354,997 research outputs found

    Female Power, Ethnicity, and Aging

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    The standard academic presentation on the topic of power rarely alludes to the elderly, ethnic groups, or to females of any age or race. The cultural history of humankind has been one of gross inequities in the distribution of power, and much of this distributional variance has been attributable to the categories of race, gender, and age. When these categories overlap, the impact on individual access to power has been, and continues to be, the greatest

    The Fragile Balance of Power and Leadership

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    The aim of this article is to first define effective leadership and power, highlighting the differences between the two. The focal point is that power and effective leadership are not interchangeable and should not be treated as such. Power is a tool while effective leadership is a skill. Simply because a person wields power does not necessarily mean that he or she is an effective leader. Conversely, we will discuss how a leader is unquestionably endowed with a certain degree of power in order to maintain that particular position. Finally, because leaders have power at their disposal, we will explore ways in which power can negatively affect a leader, rendering that individual largely ineffective and exposing the extremely fragile relationship between these two terms

    “Colonial Problems, Transnational American Studies”

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    Excerpt from After American Studies: Rethinking Legacies of Transnational Exceptionalis

    Examining the relationship between leaders' power use, followers' motivational outlooks, and followers' work intentions

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    From the foundation of self-determination theory and existing literature on forms of power, we empirically explored relationships between followers' perceptions of their leader's use of various forms of power, followers' self-reported motivational outlooks, and followers' favorable work intentions. Using survey data collected from two studies of working professionals, we apply path analysis and hierarchical multiple regression to analyze variance among constructs of interest. We found that followers' perceptions of hard power use by their leaders (i.e., reward, coercive, and legitimate power) was often related to higher levels of sub-optimal motivation in followers (i.e., amotivation, external regulation, and introjected regulation). However, followers who perceived their leaders used soft power (i.e., expert, referent, and informational power) often experienced higher levels of optimal motivation (i.e., identified regulation and intrinsic motivation), but further investigation of soft power use is warranted. The quality of followers' motivational outlooks was also related to intentions to perform favorably for their organizations.Published versio

    MOSAIC: A Model for Technologically Enhanced Educational Linguistics

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    Place effects on environmental views

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    How people respond to questions involving the environment depends partly on individual characteristics. Characteristics such as age, gender, education, and ideology constitute the well-studied social bases of environmental concern, which have been explained in terms of cohort effects or of cognitive and cultural factors related to social position. It seems likely that people\u27s environmental views depend not only on personal characteristics but also on their social and physical environments. This hypothesis has been more difficult to test, however. Using data from surveys in 19 rural U.S. counties, we apply mixed-effects modeling to investigate simple place effects with respect to locally focused environmental views. We find evidence for two kinds of place effects. Net of individual characteristics, specific place characteristics have the expected effect on related environmental views. Local changes are related to attitudes about regulation and growth. For example, respondents more often perceive rapid development as a problem, and favor environmental rules that restrict development, in rural counties with growing populations. Moreover, they favor conserving resources for the future rather than using them now to create jobs in counties that have low unemployment. After we controlled for county growth, unemployment and jobs in resource based industries, and individual social-position and ideological factors, there remains significant place-to-place variation in mean levels of environmental concern. Even with both kinds of place effects in the models, the individual level predictors of environmental concern follow patterns expected from previous research. Concern increases with education among Democrats, whereas among Republicans, the relationship is attenuated or reversed. The interaction marks reframing of environmental questions as political wedge issues, through nominally scientific counterarguments aimed at educated, ideologically receptive audiences. © 2010, by the Rural Sociological Society

    Applied sport psychology: Are we a profession?

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    Although the field of applied sport psychology has developed, it faces further challenges on its way towards gaining greater professional status. The following principal criteria of professionalism are proposed as a test of such status (Carr, 1999): (a) provide an important public service; (b) underpinning knowledge base; (c) organizational regulation; (d) distinct ethical dimension; and (e) professional autonomy. This paper undertakes to explore the nature of implications for practice and the extent to which the suggested principal criteria justify a distinctive applied sport psychology profession. In doing so, we hope to stimulate debate on these, and other issues, in order that an even greater professionalization of our applied discipline may emerge

    How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

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    Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery
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