本研究旨在探討後期中等教育青少年社會支持與英文科學業成就之關係，並檢視恆毅力和學習投入的中介效果。調查方式採分層便利取樣，參與者為850位臺灣公、私立高中、職學生，其中男生301人、女生549人。研究工具包含「社會支持量表」、「投入量表」、「恆毅力量表」和「英文科成就測驗」。所得資料以描述性統計和變異數分析檢視各向度之現況，並以皮爾森積差相關分析和中介效果分析考驗變項間之關係和序列中介效果。主要研究發現如下：（1）高中生投入程度顯著高於高職生，高一生投入程度顯著高於高二生，男性不熱衷程度顯著高於女性；（2）女性較男性顯著感受到更多同儕支持，高中生較高職生顯著感受到更多教師支持，一年級學生較二年級學生顯著感受到更多家長支持；（3）高中生在恆毅力得分顯著高於高職生；（4）青少年社會支持、恆毅力、投入和英文科學業成就間彼此呈顯著正相關，社會支持、恆毅力和英文科學業成就與不熱衷呈顯著負相關；（5）家長、教師、同儕和整體社會支持皆對英文科學業成就有正向影響；（6）恆毅力、投入序列中介社會支持對英文科學業成就的影響；（7）恆毅力、不熱衷依序正向、負向中介社會支持對英文科學業成就的影響。本研究依據上述結果提出建議，以供教育實務單位和未來研究參考。

　　This research is aimed to explore the relationship of social support and English academic achievement among upper secondary education adolescents, and to examine the mediating effects of grit and learning engagement. A stratified convenience sample of 850 students were recruited from senior high schools and vocational schools in Taiwan, 301 male and 549 female included. All participants completed revised Social Support Scale, Learning Engagement Scale, Grit Scale, and a self-made English achievement test. The data were quantitatively analyzed through descriptive statistics, ANOVA, Pearson correlation analysis, and sequential mediation analysis. Results of this research show: (1) Senior high school students represent significantly higher learning engagement than vocational school students; freshmen are significantly more engaged in learning than junior students; male students are significantly more in learning than female students. (2) Female students perceive significantly more peer support than male students; senior high school students perceive significantly more teacher support than vocational school students; first-graders perceive significantly more parental support than second-graders. (3) Senior high school students score significantly higher in grit than vocational school students. (4) Social support, grit, engagement and English academic achievement among teenagers are positively correlated with one another, while is negatively correlated with social support, grit and English academic achievement. (5) Parental, teacher’s, peer support and overall social support have positive effect on English academic achievement. (6) Grit and engagement have sequential mediation effects between social support and English academic achievement. (7) Grit and sequentially positively and negatively mediate the relationship of social support and English academic achievement. According to these findings, this study provides further suggestions for educational practitioners and offer directions to future research.

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