本研究旨在探討我國參與學習扶助之低成就學生，在不同心態傾向下，其害怕失敗、學業復原力、知覺個別化教師支持與知覺學習成效之間的關聯與差異。本研究資料取自教育部國民及學前教育署委託之學習扶助學生問卷，經部分計分模式（PCM）篩選後，有效樣本共計6,177人。本研究先以潛在剖面分析（LPA）辨識學生的心態類型，再針對不同心態類型與不同學習階段（國小和國中）分別建立結構方程模型（SEM），比較其心理運作路徑之差異。
研究發現如下：第一，參與學習扶助學生的心態可分為四種類型：心態矛盾型、成長傾向型、固定傾向型與心態淡然型；其中固定心態與成長心態並非互斥的兩端，而是可同時並存的獨立信念。第二，除國中固定傾向型外，害怕失敗對知覺學習成效不具顯著直接效果，主要是透過學業復原力與個別化教師支持的中介路徑間接作用。第三，知覺個別化教師支持不僅直接提升知覺學習成效，更是影響學業復原力的關鍵因素；此一路徑在三個樣本、所有心態類型中均穩定成立，是本研究最重要的結構性發現。第四，國小與國中低成就學生的模型不盡相同，且國小升國中為適應資源流失、學習適應惡化的關鍵轉銜期。
根據上述發現，本研究建議教育實務應以強化個別化教師支持作為培養學業復原力的核心著力點，並針對不同求學階段與心態類型提供差異化的支持策略，以提升低成就學生的學習成效。

This study examined the relationships and differences among fear of failure, academic resilience, perceived individualized teacher support, and perceived learning outcomes among low-achieving students participating in the Remedial Instruction Program in Taiwan, across different mindset profiles. Data were drawn from a student survey commissioned by the K-12 Education Administration, Ministry of Education. After screening with the Partial Credit Model (PCM), a total of 6,177 valid responses were analyzed. Latent profile analysis (LPA) was first used to identify students’ mindset profiles; structural equation modeling (SEM) was then conducted separately for each mindset profile and across school levels (elementary and junior high) to compare dif-ferences in their psychological mechanisms.
The main findings were as follows. First, students fell into four mindset pro-files—ambivalent, growth-oriented, fixed-oriented, and detached—and fixed and growth mindsets emerged not as opposite poles but as independent beliefs that can coexist. Second, except for the fixed-oriented profile in the junior-high sample, fear of failure had no significant direct effect on perceived learning outcomes; instead, it operated indirectly through academic resilience and perceived individualized teacher support. Third, perceived individualized teacher support not only directly enhanced perceived learning outcomes but also served as a key antecedent of academic resilience; this path held consistently across the full, elementary, and junior high school samples and all mindset profiles, constituting the study’s most important structural finding. Fourth, the models for elementary and junior high low-achieving students differed, and the transition from elementary to junior high represented a critical period marked by the erosion of adaptive resources and worsening learning adjustment.
Based on these findings, the study recommends that educational practice prioritize strengthening individualized teacher support as the core means of fostering academic resilience, and provide differentiated support strategies tailored to different school levels and mindset profiles to improve learning outcomes for low-achieving students.

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