本研究旨在瞭解教師管教方式對臺灣國高中生學業自我效能和憂鬱的影響。本研究採用「臺灣教育長期追蹤資料庫（Taiwan Education Panel Survey，TEPS）」所收集的2003年國三生和2007年高中生的資料，進行描述統計、t檢定、單因數變異數分析、階層廻歸分析等。主要的研究發現如下：一、國中男女生間知覺到教師控制、憂鬱情緒、學業自我效能有顯著差異；高中男女生知覺到教師控制和憂鬱情緒有顯著差異。二、男生在國中時所知覺到的教師回應、教師控制、學業自我效能與在高中時所知覺有顯著差異；女生在國中知覺到的教師回應與教師控制有顯著差異。三、知覺到教師管教方式為「威權」和「權威」型的國高中男女生其憂鬱程度較高，知覺到教師管教方式為「慈愛」和「冷漠」型的國高中男女生其憂鬱程度較低。四、知覺到教師管教方式為「慈愛」和「權威」的國高中男女生其學業自我效能較高，知覺到教師管教方式為「冷漠」和「威權」的國高中男女生其學業自我效能較低。五、在2003年的憂鬱影響之上，教師回應和教師控制對2007年高中男女生憂鬱情緒依然具有獨特貢獻力。在2003年的學業自我效能影響之上，教師回應對高中男女生學業自我效能依然具有獨特貢獻力。最後依据本研究結論，提供相關具體建議，以供現場教師及學校未來研究之參考。

This study aims at investigating the effect of teaching style on depression and academic self-efficacy in junior and senior high school students in Taiwan. This study made use of data from the Taiwan Educational Panel Survey (TEPS). The participants, who were 9th and 12th graders, were the major concern. Descriptive statistics, a T test, ANOVA and a hierarchical regression were tested using SPSS 18.0. The conclusions are as follows: 1) there are significant differences between boys and girls at the junior high school level with regard to perceived teacher control, depression and academic self-efficacy; there are significant differences between boys and girls at the senior high school level with regard to perceived control and depression; 2) there are significant differences in student perceptions of teacher responsiveness, control and academic self-efficacy between 2003 and 2007 in the case of boys. There are significant differences in student perceptions of teacher responsiveness and control between 2003 and 2007 in the case of girls; 3) boys and girls who perceived their teachers to be authoritarian and authoritative were more depressive; those who perceived their teachers as permissive and indifferent were less depressive; 4) boys and girls who perceived their teachers to be permissive and authoritative had higher academic self-efficacy, and those who perceived their teachers to be authoritarian and indifferent had lower higher academic self-efficacy; 5) over and above the 2003 levels of depression, teacher responsiveness and control both make a unique contribution to the 2007 levels of depression for both boys and girls. Over and above the 2003 levels of academic self-efficacy, teacher responsiveness was shown to have a unique contribution in 2007 to academic self-efficacy for both boys and girls. Finally, in the conclusions, concrete suggestions for schools, educational administrations and researchers are offered.

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