An Exploration of Students’ Motivation to Lead: An Analysis by Race, Gender, and Student Leadership Behaviors

Abstract

This exploratory study examined the motivation to lead of a random sample of 1,338 undergraduate students to determine the degree to which motivation to lead can predict leadership behaviors. Results suggested that students’ internal self-identity as a leader positively predicted behavior, while their “social normative” motivation to lead (i.e stemming from the groups to which they belong) served as a negative predictor. These effects emerged even when controlling for self-identified leadership skill and confidence in leading. While no gender differences in motivation levels emerged, students identifying as Asian and Asian American reported lower degrees of motivation to lead compared to their peers, indicating a need to more deeply examine the unique pathways to leadership among students with regard to racial identity.

The Motivation and Intent Toward Leadership and Entrepreneurship of Undergraduate Students Enrolled in Academic Leadership Programs

“…Moreover, motivation to lead or motivation toward entrepreneurship may influence a student's desire to engage in formal leadership education or development, as well as the intensity of effort and persistence shown throughout the leadership course or training (Cho et al, 2015). High self-efficacy is a powerful predictor of leadership behavior (Rosch et al, 2015) as well as entrepreneurial activity (Geldhof, Malin, et al, 2014). As Bandura (1993) noted, when one has high self-efficacy "the more career options they consider possible, the greater the interest they show in them, the better they prepare themselves educationally for different occupations, and the greater their staying power and success in difficult occupational pursuits" (p135).…”

“…While the growth of collegiate leadership programs has been documented, the focus of much of the research has been on knowledge acquisition rather than an individual's development as a leader (Keating, Rosch, & Burgoon, 2014), or the path they choose to reach that development (Rosch, Collier, & Thompson, 2015). In efforts to fill this gap, researchers have begun to focus on the key personal antecedents needed for effective leader development to occur.…”

Examining the (Lack of) Effects Associated with Leadership Training Participation in Higher Education

“…The MTL has been in use mostly in professional contexts (e.g. Amit & Bar-Lev, 2013;Waldman, Galvin, & Walumbwa, 2013) but has recently begun to see use in post-secondary institutions (Rosch et al, 2015). Cronbach's alpha results have historically been acceptable, ranging from .65 to .91.…”

“…One's degree of motivation to lead can develop from any of three general areas of motivation: (1) "Affective-identity" MTL is defined as the possession of a strong image of oneself as a leader, and therefore motivates one to lead based on this self-image; (2) A "noncalculative" MTL, where one's decision to lead is based on avoiding a self-centered calculation for how engaging in leadership behaviors will only benefit oneself individually; and (3) A "social-normative MTL" that grows from possessing a sense of responsibility to one's group and the members within it who look to that individual to lead (Chan & Drasgow, 2001). Motivation to lead has been shown as a factor in leader success in professional organizations (Amit & Bar-Lev, 2013;Derue & Ashford, 2010) and more recently in collegiate settings as well (Rosch, Collier, & Thompson, 2015).…”

Longitudinal Leadership Capacity Growth among Participants of a Leadership Immersion Program: How Much Does Structural Diversity Matter?

“…Chan and Drasgow (2001) delineate three constructs that encompass an individual's motivation to lead: (a) Students' inclination and desire to think of themselves as leaders of their peers ("Affective-Identity" motivation); (b) The strength of their sense of responsibility to lead their peers ("Social-Normative" motivation); and (c) The degree to which students avoid conducting a self-centered calculation of how leading will result in their own personal benefit ("Non-Calculative" motivation). Motivation to lead has been shown as a factor in leader success in professional organizations (Amit & Bar-Lev, 2013;Derue & Ashford, 2010) and more recently in collegiate settings (Rosch, Collier, & Thompson, 2015). Given the degree to which the particular leadership immersion program focused on social justice as an outcome, we also considered students' motivation to advocate for social issues important to them ("Social Issues Advocacy") as a measure of motivation to lead in this context.…”