本研究主要目的在探討不同的能力分班方式是否會造成國中自我槪念結構的差異，並進一步瞭解能力分班方式與智力、性別交互作用的情形。
本研究的假設有三：(一)不同的能力分班方式，會造成國中學生自我槪念結構的差異；(二)能力分班方式和學力、性別有交互作用：(三)能力分班方式和智力、性別有交互作用。
在本研究中，自我槪念是以「田納西自我槪念量表」測量出。該量表可得生理自我、倫理自我、心理自我、家庭自我、社會自我五項外在架構分數，自我認同、自我滿意、自我行動三項內在架構分數，以及自我總分。
本研究的受試者係台北市兩所國民中學二年級的學生，一校實施固定式能力分班，一校實施學科能力分班，共計五百三十七人。在研究一之中有四百九十人，在研究二與研究三之中則又陶汰部份，僅餘三百三十六人。
本研究採用兩種統計方式來考驗這些假設：(一)x^2獨立性考驗；(二)三因式變異數分析，卽分班方式X性別X學力與分班方式X性別X智力。
研究結果發現：在控制學業成績與智力二變項之情境下，學生自我槪念在不同能力分班方式下的差異，隨學業水準、智力層次、性別而有不同。大致上，學科能力分班下學生的自我槪念分數優於固定式能力分班下的學生。本研究並針對各自我槪念層面的結果——加以探討其因果關係。
基於研究結果與研究發現，本研究提出主要建議如下：
一、實施彈性分班制；
二、加強教師專業訓練；
三、教學目標彈性化；
四、改善教材與教法；
五、改進教學評量；
六、充實教師輔導技巧；
七、學校行政充分配合。

中文部份：
林邦傑：田納西自我槪念量表的內容及其在輔導應用時應注意事項、測驗與輔導、第6卷、第6期、民67年。
林清山：心理與教育統計學、台北、東華書局、民65年。
林清江譯：教育社會學、高雄、復文書局、民67年。
馬傳鎮：台灣地區犯罪少年與一般少年之比較研究、台北、中國行為科學社、民67年。張長芳：國民中學能力分班問題之研究、國立政治大學學報第26期、民61年。
張煌熙：國中編班方式與學生學習動機之關係、師大教育研究所碩士論文、民63年。黃春枝：青年期親子關係適應之研究、台北、三民書局、民66年。
郭為藩：自我心理學、台南、開山書店、民64年。
郭為藩：教育的理念、台北、文景書局、民68年。
郭為藩：國中編班原理與技術、師友、第92期、民64年。
商惠芬：錄影反饋和錄音反饋在諮商過程中對於個案自我槪念的影響、政大教育研究所碩士論文、民67年。
許錫珍：談國中實施能力分班的得失、師友、第104期、民65年2月。
程法沁，路君約：國民中學智力測驗指導手册、台北、中國行為科學社、民66年。
楊國樞、張春興：中國兒童行為的發展、台北、環宇出版社、民62年。
楊國樞：「能力分班」可以休矣！、人與社會、第1卷第3期、民62年8月。
賈馥茗：自知與大學生活調適、師大學報第13期、民57年。
趙海藍：台北市國小資賦優異兒童自我槪念與焦慮之研究、政大教育研究所碩士論文、民67年。臺灣省政府教育廳：臺灣省國民中小學教育買驗簡介、民67年。鄭進丁：國民67年。
臺灣省政府教育廳：臺灣省國民中小學教育實驗簡介、民67年。
鄭進丁：國民中學班級編組類型及其問題之探討、教育輔導月刊、第25卷第1期、民64年。

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