Publication:
The Associations Between University Student's Transformational Leadership Characteristics and Dysfunctional Limitedness Perceptions

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dc.authorscopusid23468738400
dc.authorscopusid36991977400
dc.authorscopusid36991822200
dc.authorscopusid35776452800
dc.authorscopusid36992284900
dc.contributor.authorBarut, Y.
dc.contributor.authorGökalp, M.
dc.contributor.authorAkdenk, M.
dc.contributor.authorKalafat, T.
dc.contributor.authorMenteşe, S.
dc.date.accessioned2020-06-21T14:53:36Z
dc.date.available2020-06-21T14:53:36Z
dc.date.issued2010
dc.departmentOndokuz Mayıs Üniversitesien_US
dc.department-temp[Barut] Yaşar, Department of Psychological Counseling and Guidance, Ondokuz Mayis Üniversitesi, Samsun, Turkey; [Gökalp] Murat, Department of Curriculum and Instruction, Ondokuz Mayis Üniversitesi, Samsun, Turkey; [Akdenk] Mürsel, Department of Physics Education, Ondokuz Mayis Üniversitesi, Samsun, Turkey; [Kalafat] Temel, Department of Guidance and Psychological Counseling, Ankara Üniversitesi, Ankara, Turkey; [Menteşe] Sabit, Department of Puplic Administration, Munzur Üniversitesi, Tunceli, Tunceli, Turkeyen_US
dc.description.abstractThe aim of this study was to explore associations between transformational leadership and limitedness schemas of university students. Data were collected from 66 male (34.2%) and 127 females (65.8%), a total of 193 university students. The minimum age was 17 and the maximum age was 23. The mean age of the sample was 19.62 years with a standard deviation of 1.21. The results reveal that females have higher scores than males with regard to transformational leadership characteristics. Comparison of the differences between male and female subjects in terms of limitedness orientation showed that males reported higher scores than females on limitedness schemas. In addition, limitedness about relations and limitedness about the world were significantly associated with transactional leadership and a laissez-faire philosophy, but connections of dysfunctional limitedness schemas with transformational leadership were not significant. © 2010 Elsevier Ltd. All rights reserved.en_US
dc.identifier.doi10.1016/j.sbspro.2010.12.125
dc.identifier.endpage136en_US
dc.identifier.issn1877-0428
dc.identifier.scopus2-s2.0-79951936430
dc.identifier.startpage132en_US
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2010.12.125
dc.identifier.volume9en_US
dc.identifier.wosWOS:000298553200019
dc.language.isoenen_US
dc.publisherElsevier Science BVen_US
dc.relation.ispartofProcedia - Social and Behavioral Sciences -- 1st World Conference on Learning, Teaching and Administration, WCLTA-2010en_US
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.journalWorld Conference on Learning, Teaching and Administration Papersen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCognitive Schemasen_US
dc.subjectMLQen_US
dc.subjectTransactional Leadershipen_US
dc.subjectTransformational Leadershipen_US
dc.titleThe Associations Between University Student's Transformational Leadership Characteristics and Dysfunctional Limitedness Perceptionsen_US
dc.typeConference Objecten_US
dspace.entity.typePublication

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