促进积极的领导力:检查反欺凌计划的长期动态
Zhe Dong1, Gijs Huitsing2, René Veenstra2
1Department of Sociology and Interuniversity Center for Social Science Theory and Methodology, University of Groningen, Groningen, The Netherlands. z.dong@rug.nl.
概括
积极的领导者在课堂上促进建设性的规范,而负面的领导者更容易适应. 反欺凌干预帮助负面领导人过渡到积极的角色,增强课堂环境.
科学领域:
- 社会心理学 社会心理学
- 发展心理学是发展心理学.
- 教育心理学教育心理学
背景情况:
- 课堂环境从积极的领导和建设性的规范中受益.
- 社会身份理论通过群体原型性来解释领导力稳定性和变化.
- 反欺凌计划旨在培养积极的领导力和社会动态.
研究的目的:
- 检查儿童积极和消极领导者个人资料中的稳定性和变化.
- 为了比较在反欺凌干预与对照组中的领导者个人资料之间的过渡概率.
- 了解领导者原型性如何影响对积极和消极领导者的看法.
主要方法:
- 隐性个人资料分析 (LPA) 根据同行提名确定了领导者和非领导者个人资料.
- 隐性过渡分析 (LTA) 检查了个人资料之间的角色变化随着时间的推移.
- 纵向研究跟踪了6,629名9至11岁的儿童,在三个数据收集波中进行了跟踪.
主要成果:
- 消极的领导者比积极的领导者表现出更多的角色变化.
- 在KiVa反欺凌干预组中,消极的领导者更有可能过渡到积极的领导者,而不是欺凌者.
- 积极的领导者被认为比负面的领导者更能代表群体原型性.
结论:
- 积极的领导对于培养有建设性的课堂规范至关重要.
- 反欺凌干预措施可以积极影响领导者个人资料的转变.
- 了解领导者形象演变可以为目标领导力发展策略提供信息.
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