| Summary: | 碩士 === 國立屏東科技大學 === 技職教育研究所 === 104 === This study aimed to explore the influence of teacher autonomy for students’ psychological need, learning behavior and motivation in the field of science and technology. Test samples were 46 seventh grade students in the two classes of anonymous Junior high school in Pingtung. In 6 weeks (24 lessons), the experimental group was exceeding teacher autonomy support teaching mode processing; the control group was non teacher autonomy support teaching mode processing. Both groups have pre-tests and pro-test including school examination papers, psychological need scale, learning motivation scale, and learning behavior scale as research tools. Based on studies conducted by researchers, pre-testing and post-testing can be implemented using ANCOVA analysis. The results of this study were as the following:
1.With teacher autonomy support, students have higher competence and psychological needs than non-teacher autonomy support student.
2.The teacher autonomy support students have higher level of introjected regulation, identified regulation and integrated regulation of learning motivation than non-teacher autonomy support students.
3.The teacher autonomy support students engaged in behavior and emotion of learning behavior performance with a positive effect and reducing disaffected emotion.
4.Teacher autonomy support teaching model has to enhance the effect of student learning outcomes in the field of science and technology.
In this study, the results of the study offer suggestions for school, the school teacher and future researches.
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