本研究目的有三：一爲探討敎師喜愛學生的程度與學生在班級的社交地位之關係；二爲探討敎師喜愛學生的程度及學生班級社交地位對學生成就動機之影響。三爲探討敎師喜愛學生程度及學生班級社交地位與學生內外控信念的關係。研究對象爲國小五、六年級八個班級敎師及學生包括男生153人，女生152人。利用自編敎師喜愛問卷、俄亥俄社會接納量表、成就動機問卷及修訂兒童內外控傾向量表爲研究工具。研究結果發現：(1)敎師喜愛與學生班級地位有顯著的正相關。敎師喜愛與學生成就動機及內外控傾向信念都有顯著的正相關。(2)敎師最喜愛，且班級社交地位又高的學生，其成就動機高於敎師不喜愛，且班級社交地位低的學生，(3)敎師最喜愛的學生，且班級地位又高者，比敎師不喜愛的，且班級社交地位低的學生更傾向於內控信念。(4)敎師對男女生的喜愛程度有顯著的差異。敎師對女生喜愛程度高於男生，因此女生的成就動機也顯然強於男生。

The purposes of this study were to explore the relationships between teachers' preference and pupils' social status and to find the students' achievement motivation and internal-external control construct which would be influenced by the teachers' preference and pupils' social status. The subjects were 305 fifth and sixth grade elementary school students-153boys and 152 girls. Relevant tests or questionnaires were given to measure teachers' preference, pupils' social status, achievement motivation and I-E Control Scale. The analysis of data revealed that all of the research hypotheses were supported. The main findings were as follows: 1. There were positive correlations among teachers' preference and students' social status, achievement motivation and I-E control construct. 2. The well-liked and high social status students had a stronger achievement motivation than the less well-liked and low social status students. 3. The well-liked and high social status students had a stronger belief in internal control than the less well-liked and low social status students. 4. The girl students in this study were generally more liked by teachers than were the boys. The girls also had a stronger achievement motivation than the boys did.