Reining in Self-Leadership within Academia and Athletics: A Self-Determination Perspective
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this paper is to examine self-leadership and its antecedents through a self-determination theory framework in order to identify and understand the key mediators that contribute to the development of self-leadership. Two studies were used to test the tenability of our proposed model across two domains. Study 1 examined self-leadership amongst a sample of undergraduate students. Study 2 examined a similar model amongst equine athletes from across Canada. Self-report questionnaires were employed to collect all data. Based on the conclusions, we suggest that autonomous motivation, rational decision-making and emotional regulation are important aptitudes for the development of efficient self-leadership. Ultimately, the research expands the literature on both self-determination theory and self-leadership by offering a unique multiple mediation models for predicting self-leadership development.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.034 | 0.004 |
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 it