本研究旨在探討高中學生的利他主義行為對學生領導力之影響，並進一步檢
驗社會情緒學習（Social-Emotional Learning, SEL）與自我效能在其中所扮演的中介角色。研究背景奠基於108課綱強調的全人發展與學生主動參與精神，認為學生在校園中展現的助人、合作與關懷行為，可能透過其社交情意能力與對自身能力的信念，轉化為實際的領導行為展現。研究對象為桃園市八所高中職共 445 名高一至高三學生，採自編背景資料表，以及利他主義行為量表、青少年社會情緒學習量表（ASELS）、一般自我效能量表（GSES）與學生領導力實踐量表（Student LPI）進行施測。資料以 SPSS 進行描述統計、相關與差異分析，並加掛 PROCESS巨集採進行中介分析，納入性別、學校類型、學程、班級幹部、年級與社團幹部等背景變項加以控制。
研究結果顯示：
一、高中生利他主義行為對學生領導力具有顯著正向影響；
二、利他主義行為可正向預測學生之 SEL 狀態與自我效能；
三、SEL 與自我效能皆能正向預測學生領導力；
顯示利他主義行為不僅直接提升學生領導力，亦可經由提升其社會情緒能力
與自我勝任感而產生間接效果。
最後，本研究建議學校可透過服務學習、幹部培訓與班級合作活動，系統性
強化學生的利他行為與 SEL 教學，以作為培養學生領導力的具體途徑。

This study aimed to examine the influence of high school students’ altruistic behavior on student leadership, and to further test the mediating roles of socialemotional learning (SEL) and self-efficacy. Grounded in the guide line which
emphasizes whole-person development and active student participation, the study posits that students’ helping, caring, and cooperative behaviors in school may be transformed into leadership performance through enhanced socio-emotional competencies and stronger beliefs in their own abilities.
Participants were 445 students from eight senior high/vocational high schools in Taoyuan City, including 10th to 12th graders. The instruments included a background
information form, an altruistic behavior scale, the Adolescent Social-Emotional Learning Scale (ASELS), the General Self-Efficacy Scale (GSES), and the Student Leadership Practices Inventory (Student LPI). Descriptive statistics, correlation analysis, and group-difference tests were conducted using SPSS, and Hayes’ PROCESS macro was employed to perform serial mediation analysis, with gender, school type, program, class leadership, grade level, and club leadership entered as control variables.
The results indicated that:
(1) Altruistic behavior had a significant positive effect on student leadership.
(2) Altruistic behavior positively predicted students’ SEL and self-efficacy.
(3) Both SEL and self-efficacy positively predicted student leadership.
Based on these findings, the study recommends that schools systematically integrate service learning, student leadership training, and cooperative classroom activities to strengthen altruistic behavior and SEL as concrete pathways for cultivating student leadership.

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