領導權的獲得程序及個人利得立場對程序公正知覺和權威信服的影響

THE EFFECTS OF ACQUISITION PROCESS OF LEADERSHIP AND PERSONAL BENEFIT ON THE PERCEPTION OF JUSTICE AND AUTHORITY'S CREDIBILITY

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，在班級領導權的獲得情境中，驗證由控制理論、團體－價值理論與認知參照理論所導出的程序公正研究架構。結果發現：推選程序下的公正知覺、受試對權威的信服度、受試的結果公正知覺及受試的正向情緒反應評量等均高於指派程序下的情況。此外亦發現，推選／低能力組的結果公平知覺要高於指派／高能力組，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。前述的結果意涵著，既使在小學階段，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正知覺的判斷及情緒反應的評量有一定的影響，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生活課程應注重「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作成的決策之大好機會。

128 and 240 six-grade elementary school children were studied to verify the group-value theory and referent cognitive theory by means of a field experiment and a scenario experiment in which the acquisition process of class leadership, whether the subject him/herself getting the leader position and the ability of the leader were manipulated as independent variables. The results revealed that the perceptions of procedure justice, outcome justice, feeling for the authority's credibility, and positive emotional feeling are all higher in the leader-elected-by-class condition than in the leader-assigned-by teacher condition. It is also found that the perception of outcome justice is higher when a classmate of lower ability is elected as a leader than when a classmate of high ability is assigned to be a leader by the teacher. The feeling of the elected leaders is better than that of the assigned leaders. All the results indicate that even at the elementary level, the execution of democratic procedure plays a much more important role than the factors of subjects' personal outcome and the elected leader's ability to influence the group members' trust and support for the teacher-authority. Based on the results, it is suggested that the 'procedure' education in school should be emphasized such that the students would learn to respect and follow the decision making obtained from well-justified group processes.