scholarly journals Authentic Leadership and Followers’ Cheating Behaviour: A Laboratory Experiment from a Self-Concept Maintenance Perspective

2017 ◽  
pp. 215-244
Author(s):  
Susanne Braun ◽  
Lars Hornuf
Keyword(s):  
Laboratory Experiment ◽  
Authentic Leadership ◽  
Self Concept

Leader Self-Concept and Self-Interested Behavior

2012 ◽  
Vol 11 (1) ◽  
pp. 40-48 ◽  
Author(s):  
Barbara Wisse ◽  
Diana Rus
Keyword(s):  
Laboratory Experiment ◽  
Ethical Leadership ◽  
High Power ◽  
Research Interest ◽  
Self Concept ◽  
Organizational Leaders ◽  
Ethical Violations ◽  
Organizational Survey ◽  
Self Construal ◽  
Internal States

An abundance of ethical violations on the part of organizational leaders prompted the debate about the need for ethical leadership. Moreover, it spawned research interest in understanding the conditions that may prompt some leaders to pursue their own interests at the expense of their group, whereas others do not. This study explored whether the interplay between leader self-construal and leader power may explain this phenomenon. Across one laboratory experiment and one organizational survey, we showed that leader power interacted with leader self-construal in predicting leader self-serving behavior. Overall, our studies suggest that leader self-construal substantially shapes leader internal states and goals, and that the effects hereof on self-interested behavior are strengthened under conditions of high power.

Self-Concept Validation Research: Some Current Complexities

1980 ◽  
Vol 13 (2) ◽  
pp. 72-82 ◽  
Author(s):  
Ronald W. Marx ◽  
Philip H. Winne
Keyword(s):  
Self Concept ◽  
Validation Research ◽  
Concept Validation

Evaluating the Factor Structure of “Self-Concept” in Children: A Cautionary Note

1977 ◽  
Vol 9 (4) ◽  
pp. 172-176 ◽  
Author(s):  
Robert J. Drummond ◽  
Walter G. McIntire
Keyword(s):  
Factor Structure ◽  
Self Concept ◽  
Cautionary Note

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

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