本研究立基於社會比較及自我效能理論，主要有三個研究目的，首先要瞭解學生在日常生活中的比較情形，其次探討社會比較與理化實驗自我效能的關係，最後探討學生有關社會比較後的心理反應情形。
本研究自編社會比較問卷及理化實驗自我效能問卷等兩個工具，受試者為北縣某國中二年級的學生。研究發現：
一、26%的學生認為比較現象很多，63%認為普通多，11%認為很少，認為沒有比較者0位，可見大部份的學生都知覺到社會比較的存在。
二、主要以同學為比較對象，而男同學傾向和男同學比較，女同學傾向和女同學比較，和老師相比較者只佔1%，其原因為藉由和同學比較，有助於自我能力及意見確立的。
三、經卡方考驗，發現學業方面的比較與學業成就有關，高成就者從事學業方面的比較高於低成就者；運動能力及想法的比較與性別有關，男生比女生喜歡從事運動能力方面的比較，女生比男生從事更多有關想法的比較。
四、經成對樣本t考驗，發現前後測自我效能有顯著差異，進而分析各因素的改變情形，「操作觀察」、「分析推理」及「分工合作」等因素前後測的自我效能有顯著差異。
五、無論是向上比較或是向下比較時，學生正面的反應顯著高於負面的反應。

Based on social comparison theory and self-efficacy theory, this study aimed mainly for the following three purposes. Firstly, it was to discuss the condition of social comparison in students’ daily lives, secondly, to discuss the relationship between social comparison and self-efficacy, and finally to understand the category of responses to social comparison.
In this study, two instruments, including the Science Laboratory Self-Efficacy Questionnaire and Social Comparison Questionnaire, were self-developed. The subjects were second grade junior high school in Taipei County. The findings of this study were summarized as follows :
1.Most of subjects thought that compared with others was general.
2.The subjects were inclined to choose to compare with same-sex others.
3.High achievement than low achievement of subjects were more favorite the comparisons of school-work. The comparisons of sport and opinions were correlated to the gender.
4.By social comparison, there were significant differences in laboratory self-efficacy between pretest and posttest.
5.Whether it was upward or downward comparison, there was significant difference between positive effect and negative effect.

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