Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022

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dc.authoridGorgulu, Deniz/0000-0001-5856-4069
dc.authoridDemir, Mustafa/0000-0002-0159-8986
dc.authoridCoskun, Fatma/0000-0002-6388-3504
dc.authoridSipahioglu, Mete/0000-0003-2196-5533
dc.contributor.authorGorgulu, Deniz
dc.contributor.authorCoskun, Fatma
dc.contributor.authorSipahioglu, Mete
dc.contributor.authorDemir, Mustafa
dc.date.accessioned2024-10-04T18:48:33Z
dc.date.available2024-10-04T18:48:33Z
dc.date.issued2024
dc.departmentBayburt Üniversitesien_US
dc.description.abstractStudent 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.en_US
dc.identifier.doi10.3390/bs14080718
dc.identifier.issn2076-328X
dc.identifier.issue8en_US
dc.identifier.pmid39199114en_US
dc.identifier.scopus2-s2.0-85202455340en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.3390/bs14080718
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3086
dc.identifier.volume14en_US
dc.identifier.wosWOS:001305195600001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherMdpien_US
dc.relation.ispartofBehavioral Sciencesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectstudent leadershipen_US
dc.subjectstudents' leadership characteristicsen_US
dc.subjectlatent class modelsen_US
dc.titleClassification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022en_US
dc.typeArticleen_US

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