Based on the Conservation of Resources theory (COR) and the Job Demands-Resources theory (JD-R), we propose a model in which intrinsic motivation mediates the relation between teacher's support and study-related well-being (engagement, burnout, and boredom). We tested the model in two different ways, with two different samples. 377 High School students and 322 University students completed questionnaires at the beginning (T1), the middle (T2), and at the end of the second semester (T3). The proposed model was fully supported by the cross-sectional analysis of data collected in the first wave. However, analysis of the longitudinal data revealed that, while intrinsic motivation mediated the relationship between teacher's support and student well-being in the high school sample, in the case of university students, intrinsic motivation mediated only the path from teacher's support to student burnout. The study shows that accumulation of resources across the semester predicts engagement at the end of the semester, and lack of resources predicts burnout and boredom among students. Also, increasing and encouraging supportive behaviors from the teachers in high school can positively impact study-related well-being.

基于资源节约理论（COR）和工作需求-资源理论（JD-R），我们提出了一个模型，其中内在动机介导了教师的支持与学习相关的幸福感（参与，倦怠和学习）之间的关系。无聊）。我们以两种不同的方式对模型进行了测试，并使用了两个不同的样本。在开始（T1），中期（T2）和第二学期（T3）结束时，有377名高中生和322名大学生完成了问卷调查。提议的模型得到了第一波收集数据的横截面分析的完全支持。但是，对纵向数据的分析表明，虽然内在动机介导了高中样本中教师的支持与学生幸福感之间的关系，但对于大学生而言，内在动力仅是从老师的支持到学生倦怠的路径。研究表明，整个学期的资源积累预示着学期结束时的参与度，而缺乏资源则预示着学生的倦怠和无聊。此外，增加和鼓励高中教师的支持行为可以对学习相关的幸福产生积极影响。