Advanced search
Publication Cover
Innovations in Education and Teaching International Volume 57, 2020 - Issue 5
Submit an article Journal homepage
553
Views
0
CrossRef citations to date
0
Altmetric
Research Article

A cross level analysis of the influence of a team leader’s personality, gender diversity and group participation on university students’ academic performance

Jianping Fua College of Life Sciences, Jiangxi Normal University, Nanchang, ChinaView further author information
,
Zaichao Hana College of Life Sciences, Jiangxi Normal University, Nanchang, ChinaView further author information
,
Shenghong Dongb School of Psychology, Jiangxi Normal University, Nanchang, ChinaView further author information
,
Yunhong Huanga College of Life Sciences, Jiangxi Normal University, Nanchang, ChinaView further author information
,
Fujun Shib School of Psychology, Jiangxi Normal University, Nanchang, ChinaView further author information
,
Jianping Liub School of Psychology, Jiangxi Normal University, Nanchang, China;c Center of Mental Health Education and Research, School of Psychology, Jiangxi Normal University, Nanchang, ChinaView further author information
&
Xiaoshan Lib School of Psychology, Jiangxi Normal University, Nanchang, China;c Center of Mental Health Education and Research, School of Psychology, Jiangxi Normal University, Nanchang, ChinaCorrespondence[email protected]
View further author information
 show all
Pages 555-564 | Published online: 28 Jan 2020

References

  • Budé, L., Imbos, T., Wiel, M. W. J. V. D., Broers, N. J., & Berger, M. P. F. (2009). The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement. Higher Education, 57, 23–36.
  • Holen, A., Kedar, M., Pant, D. S., Karmacharya, B. M., Olson, L. M., Rajendra, K., & Mansur, D. I. (2015). Medical students’ preferences for problem-based learning in relation to culture and personality: A multicultural study. International Journal of Medical Education, 6, 84–92.
  • Horwitz, S. K. (2005). The compositional impact of team diversity on performance: Theoretical considerations. Human Resource Development Review, 4, 219–245.
  • Kristof‐Brown, A. L., Seong, J. Y., Degeest, D. S., Park, W. W., & Hong, D. S. (2014). Collective fit perceptions: A multilevel investigation of person–group fit with individual-level and team-level outcomes. Journal of Organizational Behavior, 35, 969–989.
  • Li, X., Han, Z., Fu, J., Mei, Y., & Liu, J. (2019). Debate: A new approach for improving the dialectical thinking of university students. Innovations in Education and Teaching International. doi:10.1080/14703297.2019.1640123
  • Li, X., Zhou, M., Zhao, N., Zhang, S., & Zhang, J. (2015). Collective-efficacy as a mediator of the relationship of leaders’ personality traits and team performance: A cross-level analysis. International Journal of Psychology Journal International De Psychologie, 50, 223–231.
  • Lim, B.-C., & Ployhart, R. E. (2004). Transformational leadership: Relations to the five-factor model and team performance in typical and maximum contexts. Journal of Applied Psychology, 89, 610–621.
  • Merve, K., & Cemil, K. (2016). Board gender diversity and firm performance: Evidence from India. Gender in Management: an International Journal, 31, 434–455.
  • Raudenbush, S. W., Byrk, A. S., & Congdon, R. (2004). HLM6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International.
  • Shoreibah, R. A., Marshall, G. W., & Gassenheimer, J. B. (2019). Toward a framework for mixed-gender selling teams and the impact of increased female presence on team performance: Thought development and propositions. Industrial Marketing Management, 77, 4–12.
  • Shun, L., Arief Darmanegara, L., & Youyan, N. (2011). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78, 639–662.
  • Takahashi, S., & Saito, E. (2013). Unraveling the process and meaning of problem-based learning experiences. Higher Education, 66, 693–706.
  • Wijnia, L., Loyens, S. M. M., & Derous, E. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36, 101–113.
  • Woods, S. A., & Hampson, S. E. (2010). Measuring the Big Five with single items using a bipolar response scale. European Journal of Personality, 19, 373–390.

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:

Order Reprints Request Corporate Permissions

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:

Request Academic Permissions

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.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.