The current study examined the relationship between college experiences and socially responsible leadership with leadership self-efficacy for students who participate in military education programs. This study applied the social change model for leadership development, SCM, as the theoretical lens through which a socially responsible leadership process was understood in these programs. In addition, Astin's (1991) college impact model was applied to the design of the study in order to understand the relationship between involvement measures and leadership self-efficacy, an outcome of military education programs.
This ex post facto study was a secondary analysis of data collected through the 2006 administration of the Multi-Institutional Study of Leadership (MSL). The MSL provided a national sample of 1413 students who indicated involvement in a military student group. These military education programs were defined broadly and included participation in Corps of Cadets and ROTC students.
The findings of this study indicate significant differences between students who participate in military education programs and other college students in terms of leadership self-efficacy. Military students indicated greater efficacy for leadership even when differences in background were accounted for. Second, the values of socially responsible leadership and leadership self-efficacy were positively correlated for students who participate in military education programs. Finally, the conceptual model designed for this study to understand leadership self-efficacy for military students was able to explain 49% of the variance in the criterion variable. Several factors significantly contributed to leadership self-efficacy, including demographic characteristics, a leadership self-efficacy quasi-pre-test, academic classification, leadership experiences, and socially responsible leadership. The study provided support for leadership self-efficacy as an outcome for students who participate in military education programs, and the use of socially responsible leadership as a means to understand leadership self-efficacy for this population. The study also identified areas of the campus environment that might be incorporated and developed further within military education programs in order to take full advantage of the college environment.
|Advisor:||Inkelas, Karen Kurotsuchi|
|Commitee:||Jones, Susan R., Komives, Susan R., LaVonne Fries-Britt, Sharon, Marinelli, Marcia V.|
|School:||University of Maryland, College Park|
|Department:||Counseling and Personnel Services|
|School Location:||United States -- Maryland|
|Source:||DAI-A 70/06, Dissertation Abstracts International|
|Subjects:||Higher education, Military studies|
|Keywords:||College, College students, Leadership, Military, ROTC, Self-efficacy, Socially responsible leadership, Student military programs|
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