本研究宗旨在探討國小高年級學童課業壓力、教師支持與自我效能之相關研究。本研究採用問卷調查法，以108學年就讀新北市某國小高年級學童為研究對象，五年級共14個班級；總人數為361人，六年級共14個班級；總人數為365人，五、六年級總人數為726人。採取配額抽樣，五年級抽樣6個班級；六年級抽樣6個班級，給予正式問卷施測，合計發出問卷324份，回收315份，有效問卷308份，以SPSS進行問卷資料的統計分析，研究研究結果：
（一）國小高年級學童整體課業壓力屬中低程度，以父母壓力層面最大
（二）國小高年級學童教師支持屬中高程度，以訊息支持層面為最高
（三）國小高年級學童自我效能屬中高程度，以學習效能層面為最高
（四）不同性別、父母親對學童平時生活上的要求國小高年級學童在課業壓力有顯著差異
（五）不同年級國小高年級學童在教師支持有顯著差異
（六）不同性別國小高年級學童在自我效能有顯著差異
（七）「教師支持」、「課業壓力」之間呈現中低度負相關；「課業壓力」、「自我效能」之間呈現中低度負相關；「教師支持」、「自我效能」之間呈現中高度正相關
（八）課業壓力、教師支持對自我效能具有預測力
（九）教師支持具有調節課業壓力與自我效能效果
本研究針對研究結果提出結論與建議，以供相關需求人員及未來相關研究參考。
The purpose of this research was to explore association among the academic pressure, teacher support and self-efficacy with the fifth and sixth grade students in one elementary school students during the 108 school year in New Taipei City. Questionnaire survey by using quota sampling was adopted. The 324 copies of questionnaires were sent, and 315 were returned, among which were 308 valid questionnaires. The valid return rate was 95.06%. Statistical analysis were descriptive statistics, t test one-way ANOVA, Person product-moment correlation , partial correlation and stepwise multiple regression. Research result were as follow:
(1)The overall schoolwork pressure of these subjects was medium to low; the level of parental pressure was highest.
(2)Teacher support of these subjects was medium to high, information support was the highest.
(3)Self-efficacy was medium to high, with the learning efficiency was the highest. (4)There existed gender and parents' demands for school children's daily life differences in academic pressure.
(5)There existed grade s differences in the support of teachers.
(6)There existed gender differences in the self-efficacy.
(7)There existed a medium to the low level of negative correlation between "teacher support" and "schoolwork pressure"; there existed a medium to the low level of negative correlation between "schoolwork pressure" and "self-efficacy"; there existed a medium to the high degree of the positive correlation between "teacher support" and "self-efficacy".
(8)Academic pressure and teacher support were predictive of self-efficacy.
(9)Teacher support had mediating effect toward regulating academic pressure and self-efficacy.
The study proposed conclusions and suggestions for the relevant practitioners and future studies.
