“I want to be the line leader!” Cognitive and social processes in early leader development

Cannon, Jessie A.; Zaccaro, Stephen J.; Goldstein, Thalia R.

doi:10.1016/j.leaqua.2023.101757

The Leadership Quarterly

2024

DOI: 10.1016/j.leaqua.2023.101757

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“I want to be the line leader!” Cognitive and social processes in early leader development

Jessie A. Cannon,

Stephen J. Zaccaro,

Thalia R. Goldstein

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2024

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Cited by 3 publications

References 161 publications

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Using Teacher Prompts to Increase Leadership Skills in Preschool Children

Dicarlo,

Dowell,

Fazio-Brunson

et al. 2024

Child Youth Care Forum

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Background Early childhood leadership leads to positive outcomes for young children, including social competence. Objective The purpose of the present study was to examine the leadership behavior exhibited by three preschool aged children and to determine if teacher prompting could increase the frequency of leadership behaviors exhibited by preschool children. Methods A single case research design was utilized; specifically, we employed a multiple baseline design across preschool children to measure child leadership behaviors and teacher prompting. Results Baseline observations revealed that children engaged in Parten’s original 1933 framework of both directing and following, reciprocally directing or sharing leadership, and directing the group at varying levels. Using Pigors (Leadership and domination among children, 9:140–157, 1933) definition of “guidance of others toward a desired goal,” Leadership Prompting Intervention was used to increase children’s leadership behaviors. Results indicated that both teachers increased their level of leadership prompting, and all three children increased the behaviors of directing the group. Conclusions Teacher prompting is a low cost, low labor-intensive intervention that can be easily integrated into the early childhood classroom routine to increase children’s leadership skills. This study adds to the limited research on early childhood leadership (ECL) by providing insight into how teacher prompts can influence children’s leadership behavior in a specific context and setting.

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Using Teacher Prompts to Increase Leadership Skills in Preschool Children

Dicarlo,

Dowell,

Fazio-Brunson

et al. 2024

Child Youth Care Forum

View full text Add to dashboard Cite

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Exploring research trends and patterns in leadership research: a machine learning, co-word, and network analysis

Ribeiro,

da Costa,

Ramos

et al. 2024

Manag Rev Q

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Leadership is recognized as playing a crucial role in the organization’s performance and success. As a result, the scientific literature on leadership has become quite extensive, making it difficult to identify and understand the current state of research. Most literature studies focus on a specific aspect of the field or a limited time frame, providing a fragmented view of the overall landscape. Therefore, this research aims to provide new insights into the current state of research through two studies. Using advanced Natural Language Processing (NLP) techniques, the first study focuses on identifying emerging research trends in the field through a Latent Dirichlet Allocation (LDA) model, providing insights into future areas of interest and investigation. The second study centers on analyzing consolidated research patterns through co-word and network analysis, shedding light on the connections and interrelationships between leadership research topics. By applying these techniques to a comprehensive dataset of 56,547 research papers gathered from Web of Science and Scopus, this study provides a detailed understanding of the current state of leadership research and identifies potential areas for future exploration. Five research trends were identified: (1) Leadership and Digital Transformation Research (LDTR); (2) Leadership and Organizational Performance Research (LOPR); (3) Educational Leadership Research (ELR); (4) Leadership Practices and Development Research (LPDR); and (5) Gender and Diversity Leadership Research (GDLR). Combining these five research trends with the consolidated research patterns identified, we propose several research directions identified for advancing leadership studies.

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Liderliğin Ortaya Çıkışını Anlamak: Sosyal Kimlik ve Psikososyal Gelişime Odaklanan Yaklaşımların İncelenmesi

Külhancı,

Akfirat

2024

YED

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Bu derleme, çocukluk döneminde liderliğin ortaya çıkışını ve gelişimini, özellikle benlik ve sosyal kimlik oluşumunun psiko-sosyal gelişimle olan etkileşimine odaklanarak eleştirel bir şekilde incelemektedir. Liderlik, genellikle müstakil bir beceri olarak görülse de bu bakış açısı sosyal ve psikolojik faktörlerin önemli etkilerini dikkate almamaktadır. Bu derlemede, dört gelişimsel yaklaşımın, Gelişimsel Gruplararası Kuramının, Sosyal Kimlik Gelişim Kuramının, Sosyal Akıl Yürütme Gelişim Modelinin ve Gelişimsel Öznel Grup Dinamikleri Modelinin, çocuklarda liderlik gelişimine ilişkin kuramsal açıklamaları ve araştırma bulguları sunulmaktadır. Bu yaklaşımların sosyal kimlik gelişim süreçlerinin sonuçları olarak liderlik motivasyonlarının ve davranışlarının ortaya çıktığı örüntüleri aydınlatmadaki rolü eleştirel bir şekilde değerlendirilmektedir. Bu kuramların ortak noktaları, grup süreçleri içerisinde ortaya çıkan liderliğin, olumlu benlik motivasyonuna dayandığı, gerçekliği anlama arayışı ile kavrayabilme becerisine ve sosyal çevreden bilgi toplama kapasitesine sahip olmayı gerektirdiğini öne sürmeleridir.

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“I want to be the line leader!” Cognitive and social processes in early leader development

Cited by 3 publications

References 161 publications

Using Teacher Prompts to Increase Leadership Skills in Preschool Children

Using Teacher Prompts to Increase Leadership Skills in Preschool Children

Exploring research trends and patterns in leadership research: a machine learning, co-word, and network analysis

Liderliğin Ortaya Çıkışını Anlamak: Sosyal Kimlik ve Psikososyal Gelişime Odaklanan Yaklaşımların İncelenmesi

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