How follower's self-concept and type of distribution influences leadership effectiveness for distributive justice and allocation

2011 ◽  
Author(s):  
Hitomi Sugiura ◽  
Kiriko Sakata
Keyword(s):  
Distributive Justice ◽  
Leadership Effectiveness ◽  
Self Concept

Of Different Minds: An Accessible Identity Model of Justice Reasoning

2003 ◽  
Vol 7 (4) ◽  
pp. 286-297 ◽  
Author(s):  
Linda J. Skitka
Keyword(s):  
Distributive Justice ◽  
General Model ◽  
The Self ◽  
Self Concept ◽  
Review Of The Literature ◽  
Identity Threat ◽  
Identity Model

An accessible identity nodel (AIM) of justice reasoning is introduced to explain when people become concerned about justice and how they define what is fair or unfair once justice concerns are activated. This model has two core propositions: (a) People are most likely to think about justice and fairness when self-relevant values and goals are highly accessible or activated, and (b) how people define fairness depends on which aspect of the self (i.e., material, social, or personal and moral) dominates the working self-concept. A review of the literature indicates that this general model provides an integrative account for when and how people become concerned about both procedural and distributive justice, and provides a cogent explanationfor known effects and results previously thought to be anomalies. Finally, the model generates novel hypotheses about how identity threat may lead to motivated perceptions off airness or unfairness.

scholarly journals How Self-Concept Interferes Between Integrative Leadership and Leadership Effectiveness

2019 ◽  
Vol 8 (3) ◽  
pp. 4685-4690
Keyword(s):  
Higher Education ◽  
Leadership Effectiveness ◽  
Self Concept ◽  
Institutions Of Higher Education ◽  
Common Goal ◽  
Balanced Approach ◽  
The Status ◽  
The Common ◽  
Integrative Leadership ◽  
Mutual Action

This paper uses a qualitative study method, describing the association of Integrative Leadership and SelfConcept with Leadership Effectiveness. It attempts to explore the intersection of these concepts rooted in higher education Institutions at a deeper level. This can provide practitioners with clues on how to realistically apply the theory to everyday practice. Moreover, through integrative leadership and self-concept, this paper describes how leadership effectiveness can be ensured in a ways that can foster mutual action in order to achieve the common goal. This can be used to push back on the forces of individualism, neoliberalism, and “tyranny of the majority” that tend to undermine democracy and perpetuate inequality in the Institutions of higher education. While this paper suggests a more collective or communitarian view, the intent is not to reject individual and neoliberal values, but to create a more balanced approach for the status quo. This paper lays the foundation of a more comprehensive conceptualization of leading and self as both the fields include diversity of approaches and theories

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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