Begoña María Tortosa Martínez, M. Pérez-Fuentes, Mª Del Mar Molero Jurado
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引用次数: 0
摘要
学生领导实践和参与在学术领域获得了一些相关性，以防止失败并培养参与的学生在学业上取得成功。然而，关于这一主题的实证证据充斥着专注于成人领导力和参与的研究，这使得研究变得困难。因此，本研究的主要目的是通过系统的回顾分析影响学生领导在学生学业投入中的关系和变量。检索Web of Science、Scopus、PsycInfo和Dialnet数据库中的文章，在应用纳入和排除标准后，共获得22169篇研究，最终样本为8篇文章。结果表明，良好的学生领导优化了学生的学术投入，说明有影响力的领导者在投入维度上的一些变量是:参与、有效性和动机等。总之，建议进行新的研究，以缩小研究差距，扩大对教育背景至关重要的主题的认识。
Addressing leadership effectiveness for student academic engagement: a systematic review
ABSTRACT Student leadership practice and engagement are gaining some relevance within the academic area, in order to prevent failure and train engaged students to achieve success in their studies. However, empirical evidence on the subject is saturated with research focused on adult leadership and engagement, making research difficult. Therefore, the main objective is to analyze the relationship and variables of influential student leadership in the academic engagement of students, through a systematic review. A search was carried out for articles in databases: Web of Science, Scopus, PsycInfo and Dialnet, obtaining a total of 22,169 studies that, after the application of the inclusion and exclusion criteria, remained for the final sample 8 articles for review. The results show that good student leadership optimises the academic engagement of students, stating that some of the variables of influential leader in the dimensions of engagement are: participation, effectiveness and motivation among others. In conclusion, new studies are recommended to reduce the research gap and broaden knowledge on the topic of vital importance to the educational context.
期刊介绍：
School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.
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