An Exploration of Resilience, Well-Being, and Authentic Leadership in Aspiring Student Leaders as they Transition from High School to University
Notice bibliographique
Résumé
Before entering university, students are not always equipped with the tools to cope with stressful life events. During the transition to university, students may experience challenges that accompany this new stage of their life. However, research has shown that throughout this period, students can foster their strengths, resilience, and authentic leadership capabilities, supporting their well-being and transition to university. This study used a sequential explanatory mixed method design to examine the relationship between resilience, authentic leadership, and well-being through the transition from high school to university. The quantitative component of the research study followed the principles of Descriptive Correlation Design, and the qualitative component employed a Phenomenology approach. Participants were first-year university students at Queen’s University in Ontario, living both in and out of residence. Survey data, comprised of demographic questions, the Connor-Davidson Resilience Scale (CD-RISC), the Authentic Leadership Questionnaire (ALQ), and open-ended questions were gathered from 1012 participants. Fourteen participants that scored in the 75th percentile or higher on the CD-RISC participated in focus groups, and 10 of those individuals were also interviewed. Results indicate that resilience is significantly correlated to authentic leadership. A two-tailed bivariate correlation analysis found the CD-RISC25, the ALQ, and each of the subfactors of the ALQ statistically significant at the 0.01 level. A confirmatory factor analysis and a reliability analysis for the ALQ’s four factors were valid and reliable for students living both in and out of residence. Results indicated relationships between the four central constructs of the study: resilience, authentic leadership, well-being, and transition. The unifying theme, ‘Strength-Based Values for Authenticity’ emerged from the surveys, focus groups, and interviews. Analysis of findings yielded four major categories: challenges through the transition experience, foundations of growth, values-based strengths and characteristics, and readily available coping mechanisms. Data showed that highly resilient students were able to draw on their strengths more effectively through their transition to university, specifically when they were engaged in value-based leadership positions. Implications for practice include suggestions for educational wellness curricula; practices that support resilience, values-based leadership, and positive well-being; transitional support; and lessons learned from COVID-19’s impact on first-year students.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,003 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».