The COVID-19 pandemic presented challenges to higher education institutions, especially for staffing. Internal interim appointments were used to fill gaps in the administrative ranks. Literature emphasizes that interim leaders often serve during periods of uncertainty, crisis, and change. The purpose of this study was to explore the motivation(s)…

This study explored what motivated undergraduates to serve as peer mentors in a leadership-themed living-learning community. Using McClelland's Acquired Needs Theory (1961) as the theoretical framework, we conducted a deductive content analysis to describe peer mentors' motivation to lead. We found evidence of all three of McClelland's identified…

This article addresses academics who innovate in higher education and their characteristics. We undertake a qualitative case study of six individuals who implemented disruptive and transformative pedagogical approaches and curricular practices in their departments and/or at their institutions. Our findings point to six common…

While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders' experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school…

Purpose: Motivational processes can be set in motion when positive consequences of physical exercise are experienced. However, relationships between positive exercise experience and determinants of the motivational and the volitional phases of exercise change have attracted only sparse attention in research. Method: This research examines direct…

Volunteers play a vital role in 4-H programs. Without their service, many programs would not be possible. Understanding volunteer motives provides Extension educators with tools for finding high-quality volunteers. The research reported here used McClelland's (1985) framework for motivation (affiliation, achievement, and power) and…

Research exploring the impact of social class on family and school relationships indicates that families with high levels of socioeconomic status (SES) possess resources that enable participation in traditionally accepted forms of family engagement (Henderson and Mapp, in, A new wave of evidence: The impact of school, family, and community…

This article had four goals. First, the authors identified a set of general challenges and questions that a life-span theory of development should address. Second, they presented a comprehensive account of their Motivational Theory of Life-Span Development. They integrated the model of optimization in primary and secondary control and the…

An extensive review of the literature on the social psychology of social power led to the conclusion that the area contains many unrelated, noncumulative theoretical and empirical works. Three conceptual distinctions were introduced to facilitate the systematic study of social power. Effectance motivation was used to describe the joint, often…

Outlines a theory of the development of social motives for power; speculates that power concerns are elicited by normal developmental pressures. (NH)

Educating older adults (in the so-called third age) is becoming an increasingly important activity for the elderly, above all because it empowers them, while at the same time reducing their social exclusion. The aim of this paper is to closely examine the actual state of affairs and the education possibilities for older adults in Slovenia. The…

Assessed needs for achievement (nAch), affiliation (nAff), and power (nPwr) among working managers (62 males, 62 females). Results indicate that women managers have a higher nAch, a not significantly different nAff, and a higher nPwr than managerial men. (Author/BL)

Empirical research shows good managers are motivated by a need for power, tempered by maturity and self-control. Workshops can help a manager discover whether he has the correct motivation profile and can help him become a better manager. (JG)

When subjects are instructed to reinstate their original state of mind and write the same stories, or not to worry about their stories, test-retest reliability of need for power is substantially higher than the levels usually found for Thematic Apperception Test motives and approaches levels found with objective personality tests. (Author)

Used the Job Choice Exercise to examine the relationship between power and achievement needs and managerial motivation in 172 subjects (managers, blue-collar employees, and students). Results showed those who scored high in managerial motivation had higher managerial performance, higher promotion rate, and held leadership positions. (JAC)