7,174
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

What motivates students? A study on the effects of teacher leadership and students’ self-efficacy

&

References

  • Aiken, L., West, S., & Reno, R. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.
  • Alpar, P., & Spitzer, D. (1989). Response behaviours of entrepreneurs in a mail survey. Entrepreneurship: Theory and Practice, 14, 31–44.
  • Amabile, T. (1996). Creativity in context. Boulder, CO: Westview Press.
  • Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79, 408–415.10.1111/josh.2009.79.issue-9
  • Avolio, B. J. (1999). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.10.1037/0033-295X.84.2.191
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148.10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman & Co.
  • Bandura, A. (2007). Much ado over a faulty conception of perceived self-efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology, 26, 641–658.10.1521/jscp.2007.26.6.641
  • Bandura, A., & Schunk, D. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586.10.1037/0022-3514.41.3.586
  • Baron, R., & Kenny, D. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173.10.1037/0022-3514.51.6.1173
  • Bass, B. (1985). Leadership and performance beyond expectations. New York, NY: The Free Press.
  • Bass, B., Avolio, B., Jung, D., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88, 207–218.10.1037/0021-9010.88.2.207
  • Baum, J., & Locke, E. (2004). The relationship of entrepreneurial traits, skill, and motivation to subsequent venture growth. Journal of Applied Psychology, 89, 587–598.10.1037/0021-9010.89.4.587
  • Becker, B., & Luthar, S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37, 197–214.10.1207/S15326985EP3704_1
  • Boggiano, A. K. (1998). Maladaptive achievement patterns: A test of a diathesis-stress analysis of helplessness. Journal of Personality and Social Psychology, 74, 1681–1695.10.1037/0022-3514.74.6.1681
  • Bono, J. E., & Judge, T. A. (2003). Self-concordance at work: Toward understanding the motivational effects of transformational leaders. Academy of Management Journal, 46, 554–571.10.2307/30040649
  • Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. The Journal of Social Psychology, 130, 353–363.10.1080/00224545.1990.9924591
  • Bresó, E., Schaufeli, W., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61, 339–355.
  • Brown, S., & Lent, R. (2006). Preparing adolescents to make career decisions. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 201–223). Greenwich, CT: Information Age.
  • Chandler, G., & Lyon, D. (2001). Issues of research design and construct measurements in entrepreneurship research: The past decade. Entrepreneurship: Theory & Practice, 25, 101–113.
  • Chen, C., Greene, P., & Crick, A. (1998). Does entrepreneurial self-efficacy distinguish entrepreneurs from managers? Journal of Business Venturing, 13, 295–316.10.1016/S0883-9026(97)00029-3
  • Chen, G., & Bliese, P. D. (2002). The role of different levels of leadership in predicting self- and collective efficacy: Evidence for discontinuity. Journal of Applied Psychology, 87, 549–556.10.1037/0021-9010.87.3.549
  • Childs-Bowen, D., Moller, G., & Scrivner. J. (2000). Principals: Leaders of leaders. National Association of Secondary School Principals (NASSP) Bulletin, 84, 27–34.
  • Dabic, M., Daim, T., Bayraktaroglu, E., Novak, I., & Basic, M. (2012). Exploring gender differences in attitudes of university students towards entrepreneurship: An international survey. International Journal of Gender and Entrepreneurship, 4, 316–336.10.1108/17566261211264172
  • Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Davidsson, P. (1995). Culture, structure and regional levels of entrepreneurship. Entrepreneurship & Regional Development, 7, 41–62.10.1080/08985629500000003
  • Deci, E., & Ryan, R. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. Deci & R. Ryan (Eds.), Handbook of self-determination research (pp. 3–36). Rochester, MN: The University of Rochester Press.
  • Dickerson, A., & Taylor, M. (2000). Self-limiting behavior in women: Self-esteem and self-efficacy as predictors. Group and Organization Management, 25, 191–210.10.1177/1059601100252006
  • Dochy, F., Segers, M., van den Bossche, P., & Struyven, K. (2005). Students’ perceptions of a problem-based learning environment. Learning Environments Research, 8, 41–66.10.1007/s10984-005-7948-x
  • Dvir, T., Eden, D., Avolio, B. J., & Shamir, B. (2002). Impact of transformational leadership on follower development and performance: A field experiment. Academy of Management Journal, 45, 735–744.10.2307/3069307
  • Entwistle, N. (1988). Motivational factors in students’ approaches to learning. In R. Schmeck (Ed.), Learning strategies and learning styles (pp. 21–51). New York, NY: Plenum.10.1007/978-1-4899-2118-5
  • Garland, R. (1991). The mid-point on a rating scale: Is it desirable. Marketing bulletin, 2, 66–70.
  • Gibbs, G., Knapper, C., & Piccinin, S. (2008). Disciplinary and contextually appropriate approaches to leadership of teaching in research-intensive academic departments in higher education. Higher Education Quarterly, 62, 416–436.10.1111/hequ.2008.62.issue-4
  • Gledhill, R., & Van der Merwe, C. (1989). Gender as a factor in student learning: Preliminary findings. Medical Education, 23, 201–204.
  • Guay, F., Ratelle, C., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233–240.10.1037/a0012758
  • Hair, J., Anderson, R., Tatham, R., & Black, W. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Hardre, P., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95, 347–356.10.1037/0022-0663.95.2.347
  • House, R. (1971). A path goal theory of leader effectiveness. Administrative Science Quarterly, 16, 321–339.
  • House, R. (1996). Path-goal theory of leadership: Lessons, legacy, and a reformulated theory. The Leadership Quarterly, 7, 323–352.10.1016/S1048-9843(96)90024-7
  • House, R., Hanges, P., Ruiz-Quintanilla, S., Dorfman, P., Javidan, M., Dickson, M., & Gupta, V. (1999). Cultural influences on leadership and organizations: Project GLOBE. Advances in Global Leadership, 1, 171–233.
  • Jaccard, J., & Turrisi, R. (2003). Interaction effects in multiple regression. Thousand Oaks, CA: Sage.10.4135/9781412984522
  • Jex, S. M., & Bliese, P. D. (1999). Efficacy beliefs as a moderator of the impact of work-related stressors: A multilevel study. Journal of Applied Psychology, 84, 349–361.10.1037/0021-9010.84.3.349
  • Judge, T., Piccolo, R., & Ilies, R. (2004). The forgotten ones? The validity of consideration and initiating structure in leadership research. Journal of Applied Psychology, 89, 36–51.10.1037/0021-9010.89.1.36
  • Kark, R., Shamir, B., & Chen, G. (2003). The two faces of transformational leadership: Empowerment and dependency. Journal of Applied Psychology, 88, 246–255.10.1037/0021-9010.88.2.246
  • Katz, I., Kaplan, A., & Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. Journal of Experimental Education, 78, 246–267.
  • Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Thousand Oaks, CA: Corwin.
  • Killion, J., & Harrison, C. (2006). Taking the lead: New roles for teachers and school-based coaches. Oxford, OH: National Staff Development Council.
  • Kirkpatrick, S. A., & Locke, E. A. (1996). Direct and indirect effects of three core charismatic leadership components on performance and attitudes. Journal of Applied Psychology, 81, 36–51.10.1037/0021-9010.81.1.36
  • Kirkwood, J. (2009). Is a lack of self-confidence hindering women entrepreneurs? International Journal of Gender and Entrepreneurship, 1, 118–133.10.1108/17566260910969670
  • Klassen, R., Tze, V., Betts, S., & Gordon, K. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43.10.1007/s10648-010-9141-8
  • Klomegah, R. (2007). Predictors of academic performance of university students: An application of the goal efficacy model. College Student Journal, 41, 407–415.
  • Kowalski, R., & Westen, D. (2005). Psychology (4th ed.). Hoboken, NJ: Wiley.
  • Leithwood, K., & Duke, D. L. (1999). A century’s quest to understand school leadership. In K. S. Louis & J. Murphy (Eds.), Handbook of research of administration (2nd ed., 45–72). San Francisco, CA: Jossey-Bass.
  • Litt, M. D. (1988). Cognitive mediators of stressful experience: Self-efficacy and perceived control. Cognitive Therapy and Research, 12, 241–260.10.1007/BF01176188
  • Malmström, M., & Öqvist, A. (2017). Students’ attitudes and intentions toward higher education as determinants for grade performance. International Journal of School and Educational Psychology. Published online 07 December 2016.
  • Martin, E., Trigwell, K., Prosser, M., & Ramsden, P. (2003). Variation in the experience of leadership of teaching in higher education. Studies in Higher Education, 28, 247–259.10.1080/03075070309297
  • Matell, M., & Jacoby, J. (1972). Is there an optimal number of alternatives for Likert-scale items? Effects of testing time and scale properties. Journal of Applied Psychology, 56, 506–509.10.1037/h0033601
  • Meece, J., Blumenfeld, P., & Hoyle, R. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523.10.1037/0022-0663.80.4.514
  • Moller, G., & Katzenmeyer, M. (1996). The promise of teacher leadership. In G. Moller & M. Katzenmeyer (Eds.), Every teacher as a leader: Realizing the potential of teacher leadership (pp. 1–17). San Francisco, CA: Jossey-Bass.
  • Niemivirta, M. (1997, March). Gender differences in motivational-cognitive patterns of self-regulated learning. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Nimon, K., Zigarmi, D., Houson, D., Witt, D., & Diehl, J. (2011). The work cognition inventory: Initial evidence of construct validity. Human Resource Development Quarterly, 22, 7–35.10.1002/hrdq.v22.1
  • Northouse, P. G. (2012). Leadership: Theory and practice (6th ed.). London: Sage.
  • Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225–242.10.1348/000709901158497
  • Öqvist, A., & Malmström, M. (2016). Teachers’ leadership: A maker or breaker of students’ educational motivation. School Leadership and Management, 36, 365–380.
  • Opdenakker, M.-C., Maulana, R., & den Brok, P. (2012). Teacher–student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23, 95–119.10.1080/09243453.2011.619198
  • Ovando, M. (1996). Teacher leadership: Opportunities and challenges. Planning and Changing, 27, 30–44.
  • Pajares, F., & Valiente, G. (2001). Response format in self-efficacy: Greater discrimination increases prediction. Counseling and Development, 33, 35–43.
  • Peetsma, T., Hascher, T., van der Veen, I., & Roede, E. (2005). Relations between adolescents’ self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education, 20, 209–225.10.1007/BF03173553
  • Perry, N., Turner, J. C., & Meyer, D. (2006). Classrooms as contexts for motivating learning. In P. H. Alexander & P. A. Winne (Eds.), Handbook of educational psychology (2nd ed., 327–348). Mahwah, NJ: Lawrence Erlbaum.
  • Pianta, R., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children in educational psychology. In W. Reynolds & G. Miller (Eds.), Handbook of psychology (pp. 199–234). New York, NY: Wiley.
  • Paulhus, D. (1983). Sphere-specific measures of perceived control. Journal of Personality and Social Psychology, 44, 1253–1265.10.1037/0022-3514.44.6.1253
  • Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.10.1016/S0883-0355(99)00015-4
  • Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407.10.1007/s10648-004-0006-x
  • Podoynitsyna, K., Van der Bij, H., & Song, M. (2012). The role of mixed emotions in the risk perception of novice and serial entrepreneurs. Entrepreneurship Theory and Practice, 36, 115–140.10.1111/etap.2012.36.issue-1
  • Powell, T. C. (1992). Organizational alignment as competitive advantage. Strategic Management Journal, 13, 119–134.10.1002/(ISSN)1097-0266
  • Pratt, M. G. (1998). To be or not to be: Central questions in organizational identification. In D. A. Whetten & P. C. Godfrey (Eds.), Identity in organizations: Building theory through conversations (pp. 171–208). Thousand Oaks, CA: Sage.10.4135/9781452231495
  • Preacher, K., Curran, P., & Bauer, D. (2006). Computational tools for probing interactions in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31, 437–448.10.3102/10769986031004437
  • Ramsden, P. (1998). Learning to lead in higher education. London: Routledge.10.4324/9780203278116
  • Ramsden, P., Prosser, M., Trigwell, K., & Martin, E. (2007). University teachers’ experiences of academic leadership and their approaches to teaching. Learning and Instruction, 17, 140–155.10.1016/j.learninstruc.2007.01.004
  • Renchler, R. (1992). Student motivation, school culture, and academic achievement. ERIC/CEM Trends and Issues, Series Number 7. Eugene, OR: University of Oregon.
  • Rozendaal, J., Minnaert, A., & Boekaerts, M. (2001). Motivation and self-regulated learning in secondary vocational education: Information-processing type and gender differences. Learning and Individual Differences, 13, 273–289.
  • Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.10.1037/0003-066X.55.1.68
  • Sansone, C., & Harackiewicz, J. (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Diego, CA: Academic Press.
  • Statistics Sweden. (2016a). Educational attainment of the population. Retrieved from http://www.scb.se/sv_/Hitta-statistik/Statistik-efter-amne/Utbildning-och-forskning/Befolkningens-utbildning/Befolkningens-utbildning/
  • Statistics Sweden. (2016b). Living conditions surveys. Retrieved from http://www.scb.se/sv_/Hitta-statistik/Statistik-efter-amne/Levnadsforhallanden/Levnadsforhallanden/Undersokningarna-av-levnadsforhallanden-ULFSILC/#c_li_LE0101B
  • Statistics Sweden. (2016c). Living conditions. Retrieved from http://www.scb.se
  • Statistics Sweden. (2016d). Analysis concerning education and the labour market. Retrieved from http://www.scb.se/en_/Finding-statistics/Statistics-by-subject-area/Education-and-research/Analysis-trends-and-forecasts-in-education-and-the-labour-market/Analysis-concerning-education-and-the-labour-market/
  • Stogdill, R. (1965). Manual for group dimensions descriptions. Columbus, GA: Bureau of Business Research, Ohio State University.
  • Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159–171.10.1016/j.cedpsych.2015.06.005
  • Scott, B., & Barnes, C. (2011). A multilevel field investigation of emotional labor, affect, work withdrawal, and gender. Academy of Management Journal, 54, 116–136.10.5465/AMJ.2011.59215086
  • Shamir, B., House, R., & Arthur, M. (1993). The motivational effects of charismatic leadership: A self-concept based theory. Organization Science, 4, 577–594.10.1287/orsc.4.4.577
  • Silva, D., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102, 779–804.
  • Silver, W. S., Mitchell, T. R., & Gist, M. E. (1995). Responses to successful and unsuccessful performance: The moderating effect of self-efficacy on the relationship between performance and attributions. Organizational Behavior and Human Decision Processes, 62, 286–299.10.1006/obhd.1995.1051
  • Spinath, B., Spinath, F., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363–374.10.1016/j.intell.2005.11.004
  • Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124, 240–261.
  • Standage, M., Duda, J., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411–433.10.1348/000709904X22359
  • Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258.10.1007/s10833-006-0001-8
  • Stroet, K., Opdenakker, M.-C., & Minnaert, A. (2014). Fostering early adolescents’ motivation: A longitudinal study into the effectiveness of traditional, combined, and social constructivist schools for prevocational education. Educational Psychology, 36, 1–25.
  • Taylor, G., Jungert, T., Mageau, G., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342–358.10.1016/j.cedpsych.2014.08.002
  • The Swedish Research Council. (2002). Forskningsetiska principer inom humanistisk-samhällsvetenskapligforskning. Stockholm: Vetenskapsrådet. Retreived from www.codex.vr.se/texts/HSFR.pdf
  • Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32, 328–369.10.3102/0091732X07308968
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.10.1016/S0742-051X(01)00036-1
  • van der Werf, G., Opdenakker, M.-C., & Kuyper, H. (2008). Testing a dynamic model of student and school effectiveness with a multivariate multilevel latent growth curve approach. School Effectiveness and School Improvement, 19, 447–462.10.1080/09243450802535216
  • Vedder-Weiss, D., & Fortus, D. (2011). Adolescents’ declining motivation to learn science: Inevitable or not? Journal of Research in Science Teaching, 48, 199–216.10.1002/tea.v48.2
  • Walumbwa, F. O., Lawler, J. J., Avolio, B. J., Wang, P., & Shi, K. (2005). Transformational leadership and work-related attitudes: The moderating effects of collective and self-efficacy across cultures. Journal of Leadership & Organizational Studies, 11, 2–16.10.1177/107179190501100301
  • Walumbwa, F. O., Wang, P., Lawler, J. J., & Shi, K. (2004). The role of collective efficacy in the relations between transformational leadership and work outcomes. Journal of Occupational and Organizational Psychology, 77, 515–530.10.1348/0963179042596441
  • Welpe, I. M., Spörrle, M., Grichnik, D., Michl, T., & Audretsch, D. B. (2012). Emotions and opportunities: The interplay of opportunity evaluation, fear, joy, and anger as antecedent of entrepreneurial exploitation. Entrepreneurship Theory and Practice, 36, 69–96.10.1111/etap.2012.36.issue-1
  • Westerberg, M., Singh, J., & Häckner, E. (1997). Does the CEO matter? An empirical study of small Swedish firms operating in turbulent environments. Scandinavian Journal of Management, 13, 251–270.10.1016/S0956-5221(97)00011-0
  • Wigfield, A., Byrnes, J., & Eccles, J. (2006). Development during early and middle adolescence. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., 87–113). Mahwah, NJ: Lawrence Erlbaum.
  • Wigfield, A., Eccles, J., & Rodriguez, D. (1998). The development of children’s motivation in school contexts. Review of Research in Education, 23, 73–118.
  • Wijnia, L., Loyens, S., & Derous, E. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36, 101–113.10.1016/j.cedpsych.2010.11.003
  • Wincent, J., & Westerberg, M. (2005). Personal traits of ceos, inter-firm networking and entrepreneurship in their firms: Investigating strategic SME network participants. Journal of Developmental Entrepreneurship, 10, 271–284.10.1142/S1084946705000215
  • Wolters, C., & Daugherty, S. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181–193.10.1037/0022-0663.99.1.181
  • Wolters, C., & Pintrich, P. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27–47.10.1023/A:1003035929216
  • Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14, 361–384.
  • York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74, 255–316.10.3102/00346543074003255
  • Yukl, G. (2012). Effective leadership behavior: What we know and what questions need more attention. Academy of Management Perspectives, 26, 66–85.10.5465/amp.2012.0088
  • Zhang, T., Solmon, M., Kosma, M., Carson, R., & Gu, X. (2011). Need support, need satisfaction, intrinsic motivation, and physical activity participation among middle school students. Journal of Teaching in Physical Education, 30, 51–68.10.1123/jtpe.30.1.51
  • Zimmerman, B. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.10.1006/ceps.1999.1016

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.