本研究旨在探討大學生的學業表現與社交關係以及彼此的關聯性，以國立大學教育相關學系為範圍，採問卷調查法，以「學業表現與社交關係調查問卷」為研究工具，調查對象為15所教育相關學系的大二、大三學生，共發放1337份問卷，總計回收有效問卷為569份，有效問卷回收率為42.6%。研究結果如下：一、教育相關學系學生學業表現以「學習態度」層面表現最佳；二、教育相關學系學生社交關係的現況以「同儕關係」層面表現最佳；三、大三、平均成績較高、經常往來朋友數在11~20位之間的學生在學業方面表現較佳；四、大三、平均成績較高、經常往來朋友數較多的學生在社交關係方面表現較佳；五、在整體社交關係、「課外活動與工讀」以及「教職員關係與網路社交」兩層面上表現位於高分組的學生，在整體及各層面的學業表現皆顯著優於中、低分組的學生；在「同儕關係」層面位於中分組的學生，在整體及各層面的學業表現皆顯著優於高、低分組的學生；六、教育相關學系學生學業表現和社交關係之整體與各層面之間有顯著正相關；但「學術活動參與」與「同儕關係」兩層面間沒有相關性。最後，根據本研究結論提出以下具體建議：一、對教育相關學系之建議：(一）、積極辦理教育學術活動，拓展學生視野，並鼓勵學生參與。（二）、透過校內外活動設計，提供學生同儕交流機會，並適度提供學生工讀機會。（三）、擴大教學助理系統，強化同儕教學與人際互動。（四）、強化各項學習資源，改善學習資源使用方式，並鼓勵學生運用學習資源。（五）、教師課程教學設計應重視學生學習態度的養成。二、對就讀教育相關學系學生之建議：（一）、積極參與校內外教育學術活動，拓展自我視野，豐富學習經驗。（二）、積極參與課外活動，增加與同儕交流的經驗。（三）、善用教學助理系統，教學相長。（四）、瞭解各項學習資源的取得與使用方式，並善加利用。（五）、培養自身良好學習態度，以期能達到卓越的學術表現。

This study aimed to investigate the relationship between college students5 academic performance and interpersonal relationship. The interactions and variations between academic performance and interpersonal relationship were discussed. A survey was conducted, taking College of Education in national universities as the population. The “Questionnaire of Academic Performance and Interpesonal Relationship” was employed for the survey. There were 1,337 students sampled from Colleges of Education, in which 569 were valid cases; the rate of valid cases is 42.6%. The findings of the survey include: (1) Among other academic performance, students performed better in the aspect of “learnig attitude.” (2) Among other interpersonal relationships, students performed better in the aspect of “peer relationship.” (3) Junior students having 11 to 20 frequently-contacted friends have better academic performance. (4) Junir students who own a larger number of frequently-contacted friends have a better interpersonal relationship. (5) Students in the high-score group of the overall interpersonal relationship, the aspect of “extracurricular activities and part-time job”，and the aspect of “relationship with staff member and online social network,” had significantly higher academic performance than those who were in the low- and moderate-score groups; students in the moderate-score group of “peer relationship” had significantly higher performance in academic performance than those who were in the high- and low-score groups. (6) There exists a significantly positive correlation between academic performance and interpersonal relationship, but no correlation was found between “academic activities involment” and “peer relationship” This present study proposed suggestions to the college administrations and students. For the college administration: (1) Hold academic activities, and encourage students5 participation. (2) Encourage student peers5 conversations and create on-campus part-time jobs. (3) Make use of “teaching assistant” system to strengthen peer tutoring and interpersonal relationship. (4) Improve learning resources and promote students’ acess to the resources. (5) Emphase learning attitude in instructional designs. For the students in the Colleges of Education: (1) Participate in academic acativities actively to broaden your visions. (2) Particiapte in extracurricular activities actively to enrich personal social relationships. (3) Involve yourself in “teaching assistant” system actively to improve learning and teaching experiences at the same time. (4) Familiarize yourself with acess to learning resources and make good use of them. (5) Cultivate good learning attitudes to improve academic performance.