以自我領導力為中介變項探討國中學生情緒智力對自我效能的影響

Abstract

本研究旨在探討國中學生情緒智力對自我效能之影響，並進一步分析自我領導力於其中所扮演之中介角色。隨著社會變遷與教育環境的快速演變，青少年面臨的學習挑戰與心理壓力日益提升，而情緒智力、自我領導力與自我效能被視為影響其學業、人際與自我發展之關鍵心理特質。儘管國內外已有情緒智力與自我效能間相關之研究，惟針對三者交互關係之實證探討仍付之闕如，特別是以國中學生為對象者更為稀少。本研究採量化研究方法，以臺灣地區國中學生為研究對象，透過立意取樣取得預試樣本120份、正式樣本780份。研究工具包括TEIQue-ASF特質情緒智力量表、自我領導力量表與SEQ-C兒童自我效能量表。資料分析方法包含描述性統計、差異性分析、皮爾森積差相關與中介效果檢驗，並透過SPSS與AMOS進行統計驗證，研究結果如下。一、國中學生於情緒智力、自我領導力與自我效能三構面皆表現中上水準，其中以「情緒覺察與表達」、「行為聚焦策略」與「社會自我效能」表現最為突出。二、性別在情緒智力、自我領導力與自我效能表現上具顯著差異，生理男性於情緒智力與自我效能整體表現優於女性，女性則在自我領導力中表現較佳。三、資優學生於情緒智力、自我領導力與自我效能各構面與整體表現皆顯著優於普通學生。四、具幹部經驗者在情緒智力、自我領導力與自我效能表現皆優於未具經驗者，尤以兼具班級與社團幹部經驗者表現最為突出。五、居住地區在情緒智力、自我領導力與自我效能部分構面上具顯著差異，東區與北區學生於特定構面得分顯著低於其他地區學生。六、家庭社會地位對情緒智力、自我領導力與自我效能表現具有顯著影響，高社經學生於多數構面得分顯著高於低社經學生。七、情緒智力與自我領導力、自我效能皆呈顯著正相關，自我領導力與自我效能亦呈顯著正相關。八、自我領導力在情緒智力對自我效能的影響中具部分中介效果，其中以自然酬賞策略之中介作用最為顯著。

The present study aims to investigate the influence of emotional intelligence on self-efficacy among junior high school students, with particular emphasis on the mediating role of self-leadership. In light of rapid social transformations and the evolving educational landscape, adolescents are increasingly exposed to academic challenges and psychological stressors. Emotional intelligence, self-leadership, and self-efficacy have been identified as critical psychological constructs that contribute significantly to students’ academic achievement, interpersonal relationships, and overall personal development. Although previous research has established associations between emotional intelligence and self-efficacy, empirical investigations examining the interplay among all three constructs remain limited, particularly within the context of junior high school students.This study adopted a quantitative research design and recruited junior high school students in Taiwan through purposive sampling, resulting in 120 pilot responses and 780 valid formal responses. The instruments employed included the Trait Emotional Intelligence Questionnaire–Adolescent Short Form (TEIQue-ASF), the Self-Leadership Scale, and the Self-Efficacy Questionnaire for Children (SEQ-C). Data were analyzed using descriptive statistics, independent sample comparisons, Pearson’s product-moment correlations, and mediation analyses, conducted via SPSS and AMOS.The major findings are as follows:1.Participants demonstrated above-average levels of emotional intelligence, self-leadership, and self-efficacy, with the highest scores observed in“emotional awareness and expression,”“behavior-focused strategies,”and“social self-efficacy.”2.Statistically significant gender differences were found: male students outperformed females in overall emotional intelligence and self-efficacy, whereas females scored higher in self-leadership.3.Gifted students scored significantly higher than students in regular classes across all measured dimensions.4.Students who had experience serving as class or club officers, especially those who held both roles, demonstrated stronger performance in all three constructs.5.Regional differences emerged in specific subdomains, with students from eastern and northern regions scoring lower than those from other regions.6.Socioeconomic status exerted a significant effect on all three constructs, with students from higher-SES backgrounds outperforming those from lower-SES backgrounds.7.Emotional intelligence was positively and significantly correlated with both self-leadership and self-efficacy, and self-leadership was likewise positively correlated with self-efficacy.8.Self-leadership was found to partially mediate the relationship between emotional intelligence and self-efficacy, with the mediating effect of natural reward strategies being the most salient.