Leadership Life Skills Research Articles

What are the trends in shared leadership development and leadership life skills formation through sport activities: a literature review

A person must have a leadership attitude as a life skill for himself. Leadership is formed systematically from an early age until the end of human life, one of which is by actively participating in a sports club. A club can develop because of the roles in sports, both by athletes, coaches, managers, and others. To win a competition or race, it is necessary to collaborate between athletes in an extraordinary manner in order to achieve the highest goal, namely victory. Many plans are developed, implemented and evaluated. This process requires leadership from team members at every level. Ultimately, this process is internalized in each member, both as a member and line leader, as it takes place in a sports club. How this leadership is formed is shown in this article. Data bases were searched using search engines on Scopus or Science Direct and others before analysis using PRISMA. The final selection of the research database was carried out by checking for duplication, analyzing the title, completeness of the abstract manuscript, and the title and content of the article, resulting in 38 articles. The results showed that active participation in sports, especially those that embrace shared leadership, provides the experience to become one goal and vision of a common mission, so that each member is more motivated to collaborate and spend time, energy, and even money to achieve this goal. This process requires unipersonal skills. In addition, authoritarian and native leadership models are still used. Obviously, whatever leadership model is applied will provide soft skills to participants, no matter what they want. This will lead to leadership in other fields besides sports, including in mathematics education. According to the literature evidence, there are twelve studies that transform sports involvement into life-beneficial values; eight studies that influence leadership behavior towards running sports organizations; four studies on transformational leadership. When people participate in active leadership activities and take on roles, they gain useful experiences, which in turn will have a positive impact on their leadership development in life. Keywords: Shared Leadership, Life Skills, Sports Activities

An Analysis of Life Skills in the Content of English Language Text Books

This present paper aims at analyzing the six main domains of life skills: Effective Communication, Problem-solving, Decision-making, Creative/Critical thinking, Personal/ social life skills, and Leadership life skills / Self-awareness. The unit of analysis used in this study is the activities that show or indicate the specific life skill. The criteria of this paper are the extent of the inclusion of life skills activities that enhance interactive learning and meaningful communication in the pupils’ book of Action Pack10. The researcher adopted the analytical descriptive approach. Frequencies and percentages are measured to verify the results of the questions of the study. The findings showed variation in the frequencies of the six main domains and each domain as well. This means that these kinds of activities are represented in the first semester.

예비교사의 이타성이 시민의식에 미치는 영향에서리더십생활기술의 매개효과

This study examined the relationship between altruism, leadership life skills, and citizenship ofpre-service teachers, and analyzed the mediating effect of leadership life skills in the effect ofaltruism on citizenship. For this purpose, we conducted a study on 318 pre-service teachers,and it was investigated through questionnaires measuring altruism, leadership life skills,citizenship. The main findings are as follows. First, there was a significant positive correlationbetween the altruism of pre-service teachers, leadership life skills, and citizenship. Second,altruism and leadership life skills have been shown to have a positive effect on citizenship. Third, it has been confirmed that leadership life skills have a partial mediating effect on theeffect of pre-service teachers' altruism on citizenship. These results suggest that it is necessarynot only to develop altruism but also to improve leadership life skills in order to strengthen thecitizenship of pre-service teachers.

The role of life skills in developing an authentic leadership attitude in public health students: a multicenter cross-sectional study in Poland

BackgroundDecision-making skills are considered crucial life skills that condition proper social functioning within groups (i.e., support authentic leadership skills and increasing one’s chances of success and wellbeing in life). Nonetheless, the number of scientific papers addressing the role of life skills in developing authentic leadership skills in public health students is limited. The aim of the present study was to develop a theoretical model to determine the role of selected life skills in developing authentic leadership skills in public health students.MethodsThe study was conducted from January 16 through February 28, 2018. In total, 653 students undertaking in-service training in Master’s degree programs qualified for the study, and complete data sets were obtained from 329 students (response rate 50.38%). The data were collected by means of a paper questionnaire. Four research tools were used in the study: The Authentic Leadership Self-Assessment Questionnaire, The Moral Foundations Questionnaire, The General Self-Efficacy Scale, and The Youth Leadership Life Skills Development Scale.ResultsTwo subgroups were identified among the public health students in the study: 1) the extra life skills training group (N = 113) and 2) the no extra life skills training group (N = 216). Both groups of study participants did not differ significantly in terms of age (M (SD): 25.0 (3.89) vs. 25.0 (3.66); t = 0.068, P = 0.946). On the other hand, clear differences were observed in the case of the respondents’ participation in voluntary service. The respondents from the extra life skills training group declared participation in voluntary activities less frequently than the respondents from the second identified group (48.7 vs. 31.9%).ConclusionsA verified theoretical model showed that course aimed at strengthening authentic leadership competences should be modular, should focus on self-improvement and critical reflection, and should be spread over time to enable and encourage each participant to grow and flourish at their own pace.

청소년의 리더십생활기술에 대한 신체활동과 자아존중감의 역할

This study investigated the role of physical activity (PA) and self-esteem in leadership life skills of youth. Based on ‘Research on participation in youth activities (2018)’ by National Youth Policy Institute(NYPI), 6,772 elementary-middle-high school-aged youth who participated in activities related to leadership life skills were selected to research participants. The survey data of PA participation level, self-esteem, and leadership life skills were utilized in this study. Those data were analyzed by one-way ANOVA and bivariate correlation using IBM SPSS and mediation analysis conducted using PROCESS Macro. There was a significant difference in self-esteem and leadership life skills by the PA participation level. The PA participation level was correlated with self-esteem and leadership life skills. Also, self-esteem had a significantly positive effect on leadership life skills. The PA participation level had an indirect effect on the development of leadership life skills in mediating self-esteem. In conclusion, the current study suggests that increasing self-esteem by PA played a crucial role in improving leadership life skills in youth. This implies that PA-based youth leadership programs will contribute positively to improvement of self-esteem and leadership life skills.

Leadership Life Skills Development in 4-H Teen Leadership Programs

This study introduces a framework for 4-H leadership competencies and explores the relationship between 4-H leadership programs and participant leadership life skills development. Illinois 4-H members aged 15-18 completed an online survey about their 4-H experiences and skills. Participants reported local programs exhibited the characteristics in the leadership competencies framework. Members participating in leadership competency programs reported higher leadership life skills scores than those in other 4-H non-leadership oriented programs. Females reported higher leadership life skills scores in comparison to males. However, spending more years in leadership programs was only related to a significant change in skills development for some participants.

Leadership and Life Skills Development among 4-H State-Level Youth Leaders

This mixed-methods study sought to determine the impact of a 4-H state-level youth leadership program on participants’ leadership and life skills (LLS) development. Youth who participated in the study served as a state-level leader for one year. Two cohorts, 2017 and 2018 (N = 18), participated in the study. Twelve youth completed the survey and interviews. Results from the Youth Leadership Life Skills Development scale (YLLSD) and interviews revealed participants gained LLS in the areas of understanding self, decision-making, strengthened oral communication, teamwork, and critical thinking skills. Participation in 4-H positively built LLS among participants. Long-term engagement in 4-H was found to increase and deepen LLS development among participants by reinforcing lessons learned and through positive role-modeling between peers. Further research should explore the relationship between assigning youth leaders with titles such as president, vice-president, and secretary and associated LLS outcomes as previous research indicated that those given these titles benefited more than youth without titles in spite of all youth receiving similar formative experiences.

Mediation Effects of Sense of Community in the Relationship among High School Students' Volunteer Activity, Career Activity, and Leadership Life Skills

Mediation Effects of Sense of Community in the Relationship among High School Students' Volunteer Activity, Career Activity, and Leadership Life Skills

FURTHER EXAMINATION OF YOUTH LEADERSHIP SKILLS PREDICTORS

Considering the substantial upcoming transfer of leadership to younger generations, it is critical to study the unique trait, skill, and behavioral associations of youth leaders. The purpose of this two-phase study was to quantitatively examine the relationship between positive psychological capacities (PsyCap), personality, and empathy with leadership skills in youth. Regression results from both phases revealed cognitive empathy and academic PsyCap as significant predictors of youth leadership life skills. These results follow earlier research that identified trait-based emotional intelligence as a significant predictor of leadership skills in youth. The combined results offer important considerations as leadership scholars and practitioners attempt to accurately predict and plan for the leadership transfer landscape over the next two decades. These combined results also serve as helpful considerations for youth leadership practitioners as program outcomes, learning objectives, and activities targeting the development of cognitive empathy and PsyCap will perhaps allow for more productive youth leadership development efforts and better documentation of their impact.

LEADERSHIP SKILLS IN CHILDREN WHO PREFER RISKY PLAY: A STUDY BASED ON REPUBLIC OF KOREAN CHILDREN

Purpose: This study was to investigate the difference in leadership skill depending on the preference of risky play in Korean children.
 Methodology: In order to archive that purpose, we have collected data from 381(215 male and 166 female) Korean elementary school students, upon distributing papers of questionnaire which is composed of Preference to Playing Forms Scale for Children and Scale to Research and Evaluate Youth Leadership Life Skills Development and performed statistical analysis using SPSS.
 Main Findings: The children who prefer risky play more showed significantly higher scores in all sub-factors of leadership skill such as communication, decision making, human relationship, solving problem, positive belief and consideration than the children who prefer risky play less.
 Implications: This can mean that the leadership skill of the children who prefer risky play more is superior to that of the children who prefer it less. Therefore it can be suggested that children’s participating in well-controlled risky play be an effective method to develop their leadership skill.

청소년의 자원봉사활동이 자아존중감을 매개로 리더십생활기술에 미치는 영향 : 교급차이

청소년의 자원봉사활동이 자아존중감을 매개로 리더십생활기술에 미치는 영향 : 교급차이

4-H State Leadership Boards: Measuring Leadership Life Skills and Youth-Adult Relationships

This descriptive correlational study sought to measure the development of leadership life skills and the perceptions of youth-adult relationships by youth serving on the Louisiana 4-H State Leadership Boards. Members of the 2013-2014 Louisiana 4-H State Leadership Boards (N = 153) served as the population for the study. A total of 99 responses were collected yielding a response rate of 65%. Board members reported high levels of youth involvement, adult involvement, and youth-adult interaction. Based on the high levels of involvement and interaction, youth-adult partnerships were present on the Louisiana 4-H State Leadership Boards. Future research should be conducted to determine if there is a difference in youth who serve on the Louisiana 4-H State Leadership Boards and other 4-H members who do not serve on the boards. No statistically significant relationship existed between the development of leadership life skills and youth-adult partnerships. Future research should investigate the subject deeper to determine why the two variables had no significant relationship in this study.

Effects of Alternative School Curriculum Based on Brain Education on youth Activity capability and Leadership life skills Technology

Effects of Alternative School Curriculum Based on Brain Education on youth Activity capability and Leadership life skills Technology

Effects of the Leadership Program on Leadership Life Skills and Self esteem in Nursing Students

Effects of the Leadership Program on Leadership Life Skills and Self esteem in Nursing Students

The Mediating Effects of Emotion between Youth Leadership Life Skills and Career Maturity

The Mediating Effects of Emotion between Youth Leadership Life Skills and Career Maturity

The Influence of Leadership Life Skills and Achievement Motivation on Self-leadership in Nursing Students

The Influence of Leadership Life Skills and Achievement Motivation on Self-leadership in Nursing Students

Effect of the University Student’s Sociality and Empathic Ability on the Leadership Life Skills

Objectives: This research expressed aiming at the first grade of nursing student of A University in C city. If there is establishment of proper sociality in period of university student, it makes adaptable advisably on everyday life and development of colleague relation. But, in case of lacking sociality, it makes failure on interpersonal relations, and feel anxiety, loneliness, unhappiness. Methods/Statistical Analysis: The collected data is analyzed by using SPSSWIN 18.0. Difference of three dependent variables by general characteristic of the subjected people is analyzed by pre-hoc comparison of bonferroni, t-test, and ANOVA. The relation of leadership life skills, sociality, and empathic ability calculate Pearson correlation coefficients, and the elements influencing on leadership life skills is implemented by multiple regression analysis. Findings: This study was conducted to identify the factors influencing the leadership in nursing students. Hierarchical multiple regression analysis was done using SPSSWIN 18.0. Dummy variables were religion, volunteer participation attitude, university event participation attitude, nursing department event participation attitude, and leadership experience. Adding to these five variables, sociability and empathy were included for multiple regression analysis. Leadership in nursing students accounted for 54.3% of the variance by above mentioned 7 variables. In the final model, the sociality, and empathic were the significant variable to explain the leadership. It is shown to better the sociality and empathic ability, better leadership. There is no significant relation between with the religions, volunteer participation attitude, school event participation attitude, department event participation attitude, experience of leader and leadership. Improvements/Applications: The leadership presents very well when the sociality and empathic ability are better which shows the importance of the various education method developments. Therefore, the leadership development is a signature assessment for the prep member of society.

간호대학생의 리더십생활기술 관련변인에 관한 연구

본 연구의 목적은 간호대학생의 리더십생활기술, 자아존중감 및 동아리 활동 정도를 파악하고 이들 간의 상관관계를 분석하며, 간호대학생의 리더십생활기술에 영향을 미치는 요인을 파악하기 위해 시행되었다. 연구대상자는 두 개의 광역시와 한 개의 시에 소재한 대학교 간호대학생 331명을 대상으로 하였으며 수집된 자료는 SPSS Win 20.0을 이용하여 백분율, 평균과 표준편차, t-test, ANOVA, Scheffe' test, Pearson's correlation coefficients, multiple regression으로 분석하였다. 연구결과는 첫째, 간호대학생의 리더십생활기술과 자아존중감은 유의한 양의 상관관계를 나타내었다. 둘째, 간호대학생의 리더십생활기술에 대한 위계적 회귀분석 결과, 리더십생활기술에 영향을 주는 예측요인은 자아존중감, 전공만족도였으며, 29.6%의 설명력을 나타냈다. 이러한 결과는 간호대학생의 리더십생활기술을 증진시키는 전략을 개발하는데 유용하게 활용될 것이다. The objective of this study was to investigate factors influencing leadership life skills of self esteem and club activities by nursing students. Participants were 331 nursing students in 3 cities. The data were analyzed with the SPSS/Win 20.0 programs, using descriptive statistics, Pearson's correlation coefficients and multiple regression. Findings revealed that; 1) Pearson's correlation revealed a significant association among leadership life skills and self esteem; 2) hierarchical multiple regression analysis showed self esteem and major satisfaction significantly influenced leadership life skills in nursing students. The regression model explained 29.6% of leadership life skills. These findings can be utilized to development of strategies for increasing leadership life skills of nursing students.

대학 신입생을 위한 리더십 계발 프로그램의 효과

본 연구 목적은 대학 신입생들을 대상으로 리더십 계발 프로그램 시행 후 리더십 생활기술, 자아존중감, 대인관계 임파워먼트 변인에 대한 효과의 남녀 차이를 검증하였다. 본 연구에서 실시된 프로그램은 이주희 등(2012)이 대학생을 대상으로 개발한 리더십 계발 프로그램 지침서를 토대로 사용하였다. 본 프로그램 구성은 대학에서 교양강좌로 활용할 수 있도록 13회기로 이루어져 있고, 매 회기는 강의 20분과 구조화 집단 활동 프로그램 80분으로 구성되어 있다. 연구대상은 D대학교 2012학년도 전체 신입생이다. 리더십 계발 프로그램 효과를 검증하기 위해 프로그램 실시 전과 실시 후에 설문지 600부를 배부하여 회수된 설문지 중 쌍(pair)을 이루지 않거나 누락된 것을 제외한 325쌍의 설문지를 분석하였다. 리더십 계발 프로그램 실시에 따른 처치 효과 검증을 위해 spss 18.0을 사용하여 paired t-test를 실시하였고, 리더십 계발 프로그램의 상담효과를 질적으로 분석하기 위하여 프로그램 종결 회기에 참여자들이 의미 있는 활동과 이유를 개별적으로 작성한 내용을 분석하였다. 사전-사후 검사결과 리더십 계발 프로그램을 실시한 이후 리더십 생활기술, 자아존중감 향상에 유의미한 변화를 보였으며 대인관계 임파워먼트의 경우 남자 신입생에게는 유의미한 결과를 나타냈지만 여자 신입생들에게는 변화를 보이지 않았다. 질적 분석 결과를 종합하면 리더십 계발 프로그램을 통해 대인관계 향상에 도움이 되고, 자신의 인생을 되돌아보고 미래를 계획할 시간을 갖고 자신의 꿈과 목표를 명확히 하여 진로에 대한 구체적인 생각을 갖도록 하는데 도움을 준 것으로 분석되었다. 결론적으로 리더십 계발 프로그램은 대학생 신입생들의 리더십 생활기술, 자아 존중감, 대인관계 임파워먼트 향상에 효과가 있음이 입증되었다. The purpose of this study was to evaluate the effects of leadership development program for university students. This program based on the book written by Lee et al.(2012) to improve leadership for university student. This program consisted of a total of 13 session and every session consisted of 20 minutes lecture and 80minutes activity program. The researcher carried out the pre-test, post test and followed up paired t-test using spss 18.0. The results showed significant improvement of leadership life skills on total scores and sub scores, and reported significant improvement of self-esteem and relationship empowerment. Finally the Leadership development program for university students helped improving the leadership life skills, self-esteem and relationship empowerment.

Perceived Leadership Life Skills Developed Through Participation at the Arkansas FFA Leadership Conference: A Program Evaluation

Youth leadership life skills are the “development of life skills necessary to perform leadership functions in real life” (Miller, 1976, p.2). A model developed by Kapostasy indicates life skills should be taught through FFA (Staller, 2001). Thus, it is important to evaluate youth leadership life skills developed to determine the effectiveness of leadership curriculum and its quality and impact. This research study surveyed Arkansas FFA members after attending the 2012 Arkansas Leadership Conference to determine the leadership life skills developed while at the conference. Furthermore, this study looked at relationships between FFA participants and FFA participation with youth leadership life skills and provides recommendations for future research and for practitioners.