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Caroline Humphrey 《宗教、国家与社会》2013,41(3-4):375-389
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Allan Lee Alison Legood David Hughes Amy Wei Tian Alexander Newman Caroline Knight 《European Journal of Work and Organizational Psychology》2020,29(1):1-35
ABSTRACTThis paper reports the most comprehensive meta-analytic examination of the relationship between leadership and both followers’ creative and innovative performance. Specifically, we examined 13 leadership variables (transformational, transactional, ethical, humble, leader-member exchange, benevolent, authoritarian, entrepreneurial, authentic, servant, empowering, supportive, and destructive) using data from 266 studies. In addition to providing robustly estimated correlations, we explore two theoretically and pragmatically important issues: the relative importance of the different leadership constructs and moderators of the relationship between leadership and employee creativity and innovation. Regrading creative performance, authentic, empowering, and entrepreneurial leadership demonstrated the strongest relationships. For innovative performance, both transactional (contingent reward) and supportive leadership appear particularly relevant. The current study synthesizes an important, burgeoning, diverse body of research, and in doing so, generates nuanced evidence that can be used to guide theoretical advancements, improved research designs, and up-to-date policy recommendations regarding leading for creativity, and innovation. 相似文献
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Speece DL Ritchey KD Silverman R Schatschneider C Walker CY Andrusik KN 《School psychology review》2010,39(2):258-276
The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems. 相似文献