檢驗體育課中不同類型同儕地位的兒童在能力信念、樂趣、生理、社會和道德是否有差異。方法：依據Coie 與同僚所發展的社會地位分類法，以社會影響力和社會喜愛兩個向度為基礎區分成5 種不同類型的同儕地位，分別是受歡迎 (popularity)、被拒絕 (rejected)、普通 (average)、被忽略(neglected) 和受爭議 (controversial) 5 種。研究參與者分別來自臺北市、新北市及臺中市的三個學校四到六年級的學生，每年級各3 班共9 個班，男生128人、女生101 人，共229 位 (M=10.99, SD=1.15)。結果：MANOVA 分析結果發現，不同類型同儕地位的兒童在能力期望、生理和社會的自我概念有顯著差異。進一步分別以Dunnett T3 和LSD 法做事後比較結果發現，在兒童的能力信念方面，受爭議和受歡迎兒童的能力信念顯著高於被忽略的兒童，其他則沒有顯著差異。在生理自我概念方面，受歡迎、被拒絕和普通兒童的生理自我概念顯著高於被忽略的兒童。在社會的自我概念上，受歡迎兒童的社會自我概念顯著高於被拒絕和被忽略的兒童。結論：根據本研究發現，我們除了關注被同儕拒絕的兒童之外，也應多關注被忽略的兒童。

To examine the differences in ability beliefs, enjoyment, and physical,social, and moral self-concepts of children with different peer status in physicaleducation classes. Methods: Participants of this study were 229 students from threeprimary schools (128 boys, 101 girls, grade 4th to 6th, age M=10.99, SD=1.15) fromTaipei, New Taipei and Taichung City of Taiwan. Peer status was assessed by way ofpeer nomination in which each participant were asked to nominate three classmateshe/she liked most (positive nomination) as well as those he/she like least (negativenomination). The sum of the number of positive and negative nominations showed theindividual’s social impact (SI). On the other hand, the difference of the number ofpositive and negative nominations showed the individual’s social preference (SP).According to Coie and Dodge (1983), five different types of peer status could beidentified based on the combinations of different levels of SI and SP, namely, thepopular, the rejected, the average, the neglected, and the controversial. Results:MANOVA found that children with different peer status were significantly different inability expectancy, and physical and social self-concepts. Post-hoc Dunnett T3 andLSDs showed that the popular and the controversial had higher ability beliefs than theneglected. The popular, rejected, and average had higher physical self-concept than theneglected. Finally, in terms of social self-concept, the popular were higher than therejected and neglected. Conclusion: According to these findings, more attentionshould be given to not only those who are rejected but also those who are neglectedsocially in physical education classes.