ERIC Number: EJ1133930
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Self-vs.-Teammate Assessment of Leadership Competence: The Effects of Gender, Leadership Self-Efficacy, and Motivation to Lead
Rosch, David M.; Collier, Daniel A.; Zehr, Sarah M.
Journal of Leadership Education, v13 n2 p96-124 Spr 2014
A sample (N = 81) of undergraduates participating in a semester-long team-project engineering course completed assessments of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers scored students lower than students scored themselves; that males deflated the transactional leadership scores of the female peers they assessed; and that the strongest individual predictor of teammate-assigned scores was a student's affective-identity motivation to lead (i.e. the degree to which they considered themselves a natural leader). Leadership self-efficacy failed to significantly predict teammate scores.
Descriptors: Competence, Self Efficacy, Motivation, Undergraduate Students, Higher Education, Engineering Education, College Freshmen, Introductory Courses, Likert Scales, Transformational Leadership, Statistical Analysis, Effect Size, Gender Differences, Predictor Variables, Pretests Posttests
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A