In a formal paper, using assessments in Modules 1-3, evidence from the Review Matrix, and taking into consideration what you’ve learned in your readings and assignments throughout the course, formulat

Author/

Date

Theoretical/

Conceptual

Framework

Research

Question(s)/

Hypotheses

Methodology

Analysis &

Results

Conclusions

Implications for

Future research

Implications

For practice

Perreault

Baker

Cohen

Blanchard

(2020)

Self-determination theory

What is the influence of social climate on leadership self-efficacy and transformational leadership behaviors in independent samples of university students?

Hypothesis: The needs-supportive context would foster increased leadership self-efficacy, more transformational leadership, increased group satisfaction, and better/efficient team performance. Whereas psychologically controlling environments would lead to the smallest increase in leadership self-efficacy, least amount of transformational leadership manifestations, low group satisfaction, and poorer performance.

A sample of 199 undergraduate students voluntarily took part in the cross-sectional experimental study. Compensation in the amount of 2% of the final grade was given. Self-efficacy was measured using the Singer scale and transformational leadership behaviors were judged by peers in a group task. Lastly, group satisfaction was measured.

Levels of reported autonomy in the BNS condition were higher (M = 4.36) than BC (M = 3.65) or PC condition (M = 3.33), F(2, 196) 11.81, p < .001.

There were lower levels of reported BC in the BNS condition (M = 2.35) than BC (M = 2.70) or PC condition (M = 3.15), F(2, 196) 14.77, p < .001. Lastly, higher levels of reported psychological control in the PC condition (M = 1.91) than BC (M = 1.21) or BNS condition (M = 1.20), F(2, 196) 17.20, p < .001.

Participants from the needs-supportive condition manifested significantly more transformational leadership behaviours, as evaluated by their peers than participants from either of the other two conditions. Also, participants from the psychologically controlling condition manifested the least amount of transformational leadership behaviours of all participants.

Future research should explore the effect of needs-supportive social climates on young adults from different populations including nonacademic, ecologically valid settings.

Longer manipulation time needs to be investigated.

Knowing how self-efficacy and transformational leadership affect one another could help with improving nursing leadership skills.

Alhamami

Ismail

Kamarudin

Abdullah

(2020)

Investigation of emotional intelligence on leadership skills

This study attempts to link emotional intelligence and transformational leadership to job performance.

The authors used Emotional Competence Inventory 2.0 (ECI-2.0) by Daniel Goleman’s model for the Emotional Intelligence items. ECI-2.0 measures Emotional Intelligence of individuals using eighteen competencies arrayed into four components including self- and social-awareness, and self- and relationship-management

For TL items, the authors used the Multifactor Leadership Questionnaire. The survey method was used and respondents consisted of 293 males and 115 females, aged 22 to 31 years old (221), 32 to 41 years old (168), 42 to 51 years old (17), and above 52 years old (2) participants.

The Cronbach Alpha, Guttman’s split half, and Spearman-Brown coefficients were used to validate reliability. Reliability in the Cronbach Alpha was 0.912 for Emotional Intelligence, 0.867 for Transformational Leadership, and 0.831 for Job Performance. The reliability of Cronbach’s Alpha was very high, confirming that survey reliability was very high.

Emotional intelligence enhances Transformational Leadership capabilities.

This study was conducted in one location in one country, so replication is needed. A larger sample size would also help with validating results.

Understanding that having high emotional intelligence helps transformational leadership capabilities can help improve the leadership skills of transformational leaders.

Wang

Peng

Xu

Simbi

Lin

Teng

(2020)

Social cognitive career theory to explore the relationships between problem-based learning, teachers' transformational leadership, and students' self-efficacy and employability.

Hypothesis 1: Teachers’ transformational leadership will positively predict student’s self-efficacy.

Hypothesis 2: Teacher’s transformational leadership will positively predict students’ employability.

Hypothesis 3: Teachers’ transformational leadership will positively predict students’ use of problem-based learning.

Hypothesis 4: Self-efficacy will positively predict students’ employability.

Hypothesis 5: Self-efficacy will mediate the relationship between transformational leadership and

students’ employability.

Hypothesis 6: Problem-based learning will positively predict students’ self-efficacy.

Hypothesis 7: Problem-based learning will positively predict students’ employability.

Hypothesis 8: Problem-based learning will mediate the relationship between transformational leadership

and students’ employability.

Hypothesis 9: Self-efficacy will mediate the relationship between problem-based learning and students’

employability.

Participants were 619 undergraduates from 12 Taiwanese higher education institutions and researchers analyzed data by performing structural equation modeling. Out of the 1,000 sent out, 619 questionnaires were completed via either telephone or email.

Structural equation modeling inflated some variables, so item parceling for the SEM was used. The chi square/degrees of freedom ratio of 2.47 was below the

cutoff criterion of 3; the parsimonious normed fit index of .70 was greater than the minimum accepted value

of .50; and the goodness-of-fit index of .97, adjusted goodness-of-fit index of .94, normed fit index of .98,

comparative fit index of .99, and incremental fit index of .99 were greater than the minimum accepted value

of .90. In addition, the root mean square error of approximation of .05 was below the cutoff criterion of .06.

There were significant positive correlations between students' self-efficacy, problem-based learning, and employability, along with teachers' transformational leadership. Further, problem-based learning and the students' self-efficacy were key mediators of the relationship between teachers' transformational leadership and students' employability.

There was a significant positive correlation between teachers’

transformational leadership and students’ self-efficacy, supporting Hypothesis 1. There was a significant

positive correlation between teachers’ transformational leadership and students’ employability, supporting

Hypothesis 2. There was a significant positive correlation between teachers’ transformational leadership

and problem-based learning; therefore, Hypothesis 3 was supported. There was a significant positive

correlation between students’ self-efficacy and students’ employability, supporting Hypothesis 4. The

correlation coefficients of the effect of problem-based learning on students’ self-efficacy and students'

employability were both positive and significant, so Hypotheses 6 and 7 were also supported. Hypotheses 5 and 8 were supported.

Furthermore, the indirect effect of self-efficacy as a mediator of the relationship between problem-based

learning and students’ employability was positive and significant, supporting Hypothesis 9.

This research study is helpful to nursing educators as it will help guide curriculum development that will increase the employability of nurses.