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Leadership scholars recognize that there is value in capturing how leaders view themselves and how they are viewed by others. Recently, the leadership Arena-Reputation-Identity (LARI) model has been advanced as a means of more precisely capturing the shared and unique perspectives that underlie multisource ratings of leadership. Despite its strengths, several critical questions pertaining to this model remain unanswered: (1) Does the wealth of information provided by the LARI model have any bearing on the effectiveness of a leader? (2) Does the amount of variance explained by a particular source within the LARI model depend on the observability of the leadership dimension being rated? (3) Does the LARI model generalize to the upper echelon of the firms (i.e., senior executives) while also accommodating additional source effects (i.e., board members)? Drawing on multisource ratings of 491 senior executives' leadership competencies, as well as a team-based assessment of their effectiveness, we first conceptually and empirically extend this Model 1 that can accommodate predictive relationships, that is, LARI (S-1) model, and then find that the LARI (S-1) model functions well as a means of conceptualizing multisource ratings of leadership (even in a distinct context and additional sources of ratings). We also find that the LARI (S-1) model captures a significant, and at times, substantial portion of variability in leader effectiveness. Our results also suggest that the extent to which a particular source of leadership ratings predicts a leader's effectiveness is based, in part, on the observability of the leadership dimension being assessed. Implications and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Introduction: Student motivation is a critical predictor of academic achievement, engagement, and success in higher education. Motivating students is a crucial aspect of effective teaching., Statement of the Problem: Although there is a wealth of research on student motivation, practical guidance for putting theory into practice in challenging teaching environments (i.e., large-format introductory courses) is lacking. We discuss a first step toward motivating students: understanding how motivated they are and using that information to inform teaching., Literature Review: Anxiety, impeded motivation, and high student-to-teacher ratio are all challenges associated with teaching foundational introductory courses, such as statistics. The Expectancy-Value-Cost model of motivation provides theoretical background to assist with these courses. We discuss the implementation and use of motivation assessments as a teaching tool., Teaching Implications: Motivation assessments are feasible and useful while teaching large-format introductory courses. Instructor reflections lend insights as to how to use these assessments to improve pedagogy., Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2022.)

Social support is associated with positive physical and psychological health outcomes for youth. We took a qualitative approach to examine the sources, forms, and functions of social support youth receive from natural mentoring relationships in their lives. Based on in-depth interviews with 40 adolescents participating in a study of youth-adult relationships and natural mentoring processes, we found that (1) different types of adults had the capacity to provide different types of support and were likely to provide overlapping supports; (2) emotional, informational, and instrumental support qualitatively differed depending on the adult's role (e.g., teacher), while companionship and validation were consistent across adults; and (3) youth were able to identify benefits attached to the social support received from adults. Our findings contribute to a more nuanced understanding of aspects and characteristics of effective youth-adult mentoring processes and call for fuller assessments of social support in youths' lives so we may better meet their developmental needs., (© 2023 Wiley Periodicals LLC.)

As racial inequities continue to pervade school systems around the world, further research is necessary to understand the factors undergirding this pressing issue. Here across three studies conducted in the United States (N = 8,293), we provide evidence that race-based differences in student achievement do not stem from a lack of motivation among Black, Latinx and Indigenous (BLI) students, but a lack of equitable motivational payoff. Even when BLI and non-BLI students have the same levels of motivation, BLI students still receive maths grades that are an average of 9% lower than those of their non-BLI peers (95% confidence interval 7 to 11%). This pattern was not explained by differences in students' aptitude, effort or prior achievement but was instead linked to teachers' diminished expectations for their BLI students' academic futures. We conclude by discussing statistical power limitations and the implications of the current findings for how researchers consider the sources of, and solutions for, educational inequity., (© 2023. The Author(s), under exclusive licence to Springer Nature Limited.)

The growth mindset or the belief that intelligence is malleable has garnered significant attention for its positive association with academic success. Several recent randomized trials, including the National Study of Learning Mindsets (NSLM), have been conducted to understand why, for whom, and under what contexts a growth mindset intervention can promote beneficial achievement outcomes during critical educational transitions. Prior research suggests that the NSLM intervention was particularly effective in improving low-achieving 9th graders' GPA, while the impact varied across schools. In this study, we investigated the underlying causal mediation mechanism that might explain this impact and how the mechanism varied across different types of schools. By extending a recently developed weighting method for multisite causal mediation analysis, the analysis enhances the external and internal validity of the results. We found that challenge-seeking behavior played a significant mediating role, only in medium-achieving schools, which may partly explain the reason why the intervention worked differently across schools. We conclude by discussing implications for designing interventions that not only promote students' growth mindsets but also foster supportive learning environments under different school contexts.

This study contributes to the growing literature linking physical characteristics and behavioral tendencies by advancing the current debate on whether a person's facial width-to-height ratio (fWHR) predicts a variety of antisocial tendencies. Specifically, our large-scale study avoided the social-desirability bias found in self-reports of behavioral tendencies by capturing survey data not only from more than 1,000 business executives but also from evaluators who reported knowing the focal individuals well. With this improved research design, and after conducting a variety of analyses, we found very little evidence of fWHR predicting antisocial tendencies. In light of prior research linking fWHR to social perceptions of evaluators, our results are suggestive of an evolutionary mismatch, whereby a physical characteristic once tied to antisocial tendencies in ancestral environments is-in modern environments-not predictive of such behaviors but instead predictive of biased perceptions.

Psychosocial treatments for mood and anxiety disorders are generally effective, however, a number of treated individuals fail to demonstrate clinically-significant change. Consistent with the decades-old aim to identify 'what works for whom,' personalized and precision treatments have become a recent area of interest in medicine and psychology. The present study followed the recommendations of Fisher (2015) to employ a personalized modular model of cognitive-behavioral therapy. Employing the algorithms provided by Fernandez, Fisher, and Chi (2017), the present study collected intensive repeated measures data prior to therapy in order to perform person-specific factor analysis and dynamic factor modeling. The results of these analyses were then used to generated personalized modular treatment plans on a person-by-person basis. Thirty-two participants completed therapy. The average number of sessions was 10.38. Hedges g's for the Hamilton Rating Scale for Depression (HRSD) and Hamilton Anxiety Rating Scale (HARS) were 2.33 and 1.62, respectively. The change per unit time was g = .24/session for the HRSD and g = 0.17/session for the HARS. The current open trial provides promising data in support of personalization, modularization, and idiographic research paradigms., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

The purpose of this mixed methods study was to examine the relationship between attachment, supportive nonparental youth-adult relationships, and self-esteem during adolescence. First, in a quantitative path analysis, we found that perceived social support from nonparental adults partially mediated the relationship between adolescent attachment and self-esteem. In our follow-up mixed methods analysis, we analyzed youth reflections of support experienced in relationships with significant non-parental adults (VIPs). As compared to youth with positive attachment models, youth with negative attachment models reported fewer instances of emotional support but more instances of validation support. The youth with negative attachment models described (1) the importance of trust and (2) receiving emotional support specific to their needs. In instances of validation support, these youth described how their VIPs (1) provided them with honest and realistic feedback, (2) challenged their negative thinking and (3) created opportunities for them to recognize and showcase their strengths. Our findings underscore the importance of considering youths' individual attributes in the context of their ongoing relationships in order to gain a more nuanced understanding of the role and dynamics of supportive nonparental youth-adult relationships in youths' lives., (© 2018 Wiley Periodicals, Inc.)

Prior research on emotional intelligence (EI) has highlighted the use of incremental models that assume EI and general intelligence (or g ) make independent contributions to performance. Questioning this assumption, we study EI's moderation power over the relationship between g and individual performance, by designing and testing a task-dependent interaction model. Reconciling divergent findings in previous studies, we propose that whenever social tasks are at stake, g has a greater effect on performance as EI increases. By contrast, in analytic tasks, a compensatory (or negative) interaction is expected, whereby at higher levels of EI, g contributes to performance at a lesser extent. Based on a behavioral approach to EI, using 360-degree assessments of EI competencies, our findings show that EI moderates the effect of g on the classroom performance of 864 MBA business executives. Whilst in analytic tasks g has a stronger effect on performance at lower levels of EI competencies, our data comes short to show a positive interaction of EI and g in affecting performance on social tasks. Contributions and implications to research and practice are discussed.

Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

This chapter is about a unique partnership between Ravenscroft, a pre-K-12th grade independent school in Raleigh, North Carolina, and the Center for Creative Leadership. Starting in pre-K, Ravenscroft students embark on the Lead From Here initiative that inspires and empowers them to become citizen leaders., (© 2015 Wiley Periodicals, Inc., A Wiley Company.)

Unlabelled: Collegiate football games provide multiple social opportunities for alcohol use by students over the course of the weekend. The goal of this study was to examine alcohol use and alcohol-related consequences on football game weekends to determine differences based on characteristics of the game., Methods: A random sample of students from two large, public universities in the United States completed a survey on the Sunday-Friday following a high-risk weekend (HRW, important, home game) and low-risk weekend (LRW, no home game or game of importance) (N = 3,238 total). The survey measured the number of days students drank (0-3) and got drunk (0-3) over the weekend and whether 1+ consequences were experienced due to one's own drinking (yes/no) and due to others' drinking (yes/no)., Results: Ordinal logistic regression analyses revealed greater odds of drinking alcohol (OR = 1.70, CI = 1.46-1.97) and getting drunk (OR = 1.49, CI = 1.27-1.76) on HRW versus LRW. Logistic regression analyses revealed greater odds of experiencing 1+ consequences as a result of one's own drinking (OR = 1.38, CI = 1.16-1.63) and experiencing 1+ consequences as a result of others' drinking (OR = 1.52, CI = 1.30-1.78) on HRW versus LRW., Discussion: These findings suggest that additional prevention efforts aimed at reducing risky drinking are needed over HRW and have implications for campus administrators, law enforcement, and substance abuse program coordinators.

Sustainability remains a key challenge in public health. The perspective article by Fagen and Flay adds to our understanding of technical factors associated with sustaining health interventions in schools. In this commentary, the Fagen and Flay article (2009) is considered within the broader literature on sustainability. By taking a broad view, public health theory and practice might be advanced further. Fagen and Flay illustrate that we have much to learn about sustainability. Questions for future research include: (a) what can we put into place at the systems level to ensure that the short-term efficacy of interventions have a fighting chance to be sustained? (b) considering the challenges inherent in sustainability, what are realistic goals against which to evaluate the cost-effectiveness of interventions found effective in the short-term? and (c) what theories, methods, and strategies in fields outside of public health can be drawn upon to improve work in public health?

Unlabelled: Dating violence perpetration and victimization among adolescents in the U.S. is an important public health problem. The literature examining the relationship between dating violence, substance use, and other risk behaviors among adolescents is limited., Objective: The goal of this study was to examine associations of adolescent date fighting victimization and date fighting perpetration with substance use and other risk behaviors., Methods: Repeated cross-sectional phone surveys of 14-20 year olds from 70 communities across five states were conducted in the spring of2004 and 2006 (n=13,422). Multivariate regression analyses were used to analyze the relationship between date fighting victimization and date fighting perpetration with substance use and other risk behaviors., Results: Older age, Black race (vs. White), single parent household, age of first drink, riding in a car with a drinking driver, having been sexually victimized, and having threatened or hurt someone with a weapon were associated with date fighting victimization (all p<.01). Older age, female gender, Black race (vs. White), Hispanic ethnicity (vs. White), single parent household, age of first drink, past 30 day drunkenness, past 30 day marijuana use, having been sexually victimized, having perpetrated sexual victimization, and having threatened or hurt someone with a weapon were associated with date fighting perpetration., Conclusions: Similar, yet distinct, patterns of individual characteristics and health risk behaviors emerged for date fighting victimization and perpetration among adolescents.

It's natural to promote your best and brightest, especially when you think they may leave for greener pastures if you don't continually offer them new challenges and rewards. But promoting smart, ambitious young managers too quickly often robs them of the chance to develop the emotional competencies that come with time and experience--competencies like the ability to negotiate with peers, regulate emotions in times of crisis, and win support for change. Indeed, at some point in a manager's career--usually at the vice president level--raw talent and ambition become less important than the ability to influence and persuade, and that's the point at which the emotionally immature manager will lose his effectiveness. This article argues that delaying a promotion can sometimes be the best thing a senior executive can do for a junior manager. The inexperienced manager who is given time to develop his emotional competencies may be better prepared for the interpersonal demands of top-level leadership. The authors recommend that senior executives employ these strategies to help boost their protégés' people skills: sharpen the 360-degree feedback process, give managers cross-functional assignments to improve their negotiation skills, make the development of emotional competencies mandatory, make emotional competencies a performance measure, and encourage managers to develop informal learning partnerships with peers and mentors. Delaying a promotion can be difficult given the steadfast ambitions of many junior executives and the hectic pace of organizational life. It may mean going against the norm of promoting people almost exclusively on smarts and business results. It may also mean contending with the disappointment of an esteemed subordinate. But taking the time to build people's emotional competencies isn't an extravagance; it's critical to developing effective leaders.

It's easy for white managers to assume that their colleagues of color face the same basic challenges they do. On one level that's true--the work itself is the same. But on another level, African-American managers often contend with an atmosphere of tension, instability, and distrust that can be so frustrating they lose the desire to contribute fully. Their white bosses and coworkers are simply unaware of the "miasma" and are often puzzled when African-Americans quit apparently for no reason or seemingly overreact to a minor incident. This portrayal of what it's like to be different in the workplace takes the form of a fictional letter from a black manager to a white boss. The letter, based on interviews and surveys the authors conducted with hundreds of mid- to senior-level African-American managers, is not about the lack of role models or mentors of color or any of the other barriers that limit opportunities for blacks in corporate America. Instead, the letter sheds light on the realities that lurk below the surface for black managers--the feeling that they leave some part of their identities at home and the sometimes subtle and often systemic racial biases that inhibit and alienate African-Americans. "Differences really do matter, although they may matter in ways you probably didn't expect. One of the big ways they matter is that race is always with us," the letter writer observes. "As a friend of mine said recently, 'I don't think a day goes by that I'm not reminded that I'm black.'" The letter may not apply to every leader, black or white, or to every organization, but the issues are more widespread than corporate America cares to acknowledge. It should be required reading for all white executives who don't want talent to slip through their fingers.

As nurses increasingly turn to teamwork as a viable option for accomplishing a myriad of duties and responsibilities, they are discovering that teamwork can also be a source of conflict. This article suggests that conflict is both inevitable and necessary within a team. A model is presented that aims not at reducing conflict but at making it more effective. The author traces the influence of preconflict conditions and perspective-taking on conflict and ultimately team effectiveness. Finally, to aid in applying the model to practice, two examples are presented, demonstrating both an ineffective and an effective use of conflict.