The influence of goal-orientation and sex-role identity on the development of leadership self-efficacy during a training intervention /
In a non-equivalent control group design, two hundred eighty student volunteers participated in a study to explore the influence of leadership training, goal-orientation, and sex-role identity on the development of leadership self-efficacy perceptions. Half completed a 15-week leadership training cl...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731686491&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | In a non-equivalent control group design, two hundred eighty student volunteers participated in a study to explore the influence of leadership training, goal-orientation, and sex-role identity on the development of leadership self-efficacy perceptions. Half completed a 15-week leadership training class, while the other half completed various undergraduate psychology classes. Pre and post-training measures were collected, and data were analyzed using hierarchical regression procedures to test predicted main elects and interactions. Surprisingly, results revealed that leadership training did not produce a significant change in trainees' post-training leadership self-efficacy (LSE2), although it did have a large effect (d = 2.20) on trainees' perceptions of the amount of leadership efficacy information experienced during training (LEI). Only the masculinity-by-training condition interaction was significant; however, its influence on LSE2 was contrary to theory. The lower a trainee's masculinity score, the more successful was the training program in raising leadership self-efficacy beliefs. In addition, post hoc analyses indicated that those raising leadership self-efficacy beliefs. In addition, post hoc analyses indicated that those trainees' with low initial leadership efficacy benefited most from the leadership class. Also, a trainee's LEI score explained a small but significant part of the variance in LSE2, a finding which lends support to Bandura's (1997) model of efficacy change. It appears that efficacy change during training depends upon the amount of efficacy information perceived by the trainee during the intervention. Implications of study endings for training designers who are concerned with raising the self-efficacy beliefs of trainees is discussed. |
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| Item Description: | Vita. "Major Subject: Psychology". |
| Physical Description: | xii, 90 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 66-74). |