Sibylle Georgianna - Academia.edu (original) (raw)

Papers by Sibylle Georgianna

Foreword by Harry C. Triandis, Ph.D. Acknowledgements Goal Setting and Goal Striving The Impact o... more Foreword by Harry C. Triandis, Ph.D. Acknowledgements Goal Setting and Goal Striving The Impact of Culture on Goal Setting and Goal Striving The Current Study Culture's Influence on Goal Selection Career and School Aspirations across Cultures Self-development across Cultures Culture and the Influence of Others Culture and Money Conclusion Bibliography Index.

The current two studies empirically validated a multi-dimensional questionnaire of self-leadershi... more The current two studies empirically validated a multi-dimensional questionnaire of self-leadership. In study 1, a sample of 251 employees and students completed the German Self-leadership Questionnaire (GSLQ) that measures the use of (1) constructive thought self- leadership strategies (and associated sub-dimensions (1.1.) time and task management, (1.2.) self-activation, and (1.3.) goal-setting and pursuit), (2) natural reward self-leadership strategies (and associated sub-dimensions (2.1.) emotional regulation, and (2.2) self-motivation); (3) effective behavior self-leadership strategies (and associated sub-dimension (3.1.) behavior change and (3.2.) rewarding work environments); and physical vitality self-leadership strategies (and associated sub-dimensions (4.1.) physical exercise and (4.2) healthy nutrition). Explorative factor analyses yielded seven subdimensions with a total of 34 items to be included in a revised form of the German Self-leadership Questionnaire (RGSLQ). In study 2, 202 participants responded to the RGSLQ as well as to Houghton’s (2012) Abbreviated Self-Leadership Questionnaire (ASLQ). Confirmatory factor analyses of the RGSLQ lends support to self-leadership dimensions that are congruent with the ASLQ yet adds a dimension of self-activation. Satisfactory concurrent validity with the ASLQ (except of for the self-activation scale) and convergent validity with work satisfaction and life satisfaction, respectively, were established. Implications for research and practice are discussed.

Psychology and Cognitive Sciences – Open Journal, 2020

Objective The current study examined the impact of a non-governmental organization’s academic tut... more Objective The current study examined the impact of a non-governmental organization’s academic tutoring and mentoring program on the social-emotional learning (SEL) and subjective well-being of 240 marginalized young women. Participants One-hundred-fifty-nine currently enrolled 7-12th grade students with a mean age of 16.39, SD=1.55; 40 students who were enrolled in college with a mean age of 20.25, SD=1.57, and 25 who had graduated from college with a mean age of 22.48, SD=2.16 and their leaders participated. Methods All participants completed in a survey that assessed the degree of participants’ locus of control, expectations of success (self-efficacy), current goals and career-related aspirations and their satisfaction with their relationships and life in general. Twenty-one of the participants and all leaders also were interviewed. Results Regression analyses revealed that both the participants’ self-management and the leader’s locus of control were significant predictors of the ...

Journal of Entrepreneurship & Organization Management, 2015

Psychological Reports, 2010

The current study examined the extension of an approach to self-leadership using strategies which... more The current study examined the extension of an approach to self-leadership using strategies which focus on (1) constructive thoughts, (2) natural rewards, and (3) effective behavior. The suggested extension refers to strategies which improve physical vitality, fitness, and well-being. A sample of 163 students answered scale items selected and composed to measure the four categories of self-leadership strategies. Confirmatory factor analyses and structural equation modelling indicated that strategies focusing on physical vitality, fitness, and well-being represent an independent category of self-leadership strategies. Implications for research and application were discussed.

Psychological Reports, 2013

Super-leadership is part of an approach called 'empowering leadership.' Within this approach, sup... more Super-leadership is part of an approach called 'empowering leadership.' Within this approach, super-leadership is assumed to enable subordinates to lead themselves. The current study examined correlates of super-leadership. A questionnaire measuring two dimensions of super-leadership was used to analyze relationships between super-leadership and subordinates' work enjoyment, i.e., job satisfaction, subjective well-being, and emotional organizational commitment. In addition, moderating eff ects of the organizational context, i.e., organizational decentralization, on the relationships between super-leadership and work enjoyment were explored. 198 German employees from diff erent occupations participated in the study. Latent moderator structural equation analysis revealed that the two factors of super-leadership, "coaching and communicative support" and "facilitation of personal autonomy and responsibility," had direct positive eff ects on subordinates' work enjoyment. Organizational decentralization moderated the eff ect of "coaching and communicative support" on work enjoyment but not the relations involving "facilitation of personal autonomy and responsibility." Conclusions for further research and practical applications were discussed.

International Journal of Research in Commerce and Management Studies, 2021

The current study empirically validated a questionnaire of self-lead relaxation strategies. The a... more The current study empirically validated a questionnaire of self-lead relaxation strategies. The authors examined the data from 231 job incumbents and 18 students. Confirmatory factor analyses yielded two factors of physical vitality self-leadership (intuitive behaviors and advanced behaviors). Satisfactory concurrent validity with the German Revised Self-leadership Questionnaire (GRSLQ) and convergent validity with work satisfaction and life satisfaction, respectively, were established. Structural equation analyses confirmed the established results with regard to the latent variables selflead relaxation techniques and well-being. Interaction effects of participants’ age and their type of strategy use were shown via Multivariate Analyses of Variance with lower life satisfaction for high adult content users. Women reported more relaxation behaviors and greater well-being than men. The influence of technology (i.e., passive social media use, adult content use) on relaxation strategies ...

How is entrepreneurs' job satisfaction influenced by their use of super-leadership and self-l... more How is entrepreneurs' job satisfaction influenced by their use of super-leadership and self-leadership strategies? Can a mindset geared toward leading others and oneself predict entrepreneurs’ job satisfaction? This article reports research on entrepreneurs' use of super- and self- leadership strategies and their subsequent ratings of personal job satisfaction. One-hundred-and-two entrepreneurs completed a questionnaire measuring the super-leadership dimension “coaching and communicational support”, four dimensions of self-leadership (i.e., constructive thought focus, natural reward focus, physical vitality focus, behavioral focus), and job satisfaction. Structural equation analysis lends support to a model where self-leadership behavior is introduced as a variable mediating the relationship between super-leadership and job satisfaction of entrepreneurs. Implications for research and applications are discussed.

Openventio Publishers, 2020

International Journal of Research In Commerce and Management Studies

What role does self-leadership play for individuals' physical vitality and subjective well-being?... more What role does self-leadership play for individuals' physical vitality and subjective well-being? The authors examined the data from 177 job incumbents and 165 students. Nonlinear structural equation modeling revealed a latent moderator effect of self-leadership on physical vitality and well-being. For individuals with low self-leadership, more physical vitality led to increased well-being, while for those with high self-leadership, no effect was detected. Understanding the role of high vs. low selfleadership in current and future physical vitality and well-being adds insight as to how health-related interventions should be structured to optimize well-being and accompanying positive working behaviors.

Journal of Applied Research in the Community College, Oct 1, 2009

Current research indicates that students often have a difficult time getting started on reaching ... more Current research indicates that students often have a difficult time getting started on reaching their course goals. This study examines the impact of an intervention exercise on the final grades and success rates of two groups of community college students in California. At the beginning of the spring semester 2007, students in two English writing classes underwent an intervention to improve their study skills. The purpose of the study skills exercises was to encourage students to successfully complete mini essays. Students in an experimental group underwent the intervention exercise at the beginning of the first five class sessions of the semester. Immediately after each of the first four interventions they wrote a mini essay. Students in the control group underwent intervention exercises at the fifth through ninth class sessions of the semester. Although students in the experimental group scored higher in the mini essays than students in the control group (F(3,12) = 3.25, p = .06), no significant differences between the two groups were found in their final grades and success rates (z = -0.56 and z = -1.42, respectively). The limitations of the current study and implications for future research are discussed in this manuscript. Introduction and Conceptual Framework Students' learning and performance in academic settings are influenced by multiple variables, including their educational goals (e.g., Elliot & McGregor, 2001; Elliot, Shell, Henry «Sc Maier, 2005; Harackiewicz, Barron, Pintrich, Elliot & Thrash, 2002), goal orientation (Tannenbaum, 2008) and self -efficacy beliefs (e.g., Creed & Davies, 1999; Prussia, Anderson & Manz, 1998; Siu, Spector, Cooper «Sc Lu, C. 2005; Stewart, Carson «Sc Cardy, 1996) to name a few. Little research to date has focused on the psychological processes that underlie individuals' readiness to set binding achievement goals. The psychological processes that underlie successful goal-setting are necessary for an understanding of how people set goals and how they work to achieve those goals. Current research defines self-leadership as a process in which people direct and motivate themselves to behave and perform in a desired way (Houghton «Sc Neck, 2002; Manz, 1986, 1992; Markham «Sc Markham, 1995). The concept of self-leadership consists of a variety of interwoven strategies that address individuals' self-awareness, volition, motivation, cognition, and behavior (Manz «Sc Neck, 1991; Muller, 2006; Prussia, Anderson «Sc Manz, 1998); these include strategies that guide individuals' goal setting and goal attainment (e.g., Gollwitzer «Sc Moskowitz, 1996; Heckhausen, 1991). The use of volitional strategies influences the decision-making process by creating concrete intentions to implement a desired behavior. That is, specifying when, where, and how to perform a certain action in an "if.. .then" format transforms a wish into a goal by creating an "implementation intention." An example of an implementation intention is "If I am to study for an upcoming exam after 6:00 p.m. today, then I must interrupt whatever I am doing at 6:00 p.m. and open my textbook and read my study notes." In the above example, the implementation intention in quotes can be broken into three segments. The first (studying for an upcoming exam) is the wish. The second (what is taking place at 6:00 p.m.) is the situation which will trigger the goal-focused behavior. The third (interrupting the current activity and opening the textbook and reading my study notes) is the goal-focused behavior. The implementation intention creates a strong determination to initiate goal-focused behavior by linking a triggering situation to the goal-focused behavior. In the example, when the triggering situation (the clock strikes 6:00 p.m.) occurs, it initiates the goal-focused behavior (interrupting the current activity and opening the textbook and reading my study notes). Studies show the efficacy of implementation intentions. …