目的:本研究旨在將學生知覺體育課中同學對其學習之影響的行為予以概念化，並建立一個適合測量學生知覺同學行為影響其學習的工具。方法:本研究共包含三個階段。階段一以開放性問卷，蒐集學生知覺體育課中同學對其學習之影響的行為構面，階段二以階段一的發現為基礎，並以另一批樣本，進行探索性因素分析，初步瞭解學生知覺體育課中同學對其學習之影響的行為結構，階段三以階段二的結構為基礎，被驗階段二所發展的量表之適配度。分別以288、413及556位，年齡介於15-19歲高中生為樣本(男生和女生約各半)。結果:經內容分析、項目分析、探索性及驗證性因素分析等程序，得到缺乏運動員精神、逃避參與教學活動、懶散、引人注意、不配合教學活動、好勝、不遵守課堂規定、以及任意說話8個因素，32個題項的結 構。結論:建立了信度及效度，得到初步確認的「學生知覺體育課同學行為影響學習因素量表J'且得以做為體育課學生知覺同學影響學習的測量工具。

Purpose: To develop and validate a measure of “students'perception interruptions of learning with classmate's behavior in physical education class". Method: This research consisted of three studies. In the first study， 288 high school students completed open-end. questionnaires. The data were analyzed by using content analysis method and descriptive statistics. In the second study， 416 high school students completed Dimensions and higher order themes found in first study， as well as a core set of items from first study， were used to develop and refine items for a students' perception interruptions of learning with classmate's behavior scale. In the third study， 556 participants completed the questionnaire from second study. Over the course of three studies， content， factorial， and construct validity， as well as internal consistency were demonstrated for the “students'perception interruptions of learning with classmate's behavior". Result: A 32 items， 8 factors (include: lack of sportsmanship， dodging participation， idleness and slowness， attention seeking， not following directions， aggressive， sneaks out of class， talk out of tum)“Students' Perception Interruptions of Learning with Classmate's Behavior Scale" was developed. Conclusion: This scale could provide direction and tool for future study in physical education.