本研究之目的在了解我國國中學生的價值取向、家庭社經地位及學業成就等因素與教師對其教室行為之評量的關係。研究對象為國中一年級學生七班與二年級學生十班，合計七八五人。經分析有關資料後發現：第一、教師對學生教室行為的評量與學生本身的學業成就具有密切的關係；第二、教師對學生教室行為的評量與學生本身的價值取向無關；第三、教師對學生教室行為的評量與學生家庭社經地位的關係因各種因素而有不同，一般而言，二者之關係在一年級女生組中較為明顯，此外在參與教室活動的行為項目中，二者之關係亦較為密切。基於此種發現，本研究建議一方面改進學生教室行為 (包括德育) 的評量方式，一方面加強學生教室行為的輔導，同時強調擴大學生教室行為問題的研究，藉以匡正當前教育的流弊，培育健全之國民。

The purpose of this study is to investigate whether or not there are significant differences in teacher ratings of student's classroom behaviors between aggregates of students with various variables. Three hundred and eleven boy students and four hundred and seventy-four girl students, sampled from junior high schools in Taiwan are investigated in this study. The results of this study are as follows: 1) There is significant difference between teacher ratings of classroom behaviors of high-achieved and low-achieved students. 2) There is no significant difference in teacher ratings of classroom behaviors among the students of different socio-economic levels, except in the behavior category of invelvement in class activities and in the junior cohort of girls. 3) The relationship between student's classroom behaviors rated by their teachers and student's value orientation patterns are not significant. Following are some suggestions with reference to education and guidance: (1) to impove the assessment of student's classroom behaviors; (2) to strengthen the instruction and guidance of student's classroom behaviors; and (3) to continue and expand the study of the problem of student classroom behaviors.