The role of identity leadership in promoting athletes' mental health: A cross‐cultural study
Bibliographic record
Abstract
Abstract Identity leadership is the process through which leaders create, advance, represent, and embed a sense of ‘we’ and ‘us’ (i.e., social identities) within the teams they lead. This paper extends the existing sports psychology literature by investigating the relationship between identity leadership and athletes' mental health, as mediated by team identification and social support. Additionally, the study explores the generalisability of these relationships across culturally diverse countries, as well as high and low‐collectivistic cultures. To this end, we employed a large cross‐sectional study design involving 2,861 athletes from 193 football (also known as soccer) teams across eight countries. Study results indicated that identity leadership on the part of coaches, team captains, and the best athlete leaders within the team was associated with greater feelings of ‘we‐ness’ amongst athletes. This sense of ‘we‐ness’ in turn correlated with athletes' increased perceptions of available social support for themselves and their team, ultimately contributing to enhanced well‐being and reduced burnout. With some minor variation, these patterns were observed across all studied countries and across high and low‐collectivistic cultures. In essence, identity leadership provided by coaches and athlete leaders was associated with better athlete mental health across geographical borders and cultures.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".