaohsiung and Pingtung. The instruments used included adapted versions of the perceived teacher support scale, student engagement scale, student anxiety scale, and student self-efficacy scale. Descriptive statistical analysis and Pearson correlation coefficient analysis were conducted to explore the variables’ characteristics and relationships. The hypothesized sequential mediation effects were tested using SPSS PROCESS macro model 6. The convenience sampling method was selected for its practical advantages, allowing efficient data collection within the study’s constraints. The study findings revealed the following: (1) High school students reported moderate levels of perceived teacher support, anxiety, self-efficacy, and engagement when constructing both learning outcomes and multiple performance components of the academic portfolios. (2) After controlling for gender and family socioeconomic status, anxiety and self-efficacy sequential mediating the relationship between perceived teacher support and student engagement in both portfolio sections. These results provide valuable insights into the relationship between teacher support and student engagement in learning. (3) Students’ anxiety regarding both learning outcomes and multiple performances were positively correlated with engagement. Additionally, notable differences in “anxiety about learning outcomes” and “anxiety about multiple performance” were observed among senior secondary students based on gender and grade level. To effectively support diverse learners in constructing their academic portfolios, tailoring teacher support and counseling behaviors is essential to address these differences and help them overcome related challenges. The study findings led to the following recommendations: (1) Academic portfolios comprise two primary components: learning outcomes and multiple performances. These elements differ significantly in content and purpose. Learning outcomes represent the knowledge and skills students have acquired through formal classroom instruction. Conversely, multiple performances showcase practical applications of knowledge beyond the classroom, encompassing a variety of tasks, activities, or projects that demonstrate skill acquisition and real-world application. By clearly differentiating these components, educators can empower students to effectively navigate the dual challenges presented by learning outcomes and multiple performances. (2) Teachers and schools play a pivotal role in cultivating not only students’ academic prowess but also their presentation and performance abilities. Educators should consider implementing strategies to provide both direct and indirect support for students engaged in multiple performance components of the academic portfolios. Direct support may involve targeted coaching, constructive feedback, and technical guidance specific to the nature of each performance. Conversely, indirect support involves fostering a supportive learning environment, promoting peer collaboration, and offering resources for self-directed learning. To optimize student success, teachers and schools should clearly delineate the distinctions between learning outcomes and multiple performances and establish corresponding counseling and support mechanisms. (3) A comprehensive understanding of the distinct characteristics and underlying causes of anxiety related to learning outcomes and multiple performances among diverse student populations is essential. Tailored counseling interventions should be implemented to address these specific anxieties. Given the heterogeneity of student experiences, a nuanced examination of anxiety related to both learning outcomes and multiple performances in academic portfolios is imperative. Students from diverse backgrounds and of various ages and genders may exhibit distinct anxiety patterns toward these portfolio components. Recognizing and understanding differences between students can enable educators to provide targeted support. By fostering a climate where students feel valued, supported, and empowered to manage anxiety, institutions can enhance overall student well-being and academic success.

This study examined the implications of school management, pedagogical input from teachers, teaching support, and student deviant behavior to construct a structural equation model and validating it using with observational data. The researcher used the empirical data provided in 2015 by the Organization for Economic Co-operation and Development (OECD). The researcher asked the school principal or a person designated by the principal to complete a questionnaire, and 14,530 valid questionnaires were retrieved. The OECD PISA 2015 School Questionnaire data were used to select topics that conformed to the definitions of the measurement variables. IBM SPSS Statistic 22.0 was used for descriptive statistics, exploratory factor analysis, and reliability testing. SPSS AMOS was used for validation of the structural equation model in terms of goodness of fit. The results validated the seven proposed hypotheses and indicated that the developed structural equations achieved good model fit. Relevant conclusions and recomme