Transformational leadership, learning goal orientation, and expectations for career success in mentor–protégé relationships: A multiple levels of analysis perspective

By John J. Sosik, Veronica M. Godshalk, Francis J. Yammarino. 2004

203 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6b42ce26328a7cfb470533436b4700d85b9f670d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. T. Judge
2. J. Bono
3. Ronald F. Piccolo
4. John J. Sosik
5. Jens Rowold
6. Francis J. Yammarino
7. C. Chiu
8. T. Scandura

In Safety Research

1. John J. Sosik
2. Jens Rowold
3. Francis J. Yammarino
4. T. Judge
5. Susan R. Komives
6. Meredith Smith
7. Corbin M. Campbell
8. T. Scandura

In Social Psychology

1. T. Judge
2. J. Bono
3. Jens Rowold
4. Francis J. Yammarino
5. John J. Sosik
6. Ronald F. Piccolo
7. Fred Walumbwa
8. Bruce J. Avolio

Citations in the corpus

• ‘It’s only a phase’: examining trust, identification and mentoring functions received across the mentoring phases (2005, background): “In high-tech firms, the work environment is very competitive and more fast-paced than educational contexts and therefore may require more accelerated identification processes (Sosik et al., 2004).”
• What makes leadership, leadership? Using self-expansion theory to integrate traditional and contemporary approaches (2013, background): “For instance, Yukl (2006) defined leadership as “a process whereby intentional influence is exerted by one person over other people to guide, structure, and facilitate activities and relationships in a group or organization” (p.”
• The relative impact of complementary leader behaviors: Which matter most? (2012, background): “…leaders have on their followers, such that followers come to experience higher levels of self-efficacy (Bono & Judge, 2003; Shamir et al., 1993) and group potency (Sosik et al., 1997), set higher goals (Sosik et al., 2004), and regard organizational objectives as their own (Bono & Judge, 2003).”
• Mentors and College Student Leadership Outcomes: The Importance of Position and Process (2012, background): “The study also placed emphasis on the important role of mutuality and clearly defined learning goals in successful developmental relationships (Sosik et al., 2004).”
• The impact of emotional intelligence on accuracy of self‐awareness and leadership performance (2011, unknown): “…leader self-awareness has been linked to higher levels of follower trust and organizational commitment (Sosik, 2001), mentoring behavior (Sosik et al., 2004), the use of influence tactics (Berson and Sosik, 2007), impression management (Sosik and Jung, 2003), and performance (e.g.,…”
• A meso measure? Examination of the levels of analysis of the Multifactor Leadership Questionnaire (MLQ)☆ (2009, background): “Yammarino and his associates (e.g., Avolio & Yammarino, 1990; Sosik et al., 2004; Yammarino & Bass, 1990; Yammarino & Dubinsky, 1994; Yammarino et al., 1997, 1998) have written extensively on the fact that the MLQ dimensions may each be conceptualized at more than one level of analysis and Avolio & ”