本研究分兩大部分，第一部份旨在處理班級內的學生會依據什麼因素選擇社會關係？第二部分則進一步處理變遷後的社會網絡會如何影響學生的學業成就？過去討論班級社會關係的研究均著重於分析友誼網絡，本研究將班級內另一種重要的社會關係——「課業諮詢網絡」，一併納入討論。本文以台南某間明星高中的學生作為調查對象，收集兩波社會網絡資料與成績資料。第一部分的分析結果顯示，在此明星高中裡學生會與前測時跟自己學業表現、學業屬性相似的同學建立友誼；然而在諮詢網絡裡，學生會選擇期中成績較高的同學當作合適的諮詢對象，同時，既有的友誼關係、資訊互惠考量，也會增加選擇某位同學作為諮詢對象的勝算。顯見出形構友誼網絡與諮詢網絡的動力是兩種截然不同的機制，過往研究僅談班級友誼關係會過度簡化研究結論。第二部分研究進一步討論，同學建立的「社會關係」與身處的「網絡結構位置」會不會影響自己的學業成就？結果發現：朋友與課業諮詢交流對象的成績不會透過社會互動外溢到自己身上；同時詢問越多同學課業問題，課業諮詢網絡出度中心性越高，也不會對自己成績有正向幫助。但越多同學諮詢自己課業問題，入度中心性越高，則會對自己期末成績有正向幫助。本研究嘗試對這現象提出可能的理論解釋。

The study is mainly divided into two parts. The first part focuses on the factors which the students are in accordance with to choose their social relationships. The second part then deals with how the changed social networks influence students’ academic achievements. The previous studies related to in-class social relationship often focused on analysis of friendship network. In addition to friendship network, this study includes another important in-class social network– “academic advice network.” This study collected data of social network and academic grades twice from students in a selected senior high school which focuses on college entrance examination in Tainan. The analysis in first part reveals that students would construct friendships with those who hold similar academic performances and attributes in the pretest with them. However in the advice network, students would choose those who got better grades in midterm as their suitable advisers. Simultaneously, existing friendships and considerations of information reciprocity would also improve a student’s odds of being chosen as an adviser. The result displays that motivations of constructing friendship network and advice network are two kinds of very different mechanisms. The previous studies which only focused on in-class friendship would oversimplify the conclusions. The analysis in second part then discusses whether the constructed “social relationships” and the “network structure positions” which they are in would influence their academic achievements. The result reveals that academic grades of a student’s friends and classmates whom he had academic communication with would not spill over into his own via social interaction. Concurrently, the one who received much academic advice from others denotes higher outdegree centrality in academic advice network, but further, the one would not benefit himself on academic achievements. Nonetheless, the one who gave much academic advice denotes higher indegree centrality, and the one would then benefit his final. This study tries to propose the potential theoretical explanations on this phenomenon.

一、 導論：班級社會網絡變遷與效應...................................................................................1
二、 調查過程與資料介紹.....................................................................................................7
(一) 資料來源.......................................................................................................................7
(二)問卷設計........................................................................................................................8
(三) 描述性統計結果............................................................................................................8
三、 班級社會網絡的形塑過程............................................................................................12
(一) 文獻回顧與假說...........................................................................................................12
1. 友誼網絡.....................................................................................................................12
2. 課業諮詢網絡..............................................................................................................14
(二) 模型設定與變數定義...................................................................................................18
1. 模型設定.....................................................................................................................18
2. 變數定義.....................................................................................................................20
(三) 分析結果.....................................................................................................................25
(四) 小結............................................................................................................................33
四、 網絡位置與連帶對學業成就之影響.............................................................................36
(一) 文獻回顧與假說..........................................................................................................36
1. 中學的學習環境與學業成就........................................................................................36
2. 社會網絡如何影響個人的社會成就.............................................................................37
3. 社會網絡與學習成效之關聯........................................................................................39
(1)社會關係對學業成就的影響：近朱者赤，近墨者黑？................................................39
(2)社會網絡結構位置對學業成就的影響：出度中心性....................................................42
(3)社會網絡結構位置對學業成就的影響：入度中心性....................................................43
(4)研究假設.....................................................................................................................46
(二) 模型設定與變數定義...................................................................................................46
1. 模型設定.....................................................................................................................46
2. 變數定義.....................................................................................................................48
(三) 分析結果.....................................................................................................................49
(四) 小結.............................................................................................................................57
五、 總結與建議..................................................................................................................61
六、 參考文獻......................................................................................................................64
七、 附錄.............................................................................................................................72

1. 中文專書

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Bonnewitz, Patrice（孫智綺譯），2015，《布赫迪厄的社會學第一課》。台北：麥田出版。
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2. 中文期刊論文

王瓊珠、洪儷瑜、陳秀芬 ，2007，〈低識字能力學生識字量發展之研究-馬太效應之可能表現〉。《特殊教育研究學刊》32(3)：1–16。
江彥生、陳昇瑋，2016，〈計算社會學：一個結合電腦與數位科技的新興社會學研究〉。《台灣社會學》32：171–201。
張明宜、吳齊殷 ，2013，〈友誼網絡中誰的獲益更多：青少年友誼網絡與學業成就的動態分析〉。《台灣社會學》26：97-146。
陳婉琪，2013，〈高中生選組行為的原因與結果：性別, 信念, 教師角色與能力發展〉。《台灣社會學》25： 89–123。
陳昺麟，2008，〈國中能力分班與社會階層再製： 一個徑路分析的實證研究〉。《高雄海洋科大學報》23：161-191。
黃雅容，2009，〈從上課方式, 補習與課外閱讀比較就讀明星高中與一般高中的學習經驗〉。 《教育實踐與研究》22（1）：113-137。
李明璜、蔡文榮，2017，〈數學能力分組教學對國中生學習成就與學習態度之影響〉。《教育科學期刊》16（1）：105-135。
薛承泰 ，1996，〈影響國初中後教育分流的實證分析： 性別, 省籍, 與家庭背景的差異。〉《臺灣社會學刊》20：49-84。
謝雨生、吳齊殷、李文傑 ，2006，〈青少年網絡特性, 互動結構和友誼動態〉。《台灣社會學》11：175-236。

3. 中文碩博士論文

方曉琪，2010，《社會網絡中心性對學習成效之影響─ 以輔大某課程為例》。新北：天主教輔仁大學經營管理碩士學程碩士論文。
林品妤，2009，《同儕效果對於青少年抽菸, 喝酒或吸食藥物的影響–以追蹤資料為例》。臺北：臺灣大學農業經濟學碩士論文。
帥宗婷，2012，《升學壓力中的凝視與主體-以私立復興實驗高級中學與慈心華德福為例》。台北：東吳大學社會學研究所碩士論文。
陳怡靖，2008，《台灣地區高中多元入學與教育階層化關連性之研究》。高雄：高雄師範大學教育學系博士論文。
葉和滿，2002，《不同入學管道的高中的學習動機, 學習策略與學業成就之研究》。 彰化：國立彰化師範大學教育研究所碩士論文。
蔡毓智，2007，《台灣地區國中生家庭教育資源結構之探究及其與學業表現之關連》。臺北：政治大學社會學研究所博士論文，1-350。

(二) 英文部分
1. 英文專書

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Schulenberg, John, Jennifer L. Maggs, and Klaus Hurrelmann, 1999, Health risks and developmental transitions during adolescence. Cambridge: Cambridge University Press.
2. 專書論文
Sacerdote, Bruce, 2011, “Peer effects in education: How might they work, how big are they and how much do we know thus far?.” Pp. 249-277 in Handbook of the Economics of Education. Vol. 3, edited by Eric A. Hanushek, Stephen Machin, Ludger Woessmann. Elsevier.
Pajares, Frank, and Dale H. Schunk, 2002, “Self and self-belief in psychology and education: A historical perspective.” Pp. 3-21 in Improving academic achievement: Impact of psychological factors on education, edited by Joshua Aronson. San Diego, CA, US: Academic Press.

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Culnan, Mary J, 1983, “Environmental Scanning: The Effects of Task Complexity and Source Accessibility on Information Gathering Behavior.” Decision Sciences 14(2):194–206.
Downey, Douglas B. and Anastasia S. Vogt Yuan, 2005, “Sex Differences in School Performance during High School: Puzzling Patterns and Possible Explanations.” The Sociological Quarterly 46(2):299–321.
Duckworth, Angela Lee and Martin EP Seligman, 2006, “Self-Discipline Gives Girls the Edge: Gender in Self-Discipline, Grades, and Achievement Test Scores.” Journal of Educational Psychology 98(1):198.
Evans, William N., Wallace E. Oates, and Robert M. Schwab, 1992, “Measuring Peer Group Effects: A Study of Teenage Behavior.” Journal of Political Economy 100(5):966–991.
Flashman, Jennifer, 2012, “Academic Achievement and Its Impact on Friend Dynamics.” Sociology of Education 85(1):61–80.
Frank, Kenneth A., Chandra Muller, and Anna S. Mueller, 2013, “The Embeddedness of Adolescent Friendship Nominations: The Formation of Social Capital in Emergent Network Structures.” American Journal of Sociology 119(1):216–253.
Gasser, Luciano, Jeanine Grütter, Loredana Torchetti, and Alois Buholzer, 2017, “Competitive Classroom Norms and Exclusion of Children with Academic and Behavior Difficulties.” Journal of Applied Developmental Psychology 49:1–11.
Gaviria, Alejandro and Steven Raphael, 2001, “School-Based Peer Effects and Juvenile Behavior.” Review of Economics and Statistics 83(2):257–268.
Good, Thomas L., Harris M. Cooper, and Sherry L. Blakey, 1980, “Classroom Interaction as a Function of Teacher Expectations, Student Sex, and Time of Year.” Journal of Educational Psychology 72(3):378.
Granovetter, Mark, 1985, “Economic Action and Social Structure: The Problem of Embeddedness.” American Journal of Sociology 91(3):481–510.
Granovetter, Mark S, 1977, “The Strength of Weak Ties.” Pp. 347–367 in Social networks. Elsevier.
Grunspan, Daniel Z., Benjamin L. Wiggins, and Steven M. Goodreau, 2014, “Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research.” CBE—Life Sciences Education 13(2):167–178.
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Hallinan, Maureen T. and Stevens S. Smith, 1989, “Classroom Characteristics and Student Friendship Cliques.” Social Forces 67(4):898–919.
Hall-Lande, Jennifer A., Maria E. Eisenberg, Sandra L. Christenson, and Dianne Neumark-Sztainer, 2007, “Social Isolation, Psychological Health, and Protective Factors in Adolescence.” Adolescence 42(166).
Hanushek, Eric A., John F. Kain, Jacob M. Markman, and Steven G. Rivkin, 2003, “Does Peer Ability Affect Student Achievement?” Journal of Applied Econometrics 18(5):527–544.
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4. 英文碩博士論文
Dieterich, Sara E, 2015, The coevolution of adolescent friendship networks andschool outcomes, Unpublished doctoral dissertation, Department of Psychology, Colorado State University,
Lederman, Oren, 2015, Hacking innovation - group dynamics in innovation teams, Unpublished Master's thesis, Department of Science in Media Arts and Sciences, Massachusetts Institute of Technology.

5. 英文會議論文

Jeter, Jan T. and O. L. Davis Jr, 1973, “Elementary School Teachers’ Differential Classroom Interaction with Children as a Function of Differential Expectations of Pupil Achievements.”Paper presented at the Annual Meeting of the American Educational Research Asociation , New Orleans, La., February 25-March 1.

6. 英文其他

Handcock, M. Butts, C. Hunter, D. Goodreau, S. & de-Moll, S, et al., 2015, Temporal Exponential Random Graph Models （TERGMs） for dynamic network modeling, http://statnet,csde,washington,edu/workshops/SUNBELT/current/tergm/tergm_tutorial,html#references(Retrieved 16 April 2018)