本研究主要目的為比較不同性別國小六年級學生領導潛能的差異及探討自
我態度.創造傾向與學業成就等個人相關因素與國小六年級學生領導潛能
之關係o本研究採問卷調查法,取樣包括北市十所國民小學六年級學生,共
計十個班425 名受試o主要研究工具為「兒童自我態度量 表」.「威廉斯
創造傾向量表」及研究者自編之「領導潛能同儕提名問卷」,並調查受
試80學年之國語.數學科學業成就o施測結果以單因子變異分析.積差相關.
多元逐步迴歸分析等統計方式進行假設考驗o本研究主要發現如下: 1. 國
小六年級學生之領導潛能總分不因性別而有差異,但在兩項特質(負責任.
分配任務)上男女生有顯著差異;女生顯著優於男生(p<.05)o 2. 自我態度
中對自己能力與成就的態度.對自己人格特質的態度與外界的接納態度與
領導潛能有顯著的正相關,創造傾向中僅有挑戰性與領導潛能有顯著的正
相關,而學業成就中國語.數學科成就與領導潛能均有顯著之正相關o 3.
整體而言,五種自我態度.四種創造傾向.二種學業成就與性別對領導潛能
具有顯著的預測效力o但其中以國語科學業成就.對自己能力與成就的肯定
及創造傾向中的挑戰性對國小六年級全體的領導潛能預測效力較高o
(1)對男生領導潛能的預測,依其解釋力和預測力的大小順序為國語科學業
成就及自我態度中「對自己能力與成就的態度」o (2)對女生領導潛能的
預測,依其解釋力和預測力的大小順序為自我態度中的「對自我能力與成
就的態度」.國語科學業成就與創造傾向中的挑戰性」o本研究依結論.研
究的限制,提出有關兒童領導潛能評量.教學與未來研究的建議,供國小教
師及研究者參考o

The purposes of this study were: (1) to compare the gender di-
fferences of potential leadership in 6th grade students, and
(2) to investigate the relationship between personal variables
and leadership potential among 6th graders. Four hundred and
twenty-five 6th graders were selected from 10 elementary
schools in the Taipei district. The research ins- truments were
self-concept inventory, Williams creative-tendency inventory,
leadship potential questionnaire in peer-nomination form, and
all students' academic ( Chinese,Methmatic) achieve- ements.
The data obtained were analyzed by ANOVA, Pearson corre-
lation, and stepwise multiple regression analysis. The results
of this study were as follows: 1. No statistically significant
difference was found between boys and girls in their leadership
potential, but in 2 out of 9 leadership characteristics were
found significantly different. 2. Academic achievement(
Chinese, Methmatic ), self-concept ( attitudes of accepting
self-personality traits, social self -concept, self-
confidence), and creative tendency (complexity) were
significantly correlated with leadership potential. 3. Chinese
academic achievement, self-confidence, and comp- lexity did
significantly predict all 6th graders' leadership potential(
R = .176). (a) Chinese academic achievement and self-
confidence did significantly predict boys' leadership
potential( R = .163). (b) Self-confidence, Chinese academic
achievement and comp- lexity did significantly predict girls'
leadership potential( R = .218).
The purposes of this study were: (1) to compare the gender di-