No abstract

Leonard et al. (1999) proposed a new typology of motivation sources, which was later operationalized with scales to 404896J LOs19110.1177/1548051811404896Bugenh agen and BarbutoJournal of Leadership & Organizational Studies AbstractThis article reports a field study testing the relationship between individuals' constructive-development level and their sources of work motivation. Constructive development was assessed using the Subject-Object Interview for 53 community and educational leaders. Motivation was assessed using the Motivation Sources Inventory. Results indicated that constructivedevelopment progression was significantly related to instrumental motivation. No other significant relationships were found, indicating that the other four sources of work motivation exist independent of individuals' constructive development. Implications for research and practice are addressed.

“Although American higher education can justifiably take pride in its capacity to develop the student's ability to manipulate the material world through its programs in science, medicine, technology, and commerce, it has paid relatively little attention to the student's “inner” development—the sphere of values and beliefs, emotional maturity, moral development, spirituality, and self‐understanding.” —from the Foreword to Encouraging Authenticity and Spirituality in Higher Education by Alexander W. Astin and Helen S. Astin

This study estimated the relationship between followers' locus of control and organizational citizenship behaviors for a sample of 375 government employees, whose M age was 46 yr. 53% were women; 42% earned bachelor's degrees. Analyses showed a significant positive correlation of .35 between followers' locus of control and their organizational behaviors. More complex models and research designs are necessary to generalize.