Incoming Leadership-Oriented Differences between Students in a Leadership Studies Course and a Team-Based Project Course

Autor/inn/en	Rosch, David M.; Collier, Daniel
Titel	Incoming Leadership-Oriented Differences between Students in a Leadership Studies Course and a Team-Based Project Course
Quelle	In: Journal of Leadership Education, 12 (2013) 2, S.103-121 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Leadership; Leadership Training; Intermode Differences; Teaching Methods; Elective Courses; Transformational Leadership; Teamwork; Team Training; Educational Theories; Self Efficacy; Capacity Building; Motivation; Leadership Styles; Authoritarianism; Engineering Education; Likert Scales; Predictor Variables + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Führungslehre; Teaching method; Lehrmethode; Unterrichtsmethode; Elective course; Wahlkurs; Teamcoaching; Educational theory; Theory of education; Bildungstheorie; Self-efficacy; Selbstwirksamkeit; psychologische; Motivation (psychologisch); Führungsstil; Autoritarismus; Ingenieurausbildung; Likert-Skala; Prädiktor
Abstract	This study examined the incoming leadership-oriented differences between students (N = 166) enrolled in either an elective leadership studies course (n = 50) or an elective team-based engineering projects course (n = 116) to determine significant predictors of transformational leadership behavior. Participants completed measures of leadership-oriented behaviors, self-efficacy, and motivation. Students enrolled in the leadership studies course scored higher on measures of both transformational and transactional leadership behaviors, as well as motivation to lead based on affective identity and social-normative motivation. For students in the leadership course, the only significant predictor of transformational leadership was leadership-self-efficacy score. For students interested in team-based projects, the significant predictors included affective-identity and social-normative motivation to lead, as well as leadership self-efficacy. While women displayed higher motivation to lead across all motivation categories, neither race nor gender emerged as a significant predictor of leadership behaviors. These findings suggest the importance of self-efficacy in predicting behavior and the need to attend to students' internal and external motivations in creating pathways to leadership practices. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01