我国回族地区高校学生自我领导力调查与发展策略研究
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摘要
在公民政治行为层面,自我领导力是公民对于自己行动与发展的引领能力,是公民引导自己政治规范进行政治行为的基础；在领导及考选层面,自我领导力是领导力的重要组成部分,是领导力发展的基础,也应成为领导考选的组成部分；在教育层面,自我领导力是受教育者成长为合格政治参与者的重要能力,是其专业能力实现可持续发展的关键能力。如何从根本上使公民,特别是民族地区公民形成对政治和社会客观理性的认识,如何引导其形成正确的社会认知,从而自内而外的养成高素质理性公民,成为当下我国社会转型时期重要的学术命题。研究我国回族地区高校学生自我领导力,对学生提升专业技能、提高社会竞争力,对学生形成正确的、客观的、理性的社会认知具有重要作用,对维护社会稳定发展,促进民族团结、实现各民族共同繁荣具有重要的意义。
首先,本文第一章陈述本文的选题缘起与研究意义,对国内外研究现状进行评述,提出本文的研究方法和文章框架,梳理国外领导力理论发展历程,和自我领导力理论研究成果,为后期问卷设计和对策提出提供理论参考和依据。
其次,本文第二章详细归纳分析自我领导力三大经典策略和九种提升方法,自我领导力的三大经典策略为本研究的理论基础,详细梳理自我领导力测评方法的发展历程,综合评析目前自我领导力国际通用的测评量表RSLQ①(Revised Self-Leadership Questionnaire)的局限性。
再次,本文第三章针对RSLQ的局限性,参考借鉴国际上领导力发展的代表性模型,设计基于过程性的自我领导力发展测评问卷,通过进行问卷的预调查,收集汇总反馈信息后,最终形成由RSLQ、过程性调查问卷和学生自评问卷三部分组成的我国民族地区高校学生自我领导力发展调查问卷,随后进行问卷的发放、收集和筛选,和数据的整理和录入。
第四,本文第四章对过程性调查问卷数据进行建模的可行性分析,经数据的KMO检验和球形Bartlett检验通过后,进行因子分析、因子命名、因子得分计算以及模型建模,探寻学生在完成任务过程的各个环节中,其自我领导力发挥的优势和缺失环节。在因子分析过程中,特别将回族学生、非回族学生②、本科回族学生、本科非回族学生,大专回族学生、大专非回族学生进行了分类和比较分析,从而分析探寻各类别学生的自我领导力发展特点。
第五,本文第五章根据RSLQ数据和自评数据,比较分析学生自我领导力的实际具备情况和主观自评情况,探寻学生自我领导力内涵要素的优势和缺失,并验证学生自评的真实性。在统计分析中,将回族学生、非回族学生、和自评分类的四类学生③分别进行统计分析,探寻不同组类学生自我领导力发展特点。
最后,本文第六章对以上三部分数据分析结果和结论进行了综合归纳,总结我国民族地区高校学生,特别是回族学生自我领导力发展特点和优势,与此同时,归纳其自我领导力发展的缺失和困境,提出我国民族地区高校学生自我领导力的提升和发展对策。
From the civil political behavior perspective, self-leadership is citizens'ability to lead their own behaviour and own development and is also the basis for citizens to guide their own political norms and take political actions; from the leadership and examination perspective, self-leadership is an essential part of leadership and is also the basis of leadership development, therefore it should become a part of the leader selection and examination process; from the education perspective, self-leadership is the essential ability for well-educated people to become a political actor, and it is also the key ability to achieve sustainable development of professional skills. How to fundamentally make citizens, especially those living the minority areas, to form political and objective and rational understanding of politics and society, and how to guide them to form the correct social cognition to become high quality and rational citizen from the inside out have become an important academic proposition in our contemporary social transformation stage. The study of college students' self-leadership in Hui Autonomous Region provides important ground for students to enhance their professional skills, promote the competitiveness of society, and form a correct, objective and rational social cognition, and it also plays an significant role in maintaining social stability and development, promoting national unity and achieve common prosperity of all ethnic groups.
First of all, the first chapter stated the origin and significance of the, commented on current conducted domestic and foreign research, proposed the methodology and framework of the article, compiled foreign leadership theory development process and self-leadership theory research, and provided the theoretical basis and reference to questionnaire design and strategy.
Secondly, the second chapter summarized and analyzed in detail three classic self-leadership strategies, which provided the theoretical basis for the strategy-oriented research and nine development methods, compiled the development history of self-leadership assessment methods in detail, and comprehensively analyzed and evaluated the limitation of currently self-leadership internationally accepted evaluation scale RSLQ (Revised Self-Leadership Questionnaire).
Thirdly, taking the reference of the representative international model of leadership development, the third chapter included the design of a process based self-leadership development assessment questionnaire which is to solve the RSLQ limitations, the collected feedback on questionnaire design by conducting a pilot survey, and the finally formed the self-assessment questionnaires that consisted of the RSLQ, process based questionnaire and students self-assessment questionnaires for minority areas. The chapter also included the information of questionnaires issuing and collecting and screening.
Fourthly, the fourth chapter conducted a feasibility analysis to the data modeling of the process based questionnaire, factor analysis, factor naming, factor scoring and modeling after taking KMO test and Bartlett test, explored the steps in which self-leadership shows strengths and those in which the self-leadership is missing while the students complete the tasks. In the factor analysis process, the chapter specifically classified, compared and analyzed the Muslim students, non-Muslim students, undergraduate Muslim students, undergraduate non-Muslim students, Muslim college students and non-Muslin college students, therefore to explore the characteristics of self-leadership development for each category.
Fifthly, the fifth chapter comparatively analyzed the actual situation and the subjective self-assessment of student's self-leadership using RSLQ data and self-assessment data, explored the strength and missing factor of the core element in their self-leadership, and verified the validity of the self-assessments. In the statistical analysis, the chapter categorized the Muslim students, non-Muslim students, and the four groups of the students who took the self-assessments respectively and explored the different a different characteristics of each group.
Finally, the sixth chapter summarized the data analysis results and the conclusions of the three parts above, and summed up the development characteristics and advantages of self-leadership of our national area college students, especially of the Muslim students. Meanwhile, the chapter drew a conclusion to the missing aspects and the difficulties in their self-leadership development, and proposed countermeasures to enhance the college students' self-leadership development in ethnic areas.
首先,本文第一章陈述本文的选题缘起与研究意义,对国内外研究现状进行评述,提出本文的研究方法和文章框架,梳理国外领导力理论发展历程,和自我领导力理论研究成果,为后期问卷设计和对策提出提供理论参考和依据。
其次,本文第二章详细归纳分析自我领导力三大经典策略和九种提升方法,自我领导力的三大经典策略为本研究的理论基础,详细梳理自我领导力测评方法的发展历程,综合评析目前自我领导力国际通用的测评量表RSLQ①(Revised Self-Leadership Questionnaire)的局限性。
再次,本文第三章针对RSLQ的局限性,参考借鉴国际上领导力发展的代表性模型,设计基于过程性的自我领导力发展测评问卷,通过进行问卷的预调查,收集汇总反馈信息后,最终形成由RSLQ、过程性调查问卷和学生自评问卷三部分组成的我国民族地区高校学生自我领导力发展调查问卷,随后进行问卷的发放、收集和筛选,和数据的整理和录入。
第四,本文第四章对过程性调查问卷数据进行建模的可行性分析,经数据的KMO检验和球形Bartlett检验通过后,进行因子分析、因子命名、因子得分计算以及模型建模,探寻学生在完成任务过程的各个环节中,其自我领导力发挥的优势和缺失环节。在因子分析过程中,特别将回族学生、非回族学生②、本科回族学生、本科非回族学生,大专回族学生、大专非回族学生进行了分类和比较分析,从而分析探寻各类别学生的自我领导力发展特点。
第五,本文第五章根据RSLQ数据和自评数据,比较分析学生自我领导力的实际具备情况和主观自评情况,探寻学生自我领导力内涵要素的优势和缺失,并验证学生自评的真实性。在统计分析中,将回族学生、非回族学生、和自评分类的四类学生③分别进行统计分析,探寻不同组类学生自我领导力发展特点。
最后,本文第六章对以上三部分数据分析结果和结论进行了综合归纳,总结我国民族地区高校学生,特别是回族学生自我领导力发展特点和优势,与此同时,归纳其自我领导力发展的缺失和困境,提出我国民族地区高校学生自我领导力的提升和发展对策。
From the civil political behavior perspective, self-leadership is citizens'ability to lead their own behaviour and own development and is also the basis for citizens to guide their own political norms and take political actions; from the leadership and examination perspective, self-leadership is an essential part of leadership and is also the basis of leadership development, therefore it should become a part of the leader selection and examination process; from the education perspective, self-leadership is the essential ability for well-educated people to become a political actor, and it is also the key ability to achieve sustainable development of professional skills. How to fundamentally make citizens, especially those living the minority areas, to form political and objective and rational understanding of politics and society, and how to guide them to form the correct social cognition to become high quality and rational citizen from the inside out have become an important academic proposition in our contemporary social transformation stage. The study of college students' self-leadership in Hui Autonomous Region provides important ground for students to enhance their professional skills, promote the competitiveness of society, and form a correct, objective and rational social cognition, and it also plays an significant role in maintaining social stability and development, promoting national unity and achieve common prosperity of all ethnic groups.
First of all, the first chapter stated the origin and significance of the, commented on current conducted domestic and foreign research, proposed the methodology and framework of the article, compiled foreign leadership theory development process and self-leadership theory research, and provided the theoretical basis and reference to questionnaire design and strategy.
Secondly, the second chapter summarized and analyzed in detail three classic self-leadership strategies, which provided the theoretical basis for the strategy-oriented research and nine development methods, compiled the development history of self-leadership assessment methods in detail, and comprehensively analyzed and evaluated the limitation of currently self-leadership internationally accepted evaluation scale RSLQ (Revised Self-Leadership Questionnaire).
Thirdly, taking the reference of the representative international model of leadership development, the third chapter included the design of a process based self-leadership development assessment questionnaire which is to solve the RSLQ limitations, the collected feedback on questionnaire design by conducting a pilot survey, and the finally formed the self-assessment questionnaires that consisted of the RSLQ, process based questionnaire and students self-assessment questionnaires for minority areas. The chapter also included the information of questionnaires issuing and collecting and screening.
Fourthly, the fourth chapter conducted a feasibility analysis to the data modeling of the process based questionnaire, factor analysis, factor naming, factor scoring and modeling after taking KMO test and Bartlett test, explored the steps in which self-leadership shows strengths and those in which the self-leadership is missing while the students complete the tasks. In the factor analysis process, the chapter specifically classified, compared and analyzed the Muslim students, non-Muslim students, undergraduate Muslim students, undergraduate non-Muslim students, Muslim college students and non-Muslin college students, therefore to explore the characteristics of self-leadership development for each category.
Fifthly, the fifth chapter comparatively analyzed the actual situation and the subjective self-assessment of student's self-leadership using RSLQ data and self-assessment data, explored the strength and missing factor of the core element in their self-leadership, and verified the validity of the self-assessments. In the statistical analysis, the chapter categorized the Muslim students, non-Muslim students, and the four groups of the students who took the self-assessments respectively and explored the different a different characteristics of each group.
Finally, the sixth chapter summarized the data analysis results and the conclusions of the three parts above, and summed up the development characteristics and advantages of self-leadership of our national area college students, especially of the Muslim students. Meanwhile, the chapter drew a conclusion to the missing aspects and the difficulties in their self-leadership development, and proposed countermeasures to enhance the college students' self-leadership development in ethnic areas.
引文
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③ Christopher P. Neck, Charles C. Manz. Mastering Self-leadership Sixth Edition:Empowering Yourself for Personal Excellence[M]. Pearson Education Inc.,2013, P20.
① Christopher P. Neck, Charles C. Manz. Mastering Self-leadership Sixth Edition:Empowering Yourself for Personal Excellence[M], Pearson Education Inc.,2013, P20.
② Christopher P. Neck, Charles C. Manz. Mastering Self-leadership Sixth Edition:Empowering Yourself for Personal Excellence[M], Pearson Education Inc., 2013, P20.
① 梁翰中：《中国文化背景下企业员工的自我领导》[D],河南大学2009年硕士学位论文,第9页。
① Christopher P. Neck, Charles C. Manz. Mastering Self-leadership Sixth Edition:Empowering Yourself for Personal Excellence[M], Pearson Education Inc.,2013, P30.
② Christopher P. Neck, Charles C. Manz. Mastering Self-leadership Sixth Edition:Empowering Yourself for Personal Excellence[M], Pearson Education Inc.,2013, P20.
③ Christopher P. Neck, Charles C. Manz. Mastering Self-leadership Sixth Edition:Empowering Yourself for Personal Excellence[M], Pearson Education Inc.,2013, P32.
④ Christopher P. Neck, Charles C. Manz. Mastering Self-leadership Sixth Edition:Empowering Yourself for Personal Excellence[M], Pearson Education Inc.,2013, P20.
① Christopher P. Neck,Charles C. Manz:Mastering Self-leadership Sixth Edition:Empowering Yourself for Personal Excellence[M].,Pearson Education Inc.,2013,P20.
② Deci E. L., Ryan R. M.. Intrinsic Motivation and Self-determination in Human Behavior[M]. New York, NY: Plenum,1985.
③ 梁翰中：《中国文化背景下企业员工的自我领导》[D],河南大学2009年硕士学位论文,第11页。
④ 蒋洋：《服务企业员工自我领导、自我效能与自我创新行为的关系研究》[D],电子科技大学2011年硕士学位论文,第18页。
⑤ 梁翰中：《中国文化背景下企业员工的自我领导》[D],河南大学2009年硕士学位论文,第11-12页。
⑥ Neck C. P., Houghton, J. D.. Two Decades of Self-leadership Theory and Research:Past Developments, Present Trends, and Future Possibilities[J]. Journal of Managerial Psychology,2006(21), P 270-295.
⑦ Jeffery D. Houghton, David Dawley, Trudy C. DiLiello. The Abbreviated Self-leadership Questionnaire:A More Concise Measure of Self-leadership[J]. International Journal of Leadership Studies, School of Global Leadership & Entrepreneurship, Regent University,2012, P4.
① 梁翰中：《中国文化背景下企业员工的自我领导》[D],河南大学2009年硕士学位论文,第13页。
② Jeffery D. Houghton, David Dawley, Trudy C. DiLiello. The Abbreviated Self-leadership Questionnaire:A More Concise Measure of Self-leadership[J]. International Journal of Leadership Studies, School of Global Leadership & Entrepreneurship, Regent University,2012, P4.
③ 梁翰中：《中国文化背景下企业员工的自我领导》[D],河南大学2009年硕士学位论文,第12-13页。
④ Finke R. A.. Principles of Mental Imagery[M]. Cambridge, MA:MIT Press,1989.
⑤ Driskell J. E., Copper C., Moran A.. Does Mental Practice Enhance Performance?[J]. Journal of Applied Psychology, 1994(79), P481-492.
⑥ 梁翰中：《中国文化背景下企业员工的自我领导》[D],河南大学2009年硕士学位论文,第14页。
① SLQ见附件一。Cox, J. F.. The Effects of Superleadership Training on Leader Behavior, Subordinate Self-leadership Behavior, and Subordinate Citizenship, Unpublished Doctoral Dissertation[M], University of Maryland, College Park,
MD,1993.
② Roberts H. E., Foti R. J.. Evaluating the Interaction Between Self-leadership and Work Structure in Predicting Job Satisfaction[J]. Journal of Business & Psychology,1998(12), P 257-67.
③ 见附件一。
④ Jeffery D. Houghton, David Dawley, Trudy C. DiLiello. The Abbreviated Self-leadership Questionnaire:A More
Concise Measure of Self-leadership[J]. International Journal of Leadership Studies, School of Global Leadership & Entrepreneurship, Regent University,2012, P6.
⑤ 见附件二。
⑥ Jeffery D. Houghton, David Dawley, Trudy C. DiLiello. The Abbreviated Self-leadership Questionnaire:A More Concise Measure of Self-leadership[J]. International Journal of Leadership Studies, School of Global Leadership & Entrepreneurship, Regent University,2012, P7.
① Neubert M. J., Wu J. C.. A Cross-cultural Validation of the Houghton and Neck Self-leadership Measure[J]. Journal of Managerial Psychology,2006(21),360-373.
② Ho J., Nesbit P. L.. A Refinement and Extension of the Self-leadership Scale for the Chinese Context[J]. Journal of Managerial Psychology,2009(24),450-476.
① David Weiss, Vince Molinaro. The Leadership Gap:Building Leadership Capacity for Competitive Advantage[M|. New York:John Wiley,2005.
② Byron Hanson. The Leadership Development Interface:Aligning Leaders and Organizations Toward More Effective Leadership Learning[J]. Advances in Developing Human Resources,2013,15(1), P106-120.
① Ken Williams:A Future of Leadership Development[M]. Washington, D.C.:Academy for Educational Development, 2009.
① Syed Aqeel Tirmiz.:The 6L framework:a Model for leadership research and development[J]. Leadership & Organization Development Journal,2002(5), P269-279.
① 《宁夏回族自治区2010年第六次全国人口普查主要数据公报》参见新华网：http://news.xinhuanet.com/2011-04/28/c 121360136.htm
② 查阅银川市地方志。
① 卢纹岱：《spss统计分析(第三版)》[M],电子工业出版社2008年版,第482页。
① 卢纹岱：《spss统计分析(第三版)》[M],电子工业出版社,2008年,第482页。
① 卢纹岱：《spss统计分析(第三版)》,电子工业出版社,2008年,第482页。
① Neck, C. P., Houghton, J. D.:Two decades of self-leadership theory and research:Past developments, present trends, and future possibilities[J]. Journal of Managerial Psychology,2006(21),P 270-295.
① Jeffery D. Houghton, David Dawley, Trudy C. DiLiello:The Abbreviated Self-leadership Questionnaire:A More Concise Measure of Self-leadership[J],International Journal of Leadership Studies, School of Global Leadership & Entrepreneurship, Regent University,2012,P4.
② Finke R. A.. Principles of mental imagery[M]. Cambridge, MA:MIT Press,1989.
① 陈振明、陈炳辉：《政治学---概念、理论和方法》,中国社会科学出版社,2004年,第455页。
① Finke R.A..Principles of mental imagery[M].Cambridge,MA:MIT Press,1989.
① 梁翰中：《中国文化背景下企业员工的自我领导》[D],河南大学2009年硕士学位论文,第9页。
① Finke R.A..Principles of mental imagery[M].Camb ridge,MA:MIT Press,1989.
② 梁翰中：《中国文化背景下企业员工的自我领导》[D],河南大学2009年硕士学位论文,第14页。
① Christopher P. Neck, Charles C. Manz. Mastering Self-leadership Sixth Edition:Enpowering Yourself for Personal Excellence[M]. Pearson Education Inc.,2013, P5.
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