Social Identity Leadership Research Articles

How is coaches’ social identity leadership related to mental health in elite athletes? The mediating role of satisfaction with performance

ABSTRACT It has been found that the way high-performance coaches lead influences both athletes’ performance and mental health. However, limited research exists on the Social Identity Approach to leadership in elite sports, despite growing interest in coaching science regarding interpersonal behaviours and leadership. This study investigates the empirical links between coaches’ leadership, sport performance and mental health from a social identity approach. One hundred and forty-five elite athletes (M age = 20.6 years; SD = 4.1; 62% women, 38% men) answered questionnaires measuring coaches’ social identity leadership, sport performance satisfaction and mental health. The overall structural equation model (SEM) accounted for 36% and 19% of the variances in athletes’ mental health and mental illness dimensions, respectively. There was a positive association between perceived coaches’ social identity leadership and sport performance satisfaction, explaining 10% of its variance. Coaches’ social identity leadership predicted athletes’ mental health but not mental illness. Sport performance satisfaction positively influenced mental health and negatively impacted mental illness. Fostering a sense of “we” and “us” within elite sport training groups is instrumental in promoting sport performance satisfaction and, consequently, enhancing the mental health of athletes. Coaching educational courses may benefit from social identity leadership in interpersonal behaviours.

Social Identity Leadership in Canada: The Impact of Group Identity and Individual Prototypicality on Leadership Attainment

Leaders are an important part of Canadian political life. However, research has focused on the structures that shape how leaders act, not yet developing generalizable understandings of the way leadership itself is formed, exercised, and impacts outcomes. This article contributes to the closing of this knowledge gap by focusing on how scholars can understand why certain individuals, rather than others, are successfully elected leaders. It examines the usefulness of identity leadership theory (ILT) in explaining Canadian leadership outcomes by performing a comparative study of the initial electoral appeals of two successful premiers of Alberta, William Aberhart and Peter Lougheed. The approach should find that both leaders appealed to Alberta’s social identity by conveying themselves as “prototypical group members” and by incorporating their agenda into the pre-existing collective understandings. As an initial investigation, it explores the extent to which these conditions may constitute a decisive condition for successful leadership attainment. Through an analysis of discursive material, however, the results do not support the processes theorized, casting doubt on ILT’s explanatory capacity. Still, variations in Aberhart’s and Lougheed’s identitarian appeals suggest that aspiring leaders may be incentivized to pursue ILT-related strategies in favourable contexts. Future research needs to investigate the impact that individual prototypicality may have when considered alongside other leaders, appeals, and contextual factors.

Listening quality leads to greater working alliance and well-being: Testing a social identity model of working alliance.

Characterization of psychotherapy as the "talking cure" de-emphasizes the importance of an active listener on the curative effect of talking. We test whether the working alliance and its benefits emerge from expression of voice, per se, or whether active listening is needed. We examine the role of listening in a social identity model of working alliance. University student participants in a laboratory experiment spoke about stress management to another person (a confederate student) who either did or did not engage in active listening. Participants reported their perceptions of alliance, key social-psychological variables, and well-being. Active listening led to significantly higher ratings of alliance, procedural justice, social identification, and identity leadership, compared to no active listening. Active listening also led to greater positive affect and satisfaction. Ultimately, an explanatory path model was supported in which active listening predicted working alliance through social identification, identity leadership, and procedural justice. Listening quality enhances alliance and well-being in a manner consistent with a social identity model of working alliance, and is a strategy for facilitating alliance in therapy.

Therapists who foster social identification build stronger therapeutic working alliance and have better client outcomes

BackgroundFor decades we have known that therapeutic working alliance is a key contributor to client engagement and positive outcomes in therapy. However, we have made little progress in narrowing down its determinants, which is critical in supporting trainees to optimize such alliance. We make a case for the value of incorporating social psychological frameworks into models of alliance and explore the role of social identity processes in the development of therapeutic alliance. MethodAcross two studies, over 500 psychotherapy clients completed validated measures of alliance, social identification with their therapist, positive therapy outcomes, and a range of client and therapist characteristics. FindingsSocial identification strongly predicted alliance in both samples, whereas client and therapist characteristics showed few such associations. Alliance mediated the relationship between social identification and positive therapy outcomes. In addition, we found evidence that (a) personal control is a key psychological resource in therapy that arises from social identification, and (b) therapists who engage in identity leadership (i.e., who represent and build a social identity that they share with clients) are more likely to foster social identification and its downstream benefits. InterpretationThese data show that social identity processes are key to the emergence of working alliance. We conclude with a discussion of how recent social identity and identity leadership interventions might be adapted to train therapists in relevant identity-building skills.

Leader-member subgroup similarity and team identification: effects of faultlines, social identity leadership and leader-member exchange

ABSTRACT Our study provides new theoretical insights into the integration of social identity and social exchange theory through an examination of the effects of leader-member subgroup similarity, perceived leader-member exchange, faultlines and social identity leadership. Empirical support was found from 430 team members nested within 73 teams across four organizations for the mediating effect of perceived leader-member exchange on the relationship between leader-member subgroup similarity and perceived team identification, within the relationship between leader-member subgroup similarity and perceived leader-member exchange being moderated by faultlines. In addition, the relationship between perceived leader-member exchange and perceived team identification is enhanced by higher levels of social identity leadership. Overall, the findings contribute to our understanding of the relationship between different identity orientations and perceived leader-member exchange. This understanding has implications for the effective management of leader–member relationships.

Image Repair Using Social Identity Leadership: An Exploratory Analysis of the National Football League’s Response to the National Anthem Protests

Events such as player protests can create image crises that require sport organizations to engage in political issues. In this manuscript, we blend image repair theory with the social identity approach to leadership to advance knowledge about how sport organizations communicate in response to crises. Applying a discursive social psychology framework to analyze 21 NFL communications and interview statements, we explored how the NFL’s rhetoric evolved in response to the 2016–2020 national anthem and Black Lives Matter protests. The NFL augmented its traditionally militarized patriot identity as the crisis progressed, to address the social change issues raised by protestors. We show that sport organizations use rhetoric to mobilize support for their version of events to manage threats to organizational image. Accordingly, we provide theoretical and managerial implications arguing that apolitical identities are increasingly untenable in sport.

Public leadership to foster peacebuilding in violently divided societies

ABSTRACT This paper examines public leadership for peacebuilding in divided societies emerging from severe violence. It deploys two theories of leadership: social identity and political astuteness, to investigate peacebuilding leadership processes. The paper investigates contradictions in social identity leadership, since peacebuilding leaders reach out beyond their own group to outgroups in hostile contexts. Semi-structured interviews with 32 leaders in Northern Ireland and in Bosnia Herzegovina, reveal that leading for peacebuilding exhibits inverse processes of social identity leadership and that political astuteness is also critical to navigate integration and differentiation within/across groups. Wider implications for public leadership in societies containing division are discussed.

Group‐based processes as a framework for understanding the working alliance in therapy

AbstractObjectiveThe working alliance construct faces persistent issues with conceptualisation. We present a social identity analysis of working alliance. Here, we examine the links between alliance, the focal shared sense of “us” in social identification and identity leadership scholarship, and research on the role of “voice” (i.e., being provided with the opportunity to state one's own perspective to others) in enabling procedural justice. We hypothesised that working alliance would be predicted by group processes (i.e., social identification, identity leadership and procedural justice) and serve as an important mediator through which these processes enable desired therapeutic and organisational outcomes.MethodAn online experiment sampled participants recently in therapy for a diagnosed mental disorder and recently employed. Participants were randomly assigned to recall either a therapy session or work meeting in which they had received or not received voice.ResultsSocial identification, identity leadership and procedural justice were found to account for approximately 70% of variance in working alliance. Working alliance, in turn, predicted positive affect, negative affect and satisfaction, in addition to mediating the relationship between group‐based processes and these outcomes.ConclusionThese novel findings suggest that group‐based processes are useful for conceptualising the working alliance in therapy, by both enhancing theory and providing practical clinical strategies for facilitating alliance.

Do Teachers Perceive “A Shared Sense of Us”? – Social Identity Leadership of Kindergarten Principals in Mainland China

Soar in the children population following the termination of Mainland China’s three-decade-old one-child policy has aroused attention and concern of the quality of early childhood education, especially the leadership and management approaches of kindergarten principals. However, practical tools for assessing kindergarten principal leadership have not yet been developed in Mainland China. Identity leadership (IL) is a new model in leadership research, and the Identity Leadership Inventory (ILI) facilitates leadership assessment in different contexts with diverse samples. This is the first study to explore principal identity leadership in a Chinese educational context. The Principal-ILI (P-ILI) Chinese version was administered to kindergarten principals and teachers from municipalities and provinces all over Mainland China. A total of 2743 valid responses were collected from 498 kindergartens. Results revealed not only good reliability and validity of P-ILI in the Chinese educational context, but also high perceived IL of most kindergarten principals as well as differences in IL perceived by respondents of different ages, positions, and kindergarten types.

The social identity perspective of social media leadership in collective action participation

AbstractThis study examines the Gezi Park protests in Turkey by corroborating the idea that the process of social identity leadership through social media contributes to the formation of protestor identity, which, in turn, allows people to participate in collective action. Specifically, we argued that evaluations of social media posts in terms of the three dimensions of the Identity‐Leadership Model (ILM)—identity prototypicality, advancement and the entrepreneurship of leaders, play a crucial role in collective action participation via identification with newly shaped protestor group. To address this argument, a retrospective survey study was conducted with a sample of 403 Turkish citizens who participated in the Gezi Park protests. Analyses showed that the three dimensions of ILM predicted the identification with the emergent protestor group. Furthermore, people's evaluations of social media users regarding group prototypicality, identity advancement and the entrepreneurship dimensions, based on their social media posts predicted participation in the Gezi Park protests following the calls of different types of social media accounts (personal, anonymous and institutional). In addition to this, identification with the protestor group significantly mediated the relationships between evaluations on social media accounts' leadership features between participation in collective action. We believe that our findings show that social identity leadership through social media contributes to the formation of a protestor group and identity which in turn, helps explain participation in collective action.

Will ‘we’ continue to exercise? The associations between group identification, identity leadership, and relational identification on group exercise class adherence

The present study sought to provide support for the roles of both the social identity approach (group identification and identity leadership) and relational identification in adherence to group exercise classes. One hundred and twenty U.K. based group exercise class attendees completed an online survey in a cross-sectional design. Group identification, perceptions of identity leadership behaviour, and relational identification were not significantly associated with length of class attendance. However, both identity leadership behaviour of the class instructor and ingroup affect (measured as an element of multi-dimensional group identification), were significantly associated with expected likelihood of continued class participation. For every 1 unit increase in the identity leadership and in-group affect measures respectively, participants were 1.9 and 2.0 times more likely to be ‘at or near 100%’ likely to continue vs not. Social identity variables were not associated with how long exercisers had been attending class, but identity leadership and ingroup affect are positive influencers of expected future adherence. Further research into the social identity approach and identity leadership behaviour regards exercise class attendance tenure vs volume is warranted and is likely to benefit from the use of multi-dimensional group identification measures.

The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students

School satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.

Coaches’ Perceptions of Social Identity in Youth Sport: When Youth Athletes Think and Behave as “Us”

This study sought to examine coaches’ perceptions of social identity among their athletes and explore the ways that they may attempt to influence its development. Semistructured interviews were conducted with 12 head coaches (Mage = 49.25 years; SD = 6.5 years; Mexperience = 15.75 years; SD = 7.66 years; nfemale = 1) of male (n = 8) and female (n = 4) competitive youth ice hockey teams. Three main themes were identified through our analysis. First, the coaches’ perceptions of athletes’ social identities were described through examples of peer connection and similarity (i.e., in-group ties), athletes’ experience of positive affect (i.e., in-group affect), and athletes demonstrating the meaning and value that they attribute to team membership (i.e., cognitive centrality). Second, the coaches discussed a variety of ways that they sought to develop and reinforce a shared social identity within their teams. These behaviors aligned with principles advanced within the social identity leadership literature—namely, the coaches acted as in-group prototypes, in-group champions, entrepreneurs of identity, and embedders of identity. Finally, the coaches identified parents and cliques as key social agents with the ability to undermine social identity development. The findings are discussed in relation to both their theoretical and practical implications.

More positive group memberships are associated with greater resilience in Royal Air Force (RAF) personnel.

In the current project, we examined how perceived group memberships (number, and characteristics, of), social and relational identification, andsocial identity leadership are associated with resilience in Royal Air Force (RAF) personnel. Based on social identity theorizing, we hypothesized positive associations between the number of groups, perceptions of their characteristics (e.g., positivity), and how they relate to each other (i.e., compatibility) and resilience (H1). We also hypothesized positive associations between both socialidentity leadership (H2) and resilience, and social and relational identification (H3) and resilience. Two hundred and forty-three personnel from 18 RAF bases completed an identity mapping exercise and measures of leadership, social and relational identification, and resilience. Our findings highlighted the importance of the association between positive group memberships and resilience, and social identification and resilience. Counter to our hypothesis, belonging to more groups was negatively associated with resilience, and there were non-significant relationships between three principles of socialidentity leadership and resilience, with embedding identity being significantly negatively associated with resilience. In support of social identity theorizing, the number of positive groups was positively associated with resilience, as was social identification. These findings indicate that, for RAF personnel, it is belonging to positive groups, both within and outside work, along with social identification, that is positively associated with resilience.

The Effects of Social Identity Leadership on the Organizational Identification and Organizational Citizenship Behavior: Focusing on the Mediating Effect of Organizational Identity Perception

The Effects of Social Identity Leadership on the Organizational Identification and Organizational Citizenship Behavior: Focusing on the Mediating Effect of Organizational Identity Perception

Social Identity Leadership Style and Perceived Coaching Competency

Social Identity Leadership Style and Perceived Coaching Competency

Leaders promote attendance in sport and exercise sessions by fostering social identity.

Sport and exercise participation exert a positive effect on numerous aspects of individuals' health. Although sport and exercise leaders have generally been observed to play a key role in shaping group members' behavior, our understanding of their impact on group members' attendance in sport and exercise sessions is limited. To address this, and building on promising findings in other domains, we examined the associations between perceptions of sport and exercise leaders' engagement in social identity leadership, group identification, and attendance. A sample of 583 participants from sports teams (n=307) and exercise groups (n=276) completed questionnaires measuring identity leadership, group identification, and attendance. Analyses demonstrated that perceptions of leader engagement in social identity leadership were positively associated with members' group identification, and that this in turn was positively associated with their attendance in either a sports group or an exercise group. Moreover, there was a significant indirect effect for perceptions of leader engagement in identity leadership on group members' attendance through their greater identification with these groups. Findings highlight the importance of considering the impact sport and exercise leaders have on group members' attendance and suggest that leaders who represent, advance, create, and embed a shared sense of identity (ie, a shared sense of "us") among attendees can promote participation in sport and exercise.

Fix the Game–Not the Dame: A Team Intervention to Restore Gender Equity in Leadership Evaluations

The leadership literature shows consistent, sizeable, and persistent effects indicating that female leaders face significant biases in the workplace compared with male leaders. However, the social identity leadership literature suggests these biases might be overcome at the team level by adjusting the number of women in the team. Building on this work, we conducted 2 multiple source, multiple wave, multi-level randomized field experiments to test if the gender composition of teams helps to restore equity in leadership evaluations of men and women. Across two samples of university students engaged in a team-building exercise, we find that male leaders are rated as more prototypical leaders than female leaders despite no differences in leaders’ self-reported prototypicality; however, this male leadership advantage is eliminated in gender-balanced teams. In Study 2, we extend this finding by supporting a moderated mediation model showing that leader gender and the team’s gender composition interact to relate to perceived trust in the leader, through the mediating mechanism of leader prototypicality. Findings support the social identity model of organizational leadership and indicate a boundary condition of role congruity theory, bolstering our need for a more social relational, context-based approach to leadership.

Fix the Game, Not the Dame: Restoring Equity in Leadership Evaluations

Female leaders continue to face bias in the workplace compared to male leaders. When employees are evaluated differently because of who they are rather than how they perform, an ethical dilemma arises for leaders and organizations. Thus, bridging role congruity and social identity leadership theories, we propose that gender biases in leadership evaluations can be overcome by manipulating diversity at the team level. Across two multiple-source, multiple-wave, and randomized field experiments, we test whether team gender composition restores gender equity in leadership evaluations. In Study 1, we find that male leaders are rated as more prototypical in male-dominated groups, an advantage that is eliminated in gender-balanced groups. In Study 2, we replicate and extend this finding by showing that leader gender and team gender composition interact to predict trust in the leader via perceptions of leader prototypicality. The results show causal support for the social identity model of organizational leadership and a boundary condition of role congruity theory. Beyond moral arguments of fairness, our findings also show how, in the case of gender, team diversity can create a more level playing field for leaders. Finally, we outline the implications of our results for leaders, organizations, business ethics, and society.

Doing Social Identity Leadership: Exploring the Efficacy of an Identity Leadership Intervention on Perceived Leadership and Mobilization in Elite Disability Soccer

Based on social identity principles we explore the efficacy of a leadership intervention in elite disability sport. A 2-year longitudinal design involved an elite male disability soccer team that prepared for a World Championship in Year 1 and then reformed for Paralympic competition in Year 2. Athlete data indicated marginal to significant increases from baseline to intervention phases in social identification, identity leadership displayed by staff, and hours practice completed away from training camps, but no significant change in mobilization of effort (in Year 1 and 2). We discuss the applied implications, study limitations, and opportunities for future researchers.