MBA或一般大學的教育都期待培養未來成功的領導人。好的領導人除了相信自己的領導能力，能有效的領導團隊，他同時也是好的團隊成員。需要具備專業能力外，更需透過「自我覺察」理解自身情緒、價值與行為以及對他人的影響，並善用其人際互動中給與取的「社會支持」，進而提升其「領導自我效能」。然而，過往研究多為分別探討上述變項，並無整合三者進行實證分析。因此，本研究旨在探討自我覺察、社會支持與領導自我效能三者之間的關係。

本研究採用問卷調查法，以180位大學生及研究生為對象，除了探討自我覺察、社會支持與領導自我效能三者之間的關係，也進一步檢驗社會支持在自我覺察與領導自我效能之間所扮演的中介角色。研究工具包含自我覺察量表、社會支持量表與領導自我效能量表等，並以結構方程式模型進行假說驗證。

研究結果顯示：（一）自我覺察對領導自我效能具有顯著正向影響；（二）自我覺察對社會支持具有顯著正向影響；（三）社會支持對領導自我效能具有顯著正向影響；（四）社會支持在自我覺察與領導自我效能之間具有部分中介效果。上述結果顯示，自我覺察與社會支持皆為提升領導自我效能的關鍵因素。具高自我覺察者不僅能認清自我行為與情緒等，也能透過良好的社會支持關係，進一步強化其領導信念與行動效能。

本研究貢獻除了在理論上整合情緒智商理論與社會認知理論，最重要是以實證方式驗證三構面之直接與間接關係，建立「自我覺察—社會支持—領導自我效能」整合模型；在實務上，研究結果可提供高等教育與企業組織在領導力培育課程、活動與組織文化環境等設計之參考，協助未來或潛在領導人透過自我覺察與社會支持的相關了解、學習與訓練等，培養及提升其穩定且具韌性之領導自我效能。

MBA programs and higher education aim to cultivate future leaders who are capable of leading teams effectively while also functioning as competent team members. Beyond professional competence, leaders need to develop “self-awareness” to understand their emotions, values, behaviors and their impact on others. They must also effectively utilize reciprocal “social support”, including both giving and receiving support in interpersonal interactions, to enhance their “leadership self-efficacy”. However, prior research has examined these constructs independently, with limited empirical studies integrating all three. Therefore, this study investigates the relationships among self-awareness, social support, and leadership self-efficacy.

This study employed a questionnaire-based survey method with a sample of 180 undergraduate and graduate students. It examined the relationships among self-awareness, social support, and leadership self-efficacy, and further tested the mediating role of social support between self-awareness and leadership self-efficacy. The research instruments included a self-awareness scale, a social support scale, and a leadership self-efficacy scale. Structural equation modeling (SEM) was used to test the proposed hypotheses.

The results indicated that: (1) self-awareness has a significant positive effect on leadership self-efficacy; (2) self-awareness has a significant positive effect on social support; (3) social support has a significant positive effect on leadership self-efficacy; and (4) social support partially mediates the relationship between self-awareness and leadership self-efficacy. These findings suggest that both self-awareness and social support are critical factors in enhancing leadership self-efficacy. Individuals with higher levels of self-awareness are better able to recognize their own emotions and behaviors and, through supportive social relationships, further strengthen their leadership beliefs and action-oriented effectiveness.

The contributions of this study include the theoretical integration of emotional intelligence theory and social cognitive theory, as well as the empirical validation of an integrated “self-awareness–social support–leadership self-efficacy” model. Practically, the findings provide implications for leadership development programs in higher education and organizational settings, emphasizing the importance of cultivating self-awareness and supportive social environments to foster stable and resilient leadership self-efficacy.

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