本研究的主要目的在探討高級中學教材、年級曁學生性別與班級氣氛的關係。
三四二個高中班級隨機分派至3×3×2多因設計中。教材（語文、數理、社會）、年級（高一、高二、高三）和性別（男生班、女生班）為自變項。依變項為班級氣氛，係以「課室環境量表（實際式）」為測量工具，其中包括投入、親和、教師支持、競爭、工作取向、秩序與組織、規則澄清、教師控制和革新等九個次量表。資料經九次3×3×2三因子變異數分析。結果發現不同的教材在親和、教師控制和革新等氣氛上的差異達到顯著程度。年級差異顯著表現於投入和革新兩方面。性別差異在親和、工作取向，及秩序與組織等氣氛上達到顯著程度。教材與性別在投入、工作取向、競爭，及秩序與組織等氣氛上有顯著的交互作用。教材與年級在工作取向之氣氛上有顯著的交互作用。年級與性別的交互作用，僅在秩序與組織的氣氛上特別濃厚。教材、年級與在別在規則澄清之氣氛上有顯著的交互作用。
此外，本研究並測試教材差異是否符合Holland分類模式的期望，結果大都份不予支持。
針對上述研究結果，除探究原因提出可能解譯外，並說明其在研究及教育上的含意與建議。

中文部分
朱瑞玲：人格與人格理論。見劉英茂主編，普通心理學。台北，大洋，民67。
吳武典；中美小學生班級氣氛之比較研究。測驗年刊，民65，第23輯，82-95頁。（為美Kentucky大學1975博士論文摘要）
林清山：心理與教育統計學。台北，東準，民66。
姜占魁；人群關係。台北，正中，民66。
郭為藩：教育的理念。台北，文景，民68。
黃政傑；團體歷程理論及其在教學上的應用。國立師範大學教育研究所，碩士論文，民66。
楊亮功等主編：雲五社會科學大辭典，第九册，心理學。台北，商務，民59。
鄭發育、湯淑貞：台灣學生人格特質之比較研究。測驗年刊，民48，第七輯，38-42頁。鄭瑞澤：學級團體的心理—其基本理論與技術。台北，台灣，民61。

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