Görgülü Deniz, Coşkun Fatma, Sipahioğlu Mete, Demir Mustafa
Ministry of National Education Turkey, Konya 42070, Turkey.
Faculty of Education, Kahramanmaraş Sütçü İmam University, Kahramanmaraş 46050, Turkey.
Behav Sci (Basel). 2024 Aug 16;14(8):718. doi: 10.3390/bs14080718.
Student leadership prepares students for responsibilities, such as taking on specific tasks and assuming leadership roles in their future personal and professional lives. Developing students' leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and advance their countries. With this perspective in mind, the PISA assessment includes items to measure students' leadership behaviors. This study aims to extract student leadership profiles from the leadership-related items in the PISA 2022 application, using data from Cambodia, Peru, Paraguay, and Guatemala, which have different governance systems and cultural characteristics. The second purpose of the research is to determine the distribution of the identified leadership profiles in these countries and explain them in the context of governance and cultural characteristics. Latent class analysis was used to determine student leadership profiles. Accordingly, two-class and three-class latent models were found to be the most suitable models to explain student profiles. While the distinction between student profiles is more pronounced in the two-class model, the three-class model provides more detailed information about student profiles. In this respect, two-class and three-class latent models are reported comparatively. In the two-class latent model, students are labeled as the "Shy or Lack of Self-Confidence Group" and the "Active Leader or Influential Group". In the three-class latent model, students are labeled as the "Moderate or Passive Leader Group", the "Strong Leader or Influential Group", and the "Avoidant or Leadership-Uncomfortable Group". In both models, it is one of the striking findings that Cambodian students are in the low leadership profile, and Peruvian students are in the high leadership profile.
学生领导力培养能让学生为承担责任做好准备，比如承担特定任务以及在未来个人生活和职业生涯中担任领导角色。培养学生的领导形象是教育系统的重要目标之一，旨在让后代承担责任并推动国家发展。基于这一观点，国际学生评估项目（PISA）的评估包含了衡量学生领导行为的项目。本研究旨在利用柬埔寨、秘鲁、巴拉圭和危地马拉的数据，从PISA 2022测试中的领导力相关项目中提取学生的领导形象，这些国家有着不同的治理体系和文化特征。该研究的第二个目的是确定这些国家中已识别出的领导形象的分布情况，并在治理和文化特征的背景下对其进行解释。采用潜在类别分析来确定学生的领导形象。据此，发现两类和三类潜在模型是解释学生形象最合适的模型。虽然在两类模型中学生形象的差异更为明显，但三类模型提供了关于学生形象更详细的信息。在这方面，对两类和三类潜在模型进行了比较报告。在两类潜在模型中，学生被分为“害羞或缺乏自信组”和“积极领导者或有影响力组”。在三类潜在模型中，学生被分为“温和或被动领导者组”、“强势领导者或有影响力组”以及“回避或对领导感到不适组”。在这两种模型中，柬埔寨学生处于低领导形象、秘鲁学生处于高领导形象都是显著的发现之一。
