title: The Importance of Attributional Complexity for Transformational Leadership Studies

authors: Sun, Peter Yih-Tong

subjects: attribution

abstract: Attributional complexity refers to the capability of discriminating and integrating dimensions related to social judgment in order to understand social behaviour. While previous leadership research has examined the role of leader attributions, it has neglected the role of attributional complexity. We theorize and find support for a relationship between higher attributional complexity and transformational leadership behaviours, based on a sample of 100 leaders and their direct reports. Leaders who were more complex in their social judgments, attributing complex external and internal causes to others' behaviours and actions, were seen as more transformational by their direct reports. Our findings suggest that attributional complexity is a construct that warrants consideration in future research on both transformational leadership and leadership attributions.

text: The Importance of Attributional Complexity for Transformational Leadership Studies Attributional complexity refers to the capability of discriminating and integrating dimensions related to social judgment in order to understand social behaviour. While previous leadership research has examined the role of leader attributions, it has neglected the role of attributional complexity. We theorize and find support for a relationship between higher attributional complexity and transformational leadership behaviours, based on a sample of 100 leaders and their direct reports. Leaders who were more complex in their social judgments, attributing complex external and internal causes to others' behaviours and actions, were seen as more transformational by their direct reports. Our findings suggest that attributional complexity is a construct that warrants consideration in future research on both transformational leadership and leadership attributions.

year: 2012

title: An investigation into the effects of tootling for instruction- following and on-task student behaviour in a New Zealand primary school

authors: Enright , Candace Jena

abstract: This study aimed to extend the literature on tootling interventions within a New Zealand. In a tootling procedure, students are taught how to report on their peers’ prosocial behaviours, which is combined with public posting and inter-dependent group contingency components. This focus of this study was to determine if tootling affected the keystone skill of instruction-following for three target students and their comparison peers in one primary classroom. Additionally, on-task behaviour, teacher praise statements and teacher stress were measured in an A-B-A-B-C-D reversal design with a fading and follow-up phase. Increases in instruction-following and on-task behaviour occurred for two of the three target students and their peers. Mixed results were reported concerning teacher praise statements and teacher stress. Both the teacher and the students viewed the intervention as socially acceptable, and treatment integrity remained high across all phases. Strengths, limitations, and implications for further practice are discussed.

text: An investigation into the effects of tootling for instruction- following and on-task student behaviour in a New Zealand primary school This study aimed to extend the literature on tootling interventions within a New Zealand. In a tootling procedure, students are taught how to report on their peers’ prosocial behaviours, which is combined with public posting and inter-dependent group contingency components. This focus of this study was to determine if tootling affected the keystone skill of instruction-following for three target students and their comparison peers in one primary classroom. Additionally, on-task behaviour, teacher praise statements and teacher stress were measured in an A-B-A-B-C-D reversal design with a fading and follow-up phase. Increases in instruction-following and on-task behaviour occurred for two of the three target students and their peers. Mixed results were reported concerning teacher praise statements and teacher stress. Both the teacher and the students viewed the intervention as socially acceptable, and treatment integrity remained high across all phases. Strengths, limitations, and implications for further practice are discussed.

year: 2023

title: Bilingual/immersion education in Aotearoa/New Zealand: Setting the context.

authors: May, Stephen

subjects: bilingual education

abstract: Introduction to a special issue of IJBEB, focusing on recent developments in bilingual/
immersion education in Aotearoa/New Zealand, particularly, but not solely,
Maori-medium education.

text: Bilingual/immersion education in Aotearoa/New Zealand: Setting the context. Introduction to a special issue of IJBEB, focusing on recent developments in bilingual/
immersion education in Aotearoa/New Zealand, particularly, but not solely,
Maori-medium education.

year: 2005-01-01