本研究以師生互動的教學理論為理論基礎，探討教師激勵經由學生對教 師的反應、學生對教師的知覺、學生對學科的興趣、學生上課的專心程度、及學 生課餘的學習時間答中介變項，影響學生學習成就的路徑。為達成既定的目的， 本研究採取單組後測的實驗設計，蒐集所需的實証資料，並以積差相關及徑路分 析等方法，進行統計分析。根據資料分析的結果，發現教師的積極、正向教學行 為會激發學生的積極、正向反應行為。這種師生之間正向互動行為所激發的學生 積極學習行為，限於上課期間即時的專心、注意。至於課餘的學習行為，可能因 為他因素的干擾，受師生之間正同互動行為的影響並不大。不過，無論上課期間 或課餘時間的積極學習行為，倒是都有助於提升學生的學習成就。基於這項研究 的成果，本研究進一步針對後續研究的主題、對象、及研究設計等，列舉具體的 建議，俾為從事後續研究的參考。

　　　　　Based on the teacher-student interaction theory, this study was toexplore the effect of a teacher's encouragernents on students' academicachievements through such intervening variables as students' reaction tothe teacher, students' perception to the teacher, students' interest inlearning the subject, students' concentration in the class, and students'learning hours outside the class. For the purpose, a preexperimentaldesign was employed to collect empirical data. And, the data wereanalyzed with the product-moment correlation and path analysisstatistics. According to the analysis, the teacher's positively activeteaching behaviors would result in students' positively active reaction.However, the positively active interaction benefited only students'learning in the class but not outside the class, because that there weremany other factors which would affect students' learning behaviorsoutside the class. Fortunately, active learning behaviors both in classand outside class were found to benefit academic achievement. Finally,the researcher proposed suggestions for future investigations.