東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The foundations of college student l...

Leonard, Arnold Lee.

Linked to FindBook

Google Book

Amazon

博客來

The foundations of college student leadership: Cognitive and personality correlates of leadership performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The foundations of college student leadership: Cognitive and personality correlates of leadership performance./
Author:	Leonard, Arnold Lee.
Description:	177 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0514.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164089
ISBN:	9780496979479

The foundations of college student leadership: Cognitive and personality correlates of leadership performance.
Leonard, Arnold Lee.

The foundations of college student leadership: Cognitive and personality correlates of leadership performance. - 177 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0514.

Thesis (Ph.D.)--The College of William and Mary, 2005.

In this study, I examined the personality and cognitive bases for the leadership performance of college student leaders. I hypothesized two structural equation models. The first model related observed measures of the five-factor model of personality and critical thinking ability to leadership performance. The second model added a latent factor of creativity to the first model. Participants consisted of 413 (247 female, 166 male) undergraduate college students who were the formal leaders of student organizations at 13 colleges in North Carolina and Virginia. I also gathered leader performance data from 349 (216 female, 133 male) observers who were members of the leaders' organizations. Leaders completed the Mini-Markers personality inventory and Watson-Glaser Critical Thinking Appraisal (WGCTA, Form B) as measures of the independent variables, and the Multifactor Leadership Questionnaire (MLQ, Form 5X) as a measure of the dependent variable. Observers completed the rater version of the MLQ. Factor analysis of the study instruments replicated the 5-factor structure of Mini-Markers, and found a 1-factor solution for the WGCTA and a 3-factor solution for the MLQ. Paired-sample t tests of self- and observer-rated MLQ scales revealed significant differences on 9 of 14 scales. Analysis of the hypothesized structural equation models yielded support for both models, but revealed that critical thinking had virtually no influence on leadership performance. Implications for college student leadership development programs are discussed.

ISBN: 9780496979479Subjects--Topical Terms:

543175
Education, Higher.

The foundations of college student leadership: Cognitive and personality correlates of leadership performance.
LDR:02482nmm 2200277 4500 001 1822247
005 20061129133236.5
008 130610s2005 eng d
020 $a 9780496979479
035 $a (UnM)AAI3164089
035 $a AAI3164089
040 $a UnM $c UnM
100 1 $a Leonard, Arnold Lee. $3 1911395
245 1 4 $a The foundations of college student leadership: Cognitive and personality correlates of leadership performance.
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0514.
500 $a Adviser: David W. Leslie.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2005.
520 $a In this study, I examined the personality and cognitive bases for the leadership performance of college student leaders. I hypothesized two structural equation models. The first model related observed measures of the five-factor model of personality and critical thinking ability to leadership performance. The second model added a latent factor of creativity to the first model. Participants consisted of 413 (247 female, 166 male) undergraduate college students who were the formal leaders of student organizations at 13 colleges in North Carolina and Virginia. I also gathered leader performance data from 349 (216 female, 133 male) observers who were members of the leaders' organizations. Leaders completed the Mini-Markers personality inventory and Watson-Glaser Critical Thinking Appraisal (WGCTA, Form B) as measures of the independent variables, and the Multifactor Leadership Questionnaire (MLQ, Form 5X) as a measure of the dependent variable. Observers completed the rater version of the MLQ. Factor analysis of the study instruments replicated the 5-factor structure of Mini-Markers, and found a 1-factor solution for the WGCTA and a 3-factor solution for the MLQ. Paired-sample t tests of self- and observer-rated MLQ scales revealed significant differences on 9 of 14 scales. Analysis of the hypothesized structural equation models yielded support for both models, but revealed that critical thinking had virtually no influence on leadership performance. Implications for college student leadership development programs are discussed.
590 $a School code: 0261.
650 4 $a Education, Higher. $3 543175
650 4 $a Psychology, Personality. $3 1017585
690 $a 0745
690 $a 0625
710 2 0 $a The College of William and Mary. $3 1018629
773 0 $t Dissertation Abstracts International $g 66-02A.
790 1 0 $a Leslie, David W., $e advisor
790 $a 0261
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164089