本研究旨在以自我效能理論及期望地位理論為基礎，主要探討以下三個部分。首先，探討國一學生之生物科自我效能及學術地位的分佈情形。其次，探討自我效能與學術地位之關係。最後，進一步根據學生之自我效能及學術地位的對稱關係，將學生加以組對進行組對討論，以探討自我效能與學術地位在組對討論中所產生的效應。
本研究所使用之研究工具包括「生物科自我效能問卷」、「班級結構問卷」及「組對討論問卷」。其中「生物科自我效能問卷」目的在取得國一學生在生物科學習方面之自我效能資料；「班級結構問卷」旨在描述國一學生在生物科表現上受其他同學所知覺到的優劣程度，藉以定義學生的學術地位，並進一步探討由學術地位所形成之班級結構關係；「組對討論問卷」則作為組對的兩位學生討論之依據。本研究樣本共分為兩個部分：第一部分為北市兩所國中一年級，共十一個班，317位學生，進行的是生物科自我效能及班級結構分析；第二部分則取北縣一所私立女中一年級，共五個班，265位學生，主要進行組對討論分析。本研究主要研究發現如下：
(一) 國一學生生物科自我效能平均值為5.55，標準差為1.85。就學生的分佈狀況而言，低於平均數的人比高於平均數的人多，分佈於兩極端者少，男女生之生物科自我效能未達顯著差異。
(二) 就總人數的分佈狀況而言，「受歡迎組」佔總人數18.9%，「一般組」佔35.0%，「受忽略組」佔26.8%，而「受排斥組」佔19.3%。此外，男女生在不同類別學術地位的分佈達顯著差異。
(三) 不同學術地位類別學生之生物科自我效能達顯著差異，整體而言，高學術地位學生中，有較多人為高自我效能者；低學術地位學生中，有較多人為低自我效能者。
(四) 在組對討論中，不同組對方式所造成的影響類型分佈並不相同。
(五) 兩人組對討論時，低自我效能受高自我效能學生影響比高自我效能受低自我效能學生影響大。
(六) 兩人組對討論時，高地位學生對低地位學生影響力比低地位學生對高地位學生影響力大。
(七) 國一學生之生物科自我效能在經過四個月之後，前後測相關值達0.92，穩定性很高。而經四個月後，學術地位之正提名前後測相關值達0.97，負提之前後測相關值達0.91，因此，整體而言，班級結構的穩定性亦相當高。
針對本研究之發現，除以自我效能理論、期望地位理論加以詮釋與討論之外，並提出進一步之研究與科學教學上的建議。

Based on self-efficacy theory and expectation states theory (E.S.T), this study aimed mainly for the following three purposes. Firstly, it was to discuss the distributions of junior high students' self-efficacy and academic status in biology, secondly, to discuss the relationship between self-efficacy and academic status, and finally to explore the effects of self-efficacy and academic status on different kinds of pair discussions.
In this study, three instruments, including the Biology Self-Efficacy Questionnaire, the Classroom Structure Questionnaire, and the Pair Discussion Questionnaire, were developed and modified. Two samples of subjects were included, one was for the analyses of self-efficacy and academic status, it included 317 students in eleven classes sampled from two schools in Taipei City. The other was for the exploration of pair discussion, based on 265 students in five classes from one school in Taipei County. The findings of this study were summarized as follows:
1. The average of biology self-efficacy was 5.55 and the standard deviation was 1.85. There were no significant differences in biology self-efficacy between the boys and the girls.
2. The distribution of students in each academic status category was as follows: popular group 18.9%, average group 35.0%, neglected group 26.8% and rejected group 19.3%. There were significant gender differences in the distribution of the number of students in different academic status categories.
3. The students in different academic status categories were apparently different in biology self-efficacy. On the whole high academic status students got significantly higher scores in self-efficacy than low academic status students.
4. Different kinds of pair discussion caused different patterns of social of influence.
5. In cases of high and low self-efficacy students paired discussion, the higher self-efficacy students dominated the reached consensus.
6. Similarly, in cases of pair discussion with high and low academic status students, the higher one dominated the reached consensus.
7. The correlation coefficient of the self-efficacy pre- and post-tests was .92 in four months, it was to say that the biology self-efficacy was stable. In case of academic status, the correlation coefficient of pre- and post-tests of the positive nomination was .97，and the negative nomination was .91. So, the classroom structures were stable too.
As a result, based on the findings, suggestions for further study and implications of science education were discussed.

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