From High School to High Leader Self Efficacy: Unraveling the Early Leadership Development Journey
Presentation Type
Poster
Faculty Advisor
Valerie Sessa
Access Type
Event
Start Date
26-4-2024 2:15 PM
End Date
26-4-2024 3:15 PM
Description
Research indicates that leader development opportunities in college significantly impact students' learning. However, a knowledge gap exists, including a limited focus on multi-experience leader development and understanding post-college effects. This six-year longitudinal study investigated leadership development trajectories among college students, with initially 336 freshmen across five schools and a final count of 73 participants. We examined shifts in student leadership self-efficacy, which is crucial for navigating challenges. Our study explored how high school leadership development influenced incoming student leadership self-efficacy and how college leadership development shaped leader self-efficacy trajectories. Surveys assessed leadership development experiences and leader self-efficacy annually. A confirmatory factor analysis identified three leadership self-efficacy constructs: leader action self-efficacy, leader means efficacy and leader self-regulatory efficacy. A repeated measure ANOVA indicated stable leadership self-efficacy during college and post-graduation. Results revealed that high school leadership development positively influences initial leader self-efficacy, while medium to high leader development participation in college is associated with sustained leader self-efficacy growth post-college. Leader self-regulatory efficacy increased across all participation levels. Outcomes suggested inclusive leadership development impacted race and gender, but not socio-economic status. Our findings emphasize the importance of early and frequent leader development engagement for sustained leader self-efficacy growth.
From High School to High Leader Self Efficacy: Unraveling the Early Leadership Development Journey
Research indicates that leader development opportunities in college significantly impact students' learning. However, a knowledge gap exists, including a limited focus on multi-experience leader development and understanding post-college effects. This six-year longitudinal study investigated leadership development trajectories among college students, with initially 336 freshmen across five schools and a final count of 73 participants. We examined shifts in student leadership self-efficacy, which is crucial for navigating challenges. Our study explored how high school leadership development influenced incoming student leadership self-efficacy and how college leadership development shaped leader self-efficacy trajectories. Surveys assessed leadership development experiences and leader self-efficacy annually. A confirmatory factor analysis identified three leadership self-efficacy constructs: leader action self-efficacy, leader means efficacy and leader self-regulatory efficacy. A repeated measure ANOVA indicated stable leadership self-efficacy during college and post-graduation. Results revealed that high school leadership development positively influences initial leader self-efficacy, while medium to high leader development participation in college is associated with sustained leader self-efficacy growth post-college. Leader self-regulatory efficacy increased across all participation levels. Outcomes suggested inclusive leadership development impacted race and gender, but not socio-economic status. Our findings emphasize the importance of early and frequent leader development engagement for sustained leader self-efficacy growth.