Reframing Assumptions: Collegiate Peer Mentors' Motivation to Lead

Autor/inn/en	Dunn, Allison L.; Moore, Lori L.
Titel	Reframing Assumptions: Collegiate Peer Mentors' Motivation to Lead
Quelle	In: College Student Affairs Journal, 40 (2022) 1, S.77-89 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-210X
Schlagwörter	Peer Relationship; Mentors; Leadership; Motivation; Student Needs; Individual Power; Undergraduate Students; Sense of Community; Achievement Need + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Führung; Führungsposition; psychologische; Motivation (psychologisch); Eigeninitiative
Abstract	This study explored what motivated undergraduates to serve as peer mentors in a leadership-themed living-learning community. Using McClelland's Acquired Needs Theory (1961) as the theoretical framework, we conducted a deductive content analysis to describe peer mentors' motivation to lead. We found evidence of all three of McClelland's identified needs categories, but noted the need for power as the most prevalent need behind the peer mentors' motivation to lead. Peer mentors were struggling to reframe their conceptualization of power as something not solely viewed as a negative. The findings improve our understanding of peer mentors' motivation to lead as part of their development as leaders. (As Provided).
Anmerkungen	Southern Association for College Student Affairs. 11935 Abercorn Street, Savannah, GA 31419; e-mail: CSAJreviews@gmail.com; Web site: https://sacsa.site-ym.com/page/CSAJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01