本研究旨在探討教師激勵風格、自我決定動機與學生學習投入之間等重要變項的作用與關聯，並瞭解自我效能的調節效果。本研究以北部某國立大學的三年級學生為研究對象，共計完成95份有效問卷，並以教師自主支持量表、教師結構量表、自我決定動機量表、自我效能量表、學習投入量表作為研究工具。所蒐集的問卷資料以敘述統計分析法、皮爾森積差相關分析法、階層迴歸分析法等進行統計分析。結果有下列發現：
1. 教師自主支持能顯著正向預測整體學習投入，其中在情感投入上有獨特貢獻。
2. 教師結構能顯著正向預測整體學習投入，其中在行為投入和認知投入上的效果比教師自主支持大。
3. 教師自主支持與教師結構皆能顯著正向預測學生之自主動機和控制動機。
4. 學生之自主動機能顯著正向預測整體學習投入，其中在情感投入和認知投入上的效果比控制動機大。
5. 學生之控制動機在行為投入上有獨特貢獻。
6. 教師自主支持與教師結構皆能透過學生之自主動機和控制動機之部分中介來間接影響整體學習投入的情形。
7. 自我效能在教師結構與整體學習投入之間有顯著調節效果。

This study aimed to investigate the relations of important variables among teachers’ motivating style, self-determined motivation and learning engagement, and
also understand the moderating effect of self-efficacy. Ninety-five valid data collected from the third-year students in a public university in northern Taiwan. The questionnaire that included Autonomy Support Scale, Structure Scale, Self-efficacy Scale, Academic Motivational Regulation Scale and Student Learning Engagement Scale. Descriptive statistics, Pearson product-moment correlation and Hierachical regression were used in data analysis. The results were follows:
1. Teachers’ autonomy support can positively predict learning engagement, and there were a unique contribution to emotional engagement.
2. Teachers’ structure can positively predict learning engagement and can better predict behavioral engagement and cognitive engagement than autonomy support.
3. Both teachers’ autonomy support and teachers’ structure can positively predict autonomous motivation and controlled motivation.
4. Autonomous motivation can positively predict learning engagement and can better predict emotional engagement and cognitive engagement than controlled motivation.
5. Controlled motivation had a unique contribution to behavioral engagement.
6. Both teachers’ autonomy support and teachers’ structure had indirect influence on learning engagement through autonomous motivation and controlled motivation.
7. Self-efficacy had the moderating effect on teachers’ structure and learning engagement.

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