This study used questionnaires to analyze the differences of teacher-student relationships, social support, and task value between disadvantaged students and nondisadvantaged students, and to investigate the relationships among disadvantaged students' social support, teacher-student relationships, and task value. A total of 491 questionnaires for surveying disadvantaged students and 1,682 questionnaires for surveying non-disadvantaged students were returned. Multivariate analysis of variance (MANOVA) and structural equation models were used for data analysis. Several crucial results were found. First, the disadvantaged students' conflict dimension of teacher-student relationships is higher than that of non-disadvantaged students, but the disadvantaged students' instrumental help dimension of teacher-student relationships is lower than that of non-disadvantaged students. Second, disadvantaged students of lower income and single-parent families receive less social support than non-disadvantaged students do. Finally, disadvantaged students' teacher-student relationships and social support substantially affect their task value.
臺東大學教育學報=NTTU Educational Research Journal 23(2)，頁1-26