本研究旨在分析現行國小高年級國語教科書中傑出人物呈現的心理社會技能。透過內容分析法，本研究分為兩階段進行：第一階段針對不同版本教科書共計93課158位傑出人物進行全面調查出現率和特質分佈情形；第二階段則聚焦於19位符合傑出表現發展經歷且篇幅較長、介紹完整的傑出人物，以探討他們的心理社會技能和影響因素。本研究圍繞三個主要問題：一、國小高年級國語教科書中傑出人物的出現率為何？二、這些傑出人物的特質（性別、專業領域和傑出類型）為何？三、他們展現的心理社會技能為何？研究對象為110學年度下學期與111學年度上學期的康軒、翰林和南一三個版本之高年級第九至第十二冊國語教科書。根據上述的研究架構，本研究結果如下：
一、在國小高年級國語教科書中，傑出人物的出現率為40%。
(一) 在總計230課的課文中，有93課在介紹傑出人物，佔全部課文的40%。具體來看，正式課文有78課提及傑出人物，佔正式課文的49%。而在補充閱讀中，有15課提及傑出人物，佔補充閱讀的21%。這一統計結果突顯出教科書對傑出人物作為角色楷模的重視。
(二) 不過在158位傑出人物中，僅19位有詳細介紹傑出人物發展歷程，這顯示透過傑出人物的發展歷程來學習心理社會技能的運用相對有限。
二、在國小高年級國語教科書中，對不同背景的傑出人物有明顯的偏重。
(一) 在總計158位傑出人物中，男性傑出人物有139位，而女性有19位，顯示教科書在性別比例上明顯失衡，主要以男性為主。
(二) 在專業領域分布比例的前三名分別是藝術（57%）、管理/行銷（12%）和社會服務領域（9%），顯示教科書在專業領域的分布上主要以藝術領域為主。
(三) 在專業領域分布比例的前三名分別產出者（47%）、表現者（44%）和貢獻者（7%），顯示教科書在傑出類型的分布上多以表現者與產出者為主。
三、整體教科書較重視的心理社會技能是「動機的自我調整」，較不重視「情緒的自我調整」和「後設認知的自我調整」。不同版本對心理社會技能類別的項目未均衡呈現，且描述方法各有差異。
(一) 在總計19位傑出人物中，各版本都集中強調「動機的自我調整」，在「後設認知的自我調整」較少提及，但翰林版對「情緒的自我調整」著墨更少。
(二) 雖然各版本有共同強調的類別與未提及「社交技巧」和「後設認知的自我調整」某些項目，但他們對各類別項目的介紹方法都存在差異。
四、教科書中各背景傑出人物的描述皆重視「動機的自我調整」，及其所屬的「工作承諾、毅力和堅持」和「目標設定」；此外，不同背景傑出人物也有各自展現重視的心理社會技能。
(一) 不同性別也重視「創造風險的承擔」，但男性傑出人物還重視「認知的自我調整」，而女性則比男性更關注「社交技巧」和「圈內人知識」。
(二) 技術領域傑出人物較重視「創造風險的承擔」，藝術領域較重視「認知的自我調整」，社會服務領域則認為「社交技巧」和「圈內人知識」至關重要，而體育領域將「情緒的自我調整」視為不可或缺技能。
(三) 表現者較重視「認知的自我調整」和「情緒的自我調整」，產出者認為「創造風險的承擔」和「圈內人知識」也很重要，貢獻者則特別注重「社交技巧」技能。
五、教科書中認為影響不同背景傑出人物才能發展的因素，主要深受心理社會因素的「機會掌握」、「產能心態」、「動機」和「心理強度」影響。
(一) 不同性別的傑出人物均受到「機會掌握」和「產能心態」的正面影響，但男性更強調提升「心理強度」，而女性則較受「動機」影響。同時，他們都面臨「動機」不足和「心理強度」挑戰，以及外部資源與機會的「社會文化資本」阻礙。此外，男性也受到「產能心態」的影響，而女性可能受到「校內外機會提供」造成的阻礙。
(二) 不同專業領域對特定影響因素也各有側重，如藝術領域也受外部資源與機會的「社會文化資本」影響，而社會服務領域則需結合「動機」、「社交技巧」和「社會文化資本」來支持。
(三) 不同類型的傑出人物將心理社會因素的「機會掌握」、「產能心態」和「心理強度」視為共同助力因素，而「動機」不足、「心理強度」的挑戰和「社會文化資本」的限制是共同主要障礙。不過，貢獻者還有面臨「產能心態」不足和「校內外機會提供」的缺乏。
最後，研究者提出建議：除了正式課文的傑出人物可做為學習楷模外，補充閱讀的傑出人物也可與孩子進行深入探究；留意教科書舉出性別、專業領域、類型之傑出人物有偏重情形；可利用教科書對傑出人物心理社會技能描述進行延伸補充，並將傑出人物才能發展的故事結合心理社會技能的應用。

This study aims to analyze the psychosocial skills presented by Eminent in current Senior Grade Elementary School Mandarin textbooks. Conducted in two phases through content analysis, the first phase involved a comprehensive survey of the appearance rate and distribution of traits among 158 Eminent figures across 93 lessons in different textbook editions. The second phase focused on 19 Eminent who had extensive coverage and well-detailed developmental experiences, exploring their psychosocial skills and influencing factors. This research revolves around three main questions: First, what is the occurrence rate of Eminent in Senior Grade Elementary School Mandarin textbooks? Second, what are the characteristics (gender, Professional field, and Categories of Talent) of these Eminent? Third, what psychosocial skills do they exhibit? The study subjects were textbooks from the Kang Hsuan, Han Lin, and Nan I publishers, covering the 9th to 12th volumes for the Senior Grade Elementary School, from the second semester of the 110th academic year to the first semester of the 111th academic year. Based on the aforementioned research framework, the results of this study are as follows:
1. The occurrence rate of Eminent in Mandarin textbooks for senior grades of elementary school is 40%.
（1） Out of a total of 230 lessons, 93 lessons introduce Eminent, accounting for 40% of all the lessons. Specifically, in the formal course texts, 78 lessons mention Eminent, making up 49% of the formal content. In the supplementary readings, Eminent are featured in 15 out of 71 lessons, constituting 21% of these readings. This statistical result highlights the emphasis placed on Eminent as role models in the textbooks.
（2） However, among the 158 Eminent, only 19 have a detailed introduction of their developmental journey. This indicates that the opportunity to learn psychosocial skills through the developmental stories of Eminent is relatively limited.
2. In the elementary school Mandarin textbooks for senior grades, there is a clear bias towards Eminent individuals from different backgrounds.
（1） In the selection of Eminent individuals, there is a noticeable gender imbalance with 139 out of 158 being male and only 19 females, demonstrating a clear favor towards male figures in the textbooks.
（2） Regarding the professional field distribution of Eminent individuals, the textbooks predominantly focus on the Arts, accounting for 57% of the total, followed by Management/Marketing at 12% and Social Service at 9%.
（3） Concerning the distribution of Eminent types in the textbooks, the majority are categorized as Creators (47%) and Performers (44%), with a smaller emphasis on Contributors (7%).
3. In the elementary school Mandarin textbooks for senior grades, there is an emphasis on the psychological and social skill of ''Motivational Self-Regulation,'' while ''Emotional Self-Regulation'' and ''Meta-Cognitive Self-Regulation'' are less emphasized. Furthermore, different versions of textbooks present the categories of psychological and social skills unevenly and with varying descriptions.
（1） In all textbook versions, there is a strong emphasis on "Motivational Self-Regulation" among the 19 notable figures selected after phase two screening. "Meta-Cognitive Self-Regulation" is mentioned less frequently across these versions, with the Han Lin edition particularly featuring minimal focus on "Emotional Self-Regulation."
（2） While all versions share common emphasis on specific categories, and omit aspects such as "Social Skills" and certain elements of "Meta-Cognitive Self-Regulation," they exhibit variations in their approaches to presenting the items within these shared categories.
4. In the elementary school Mandarin textbooks for senior grades, outstanding individuals from various backgrounds all emphasize '' Motivational Self-Regulation,'' including ''commitment, perseverance and persistence'' and ''goal setting,'' and also prioritize relevant psychosocial skills.
（1） Different genders also emphasize ''Creative Risk-Taking,'' but male outstanding individuals also value ''Cognitive Self-Regulation,'' while females tend to emphasize ''Social skill'' and ''Insider knowledge.''
（2） Outstanding individuals in the technical field tend to emphasize the willingness to "Creative Risk-Taking," while those in the arts field place a stronger focus on " Cognitive Self-Regulation." In the social service sector, "Social skill" and "Insider knowledge" are deemed essential, while in the realm of sports, "Emotional Self-Regulation" is regarded as a vital skill.
（3） Performers continue to prioritize "Cognitive Self-Regulation" and "Emotional Self-Regulation," while producers consider "Creative Risk-Taking" and "Insider Knowledge" to be important as well. Contributors, on the other hand, particularly emphasize "Social Skills" as well as "Insider Knowledge" skills.
5. The textbooks suggest that the factors influencing the talent development of Eminent individuals from different backgrounds are mainly affected by psychosocial elements such as "mastery of opportunities," "productive mindset," "motivation," and "psychological strength."
（1） Eminent individuals of varying genders are positively impacted by "opportunity mastery" and a "productive mindset," while encountering obstacles related to inadequate "motivation" and difficulties in building " psychological strength." However, males place a greater emphasis on enhancing their " psychological strength," whereas females are more influenced by their level of "motivation." Additionally, both genders face challenges related to external resources and opportunities, often referred to as "socio-cultural capital."
（2） Different professional fields also emphasize specific influencing factors, such as the arts field being influenced by ''socio-cultural capital'' in the form of external resources and opportunities, while the social services field requires a combination of ''motivation,'' ''social skills,'' and ''socio-cultural capital'' for support.
（3） Different types of Eminent individuals consider ''mastery of opportunities,'' ''productive mindset,'' and ''psychological strength'' as common facilitating factors, while insufficient ''motivation,'' challenges in ''psychological strength,'' and limitations in ''socio-cultural capital'' are shared major obstacles. However, contributors also face a lack of ''productive mindset'' and a shortage of ''in-school and out-of-school resource opportunities.''
Finally, the researchers propose several recommendations: Besides using Eminent in formal texts as learning models, those featured in supplementary readings should also be thoroughly examined with children. It is important to be mindful of potential biases in gender, professional fields, and types regarding the representation of Eminent in textbooks. Additionally, the portrayal of these figures' psychosocial skills in textbooks could be further elaborated and augmented. Moreover, integrating the stories of these figures' talent development with the practical application of psychosocial skills could be beneficial.

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