Abstract. Recent research shows that affective Motivation to Lead (a-MtL) is relevant for leadership emergence. However, women have been shown to have lower a-MtL. In order to explain this, we refer to Eagly and Wood’s Social Role Theory (2012) . Our results show (1) traditional gender role beliefs (TGRB) are negatively related to women’s a-MtL. (2) Women’s lower a-MtL is partially due to a lack of same-sex role models (SSRM). (3) High awareness of gender inequality is related with higher a-MtL in women. Supporting Social Role Theory (SRT) sociocultural variables explain the sex difference in a-MtL. These variables potentially add to Chan and Drasgow’s (2001) model of antecedents to a-MtL and contribute to a more holistic theory testing of a sex-differentiated model. Theoretical and practical implications are discussed.

In this study, the construct of motivation to lead (MtL) is considered as a predictor of leadership training effectiveness. MtL, the individual preference to take on leadership roles, is a motivation that specifically relates to the content of leadership training. A total of 132 managers participated in a longitudinal follow-up study. The influence of MtL on training effectiveness is explained by a serial mediation process. Individuals high on MtL benefit more from training by acquiring more leadership competencies, which in turn results in more effective leadership behavior and ultimately higher training effectiveness 1 year later. Understanding the process through which trainees' individual MtL influences building up competencies is important for identifying mechanisms that drive training effectiveness. Organizational support is revealed to further enhance this training process by moderating the influence of MtL on leadership competencies. From a practical perspective, MtL is important for leadership training effectiveness and measures should be taken to enhance MtL.

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