本文探討六年級學生在組對討論時，同儕友伴關係對討論的影響。根據期望地位理 論，以「學望」與「人望」定義同儕友伴關係，進而以同儕的相對關係，區別「學望」與 「人望」之巨觀和微觀的差別。修訂先前發展的「班級結構問卷」以描述同儕友伴關係， 並以基本直流電學概念設計組對討論的科學議題。共計18個六年級班級參與本研究，並以 其中四個班級進行組對討論。主要的研究結果如下：1. 和相關研究的發現一樣，巨觀學望對 於組對討論具有顯著的影響；2. 在微觀學望的層次上，參與討論學生間彼此的相對關係，對 於組對討論的結果有強烈的效應；3. 和微觀學望一樣，人望對於討論也有重要的意義，但影 響的形式略有不同。綜合以上的研究發現，在同儕組對討論中觀察到的社會影響，本質上與 「參照社會影響」較為類似，而非單純的「訊息影響」 或「常模影響」。

　　　　　This study investigated the effects of peer relationships on sixth-grade pupils' dyad discussion. Drawn upon the Expectation State Theory, peer relationships were defined in terms of perceived academic ability (pa) and perceived popularity (pp). These two concepts were differentiated into macroscopic and microscopic levels based upon the relative relationships between the two participants of the dyads. The "Questionnaire of Classroom Structure" was revised according to the requirements of sociometric models utilized in the study, and the topics presented for dyad discussion were developed from conceptions of basic direct current circuit. Eighteen 6□ grade classes were sampled, with four classes participating in dyad discussion. The Major findings included: 1. In accordance with existing research, macroscopic pa significantly influences the consensus reached in dyad discussions, 2. A strong influence of social relationships was noted in dyad discussions of both microscopic pp and pa, 3. The effects of pa were equivalent to the case of pp with only small differences. The nature of the social influences observed was recognized as a case of referent informational influence, rather than simply informational or normative influence.