高等教育的跨越式发展不仅提升了人才培养的质量，还为适应和推动社会进步培育了大量高素质复合型人才。无论在经济、文化还是其他领域，高校培养的学生领导者都能成为社会发展的引领者。发展大学生领导力是实现学生个人与社会价值的重要途径，有利于学生适应多元的环境与社会。在高校中，学生参与是提升领导力的关键渠道，学生通过参与课堂教学、社会实践以及与教师和同辈的互动，不仅可以获取领导力知识，也锻炼和提升了具体的领导能力，更重要的是可以在环境的影响下形成正确的领导力价值观。

在国外领导力教育实践的影响下，国内高校也开始关注学生的领导力培育和发展。然而，由于受到研究基础薄弱、理念环境和制度缺失等因素的影响，部分高校管理者仅将学生领导力视为少数学生干部在组织与活动参与中的一种符号，普通高校学生的领导潜质往往没有受到应有的重视，更不用说得到呵护与发展。为更好地激发学生领导力潜能，促进学生全面发展，本研究从学生参与的视角出发，调查高校学生的参与现状和领导力水平，探索领导力发展的影响因素，为高校管理者和学生发展活动的设计者提出建设性意见。

本研究基于高校学生投入理论、I-E-O模型、关系型领导与服务型领导理论构建分析框架与测量指标，调查来自北京地区不同高校的395名本科与硕士研究生的领导力的群体特征和差异性特征，分析高校参与环境中各因素对学生领导力发展的影响。结果显示，大学生具有良好的领导力知识、能力与价值观，领导力整体水平较高；不同个体背景的学生领导力存在差异；大学生领导力受学生投入程度影响；大学生领导力受参与环境水平影响，主要体现在课堂教学、社会实践、师生互动、校园文化、资源支持五个方面；学生主体性与师生主体间性在领导力教育中更加突出；情感投入是大学生实践参与的“助推器”。

基于此，本研究尝试从高校与学生个人层面提出建议。首先，高校层面应构建价值观、知识、能力三维融合的领导力教育体系；普及高校领导力教育对象；加强领导力师资队伍的培养与建设；改革领导力课程体系与课堂教学方法；引导学生参与服务型学习，积极投身社会实践；全方位整合并利用各类领导力教育资源。其次，学生个人层面应参与学生组织，在关系互动中发展领导力；发展健全人格，提高服务意识；拓展领导力“课堂”，促进领导力教育的生活化。

The leap-forward development of higher education not only improves the quality of personnel training, but also cultivates a large number of high-quality compound talents to adapt to and promote social progress. No matter in economy, culture or other fields, the student leaders trained by colleges and universities can become the leaders of social development. Developing college students' leadership is an important way to realize students' personal and social values, which is conducive to students' adaptation to diverse environment and society. In colleges and universities, students' participation is the key channel to enhance leadership. By participating in classroom teaching, social practice and interaction with teachers and peers, students can not only acquire leadership knowledge, but also exercise and enhance specific leadership skills. More importantly, they can form correct leadership values under the influence of the environment.

Under the influence of foreign leadership education practice, domestic universities have also begun to pay attention to the cultivation and development of students' leadership. However, due to the weak research foundation, the lack of conceptual environment and system, some university administrators only regard student leadership as a symbol for a few student cadres to participate in organizations and activities, and the leadership potential of ordinary university students is often not paid due attention to, let alone cared for and developed. In order to better stimulate students' leadership potential and promote students' all-round development, this study investigates the participation status and leadership level of college students from the perspective of student participation, explores the influencing factors of leadership development, and puts forward constructive suggestions for college administrators and designers of student development activities.

Based on the theory of college students' engagement, I-E-O model, relational leadership and service-oriented leadership, this study constructs an analysis framework and measurement indicators, investigates the group characteristics and differences of leadership of 395 undergraduate and master students from different universities in Beijing, and analyzes the influence of various factors in the participation environment of colleges and universities on the development of students' leadership. The results show that college students have good leadership knowledge, ability and values, and the overall level of leadership is high; There are differences in students' leadership from different individual backgrounds; College students' leadership is influenced by students' involvement; The leadership of college students is influenced by the level of participation environment, which is mainly reflected in five aspects: classroom teaching, social practice, teacher-student interaction, campus culture and resource support. Student subjectivity and intersubjectivity between teachers and students are more prominent in leadership education; Emotional input is the "booster" of college students' practical participation.

Based on this, this study attempts to put forward suggestions from the university and students' personal level. First of all, a leadership education system with three-dimensional integration of values, knowledge and ability should be constructed at the university level; Popularize the object of leadership education in colleges and universities; Strengthen the cultivation and construction of leadership teachers; Reform the leadership curriculum system and classroom teaching methods; Guide students to participate in service-oriented learning and actively participate in social practice; Integrate and utilize all kinds of leadership education resources in all directions. Secondly, students should participate in student organizations at the individual level and develop leadership in relationship interaction; Develop and improve personality and improve service consciousness; Expand the "classroom" of leadership and promote the life of leadership education.