"本研究用實地實驗法和故事實驗法，分別以128 位及240 位六年級的國小學童為受試

，在班級領導權的推派情境中，驗証程序公正的團體－價值理論與認知參照理論。結

果發現：

1.推選程序的公正知覺高於指派程序的公下知覺。

2.推選程序下的受試對權威的信服度高於指派程序下的受試。

3.推選程序下的受試的結果公平知覺高於指派程序下的受試。

4.推選程序下的受試的情緒反應評量比指派程序下的受試更為正向。

5.當選者的能力高低會影響受試的結果公平知覺：高能力組的結果公平知覺要高於低

能力組；且推選╱低能力組的結果公平知覺要高於指派╱高能力組。

6.推選程序下當選的受試的情緒反應要比指派程序下當選的受試更為正向。

上述的研究結果支持了Tyler & Lind的團體－價值理論，同時也支持了Folger的認知

參照理論。上述的結果意含在權力分配的情境中，民主程序的執行與否往往關係著團

體成員對權威的信任和支持，而個人的利得立場及當選者的能力雖然對結果公平知覺

的判斷及情緒反應的評量上有一定影響，但是，當我們將程序的公正性列入考慮時，

可以明顯看出程序的公正性佔決定性的作用。

本研究建議國小學生的潛在課程應注重『過程』的教育，諸如學校週會、班會、辯論

會、班級活動、運動競賽、課堂發言討論等，都是學生學習尊重、依循合理公正的團

體程序所做成的決策之大好機會；學生們對民主程序和法則的實際運作將有助於民主

性格的養成。另一方面，本研究對民主革的運動也建議須從『程序的公正』上著手，

而程序的公正性端看該程序是否依循大多數的民意。

"

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