這篇是文章研究台灣的高中學生之間的教師支持，教師的文化理解能力，對學生的動機，自尊跟學生的學習成績和能力在學習成效的關聯。樣本包括224名參與者，數據通過問卷調查收集。本研究採用了兩個理論框架，即自我決定論（SDT）和社會認知理論（SCT），探討這些變量之間複雜的相互作用。本研究通過階層回歸分析來測試假設，檢驗教師老師支持對學生、文化能力、（IM）內在動機和（EM）外在動機對（SE）自尊心和學術績效的獨特貢獻。本研究採用PROCESS模型來研究內在和外在因素在文化理解能力，教師支持，學生的自尊和學習成績和理解能力。重要的發現和關鍵見解包括教師支持與自尊心之間存在正向關聯，以及文化能力與自尊心之間的正向關聯。此外，發現內在動機調節了文化能力與自尊心之間的關係，而外在動機調節了教師支持與自尊心之間的關係。此外，發現內在動機調節了文化能力與自尊心之間的關係，而外在動機調節了教師支持與自尊心之間的關係。這些結果強調了在理解文化能力和老師支持對學生自尊的影響時，考慮內在動機和外在動機作為調節因素的重要性。此外，（SE）自尊心與學業成就之間存在顯著正相關，表明（SE）在學業上更有優勢。通過PROCESS進行的中介和調節分析顯示，內在動機和外在動機在文化能力、教師支持、自尊心和學業成就之間的關係中存在重要作用。本研究的意義在理論和實踐領域都有重要的貢獻。研究結果支持在理解高中學生教師支持、文化能力、動機、自尊心和學業成就的複雜相互作用。我們的研究發現強調培養師生關係和營造包容文化的學習環境對提高學生自尊心（SE）和學業成績的重要性。實際上，本研究強調了在教育環境中促進教師支持培養文化能力和激發學生動機的重要性。教育工作者和政策制定者可以利用這些見解制定增強老師支持、培養文化能力和激發學生動機的干預措施和教師發展計畫。實施這些舉措有可能對學生的自尊心（SE）和(AP）學業成果產生積極影響。

This study investigates the relationships between teacher support, cultural competence, motivation, self-esteem, and academic achievement among high school students in Taiwan. The sample consisted of 224 participants, and data was collected through a questionnaire survey. The study incorporates two theoretical frameworks, (SDT) Self-Determination Theory and (SCT) Social Cognitive Theory, to explore the complex interactions between these variables. Hierarchical step by step analyses were conducted to test the hypotheses, examining the distinctive advances of teacher support, cultural competence, IM, and EM to SE and intellectual milestones. The PROCESS macro was employed to explore the mediating and moderating effects of intrinsic and EM on the relationships of cultural competence, teacher support, self-esteem, and academic achievement. important findings and key insights positive associations between teacher support and self-esteem, as well as between cultural competence and self-esteem. Moreover, IM was found to moderate the relationship between cultural competence and self-esteem, while EM moderated the relationship between teacher support and self-esteem. These results highlight the importance of considering intrinsic and EM as moderators in understanding the effects of cultural competence and teacher support on students' self-esteem. Moreover, there was an evident positive correlation between SE and academic achievement, indicating that students with elevated SE tend to excel academically. The mediation and moderation analyses using the PROCESS macro revealed that intrinsic and EM played a significant role in mediating and moderating the relationships between cultural competence, teacher support, self-esteem, and academic achievement. The implications of this study have noteworthy contributions to both theoretical and practical domains. The findings support the application of SDT and SCT in understanding the complex interplay of teacher support, cultural competence, motivation, self-esteem, and academic achievement among high school students. The study emphasizes the importance of nurturing teacher-student relationships and creating culturally inclusive learning environments to enhance students' SE and academic outcomes. Practically, the study highlights the significance of promoting teacher support, cultural competence, and motivation in educational settings. Educators and policymakers can use these insights to develop interventions and programs aimed at enhancing teacher support, fostering cultural competence, and promoting student motivation. Implementing such initiatives holds the potential to exert a positive influence on students' SE and AP.

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