本研究旨在探討國中生社會地位、合作學習對其英語科學業成就、社會焦慮、成就動機及歸因風格之影響。本研究抽取全省 1571 名樣本，以「社會焦慮量表」、「英語科成就動機量表」和「歸因風格問卷」為工具進行調查。並採用二因子實驗設計，以二班國中二年級學生為研究對象，進行教學實驗研究。再以英語科學業成就、社會焦慮、成就動機、歸因風格和社會地位等為依變項施以前後測，進行二因子共變數分析。研究結果如下：（a）在合作氣氛情境中學習的學生，其學習成果較在傳統情境中學習者佳，且社會焦慮感明顯低於在傳統情境中學習者。不論在合作或傳統情境中學習，學生的英語科成就動機與歸因風格均未明顯變化。（b）英語科成就動機高者，負面評價焦慮感較高，社會情境焦慮感較低。（c）國中女生面對他人批評時的焦慮程度較男生高；男生面對社交情境的緊張焦慮較女生高。女生的「英語科成就動機」明顯高於男生。研究者根據本研究結果進行討論、歸納結論，並針對教學上、輔導工作上與未來研究上提出幾點建議以供參考。

This research aims to study the effect of sociometric status, cooperative learning, and traditional learning among junior high students on their English academic performance, social anxiety, achievement motivation, and attribution. A total of 1571 students in Taiwan participated in this survey study using social anxiety questionnaire, English achievement motivation questionnaire, and attribution questionnaire. The study used a two-factor experimental design, with the second graders of junior high students as the target of the study, in two different classes with different leaning contexts. Data were analyzed using a two-way ANCOVA on English academic performance, social anxiety, achievement motivation, attribution, and social status. The results are as follows: (a) students in the cooperative learning context showed better academic performance and less social anxiety than those in the traditional context, (b) students with higher English achievement motivation had higher negative evaluation anxiety and lower social context anxiety, (c) junior high girls showed more anxiety than boys when facing criticism. Boys, however, showed more anxiety in the social context. Girls showed higher English achievement motivation than boys. Based on the findings, suggestions are provided on teaching, counseling, and future research.