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Self-Perceived Assessment of Undergraduate Leadership Competencies through a Leadership Development Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-Perceived Assessment of Undergraduate Leadership Competencies through a Leadership Development Program./
Author:	Newton, Ryan D.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29065103click for full text (PQDT)
ISBN:	9798438768401

Self-Perceived Assessment of Undergraduate Leadership Competencies through a Leadership Development Program.
Newton, Ryan D.

Self-Perceived Assessment of Undergraduate Leadership Competencies through a Leadership Development Program. - 1 online resource (144 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--University of South Florida, 2022.

Includes bibliographical references

This ex-post facto research study identified changes in participants' self-perceptions of their competence in six key leadership competencies, as reported from a pre-training and post-training self-assessment. This study also identified the relationship between the participants' self-reported changes and their persistence in enrollment at the University upon completion of the leadership training program. This quantitative study analyzed secondary data (N=201) from a large, four-year, public research institution in the southeast United States. Paired samples t-tests were used to determine that the self-reported change among participants was statistically significant (p<.05) from the pre- to the post-training self-assessment. Further, this study then examined the relationship between participants' self-reported mean change and their persistence at the institution, defined as having graduated or continuing enrollment one year after completion of the leadership training program. A logistic regression was utilized to identify a negative predictive relationship between participants' mean change and their likelihood of persistence. Implications for competency-based learning were discussed in relationship to student affairs practice.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438768401Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

CompetencyIndex Terms--Genre/Form:

542853
Electronic books.

Self-Perceived Assessment of Undergraduate Leadership Competencies through a Leadership Development Program.
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500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Miller, Thomas E.
502 $a Thesis (Ph.D.)--University of South Florida, 2022.
504 $a Includes bibliographical references
520 $a This ex-post facto research study identified changes in participants' self-perceptions of their competence in six key leadership competencies, as reported from a pre-training and post-training self-assessment. This study also identified the relationship between the participants' self-reported changes and their persistence in enrollment at the University upon completion of the leadership training program. This quantitative study analyzed secondary data (N=201) from a large, four-year, public research institution in the southeast United States. Paired samples t-tests were used to determine that the self-reported change among participants was statistically significant (p<.05) from the pre- to the post-training self-assessment. Further, this study then examined the relationship between participants' self-reported mean change and their persistence at the institution, defined as having graduated or continuing enrollment one year after completion of the leadership training program. A logistic regression was utilized to identify a negative predictive relationship between participants' mean change and their likelihood of persistence. Implications for competency-based learning were discussed in relationship to student affairs practice.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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