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Institution

University of Nebraska–Lincoln

EducationLincoln, Nebraska, United States
About: University of Nebraska–Lincoln is a education organization based out in Lincoln, Nebraska, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 28059 authors who have published 61544 publications receiving 2139104 citations. The organization is also known as: Nebraska & UNL.


Papers
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Journal ArticleDOI
TL;DR: Authentic Leadership Development (ALD) as mentioned in this paper is an emerging field of research in the field of leadership development, with a focus on transforming, charismatic, servant, and spiritual leadership perspectives.
Abstract: This Special Issue is the result of the inaugural summit hosted by the Gallup Leadership Institute at the University of Nebraska-Lincoln in 2004 on Authentic Leadership Development (ALD). We describe in this introduction to the special issue current thinking in this emerging field of research as well as questions and concerns. We begin by considering some of the environmental and organizational forces that may have triggered interest in describing and studying authentic leadership and its development. We then provide an overview of its contents, including the diverse theoretical and methodological perspectives presented, followed by a discussion of alternative conceptual foundations and definitions for the constructs of authenticity, authentic leaders, authentic leadership, and authentic leadership development. A detailed description of the components of authentic leadership theory is provided next. The similarities and defining features of authentic leadership theory in comparison to transformational, charismatic, servant and spiritual leadership perspectives are subsequently examined. We conclude by discussing the status of authentic leadership theory with respect to its purpose, construct definitions, historical foundations, consideration of context, relational/processual focus, attention to levels of analysis and temporality, along with a discussion of promising directions for future research.

384 citations

Journal ArticleDOI
TL;DR: This paper found that mothers' gender stereotypic beliefs interact with the sex of their child to influence their perceptions of the child's abilities, in turn mediate the influence of past performance on children's self-perceptions.
Abstract: The focus of this study is the relation between mothers' gender stereotypic beliefs, their perceptions of their children's abilities, and their children's self-perceptions in 3 activity domains. Approximately 1,500 mothers and their 11- to 12-year-old children responded to questions about the children's abilities in the math, sports, and social domains. It was predicted that mothers' beliefs about their children would be moderated by their gender stereotypic beliefs about the abilities of female and male people in general. As predicted, path analyses revealed that mothers' gender stereotypic beliefs interact with the sex of their child to influence their perceptions of the child's abilities. Mothers' perceptions, in turn, mediate the influence of past performance on children's self-perceptions in each domain.

384 citations

Journal ArticleDOI
TL;DR: In this article, the authors explore three ways to increase situational interest in the classroom, based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic.
Abstract: This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom.

383 citations

Journal ArticleDOI
TL;DR: It is suggested that multiple-nutrient constraints must be considered when assessing the ecosystem-scale consequences of nutrient enrichment, and significant variations in the type and degree of nutrient limitation are pointed to.
Abstract: Terrestrial ecosystem productivity is widely accepted to be nutrient limited(1). Although nitrogen (N) is deemed a key determinant of aboveground net primary production (ANPP) 2,3, the prevalence of co-limitation by N and phosphorus (P) is increasingly recognized(4-8). However, the extent to which terrestrial productivity is co-limited by nutrients other than N and P has remained unclear. Here, we report results from a standardized factorial nutrient addition experiment, in which we added N, P and potassium (K) combined with a selection of micronutrients (K+mu), alone or in concert, to 42 grassland sites spanning five continents, and monitored ANPP. Nutrient availability limited productivity at 31 of the 42 grassland sites. And pairwise combinations of N, P, and K+mu co-limited ANPP at 29 of the sites. Nitrogen limitation peaked in cool, high latitude sites. Our findings highlight the importance of less studied nutrients, such as K and micronutrients, for grassland productivity, and point to significant variations in the type and degree of nutrient limitation. We suggest that multiple-nutrient constraints must be considered when assessing the ecosystem-scale consequences of nutrient enrichment.

383 citations

Journal ArticleDOI
TL;DR: In this paper, a sample of 796 college students completed measures of the Big Five traits, prosocial value motivation to volunteer, and volunteering, and the results of path analyses showed that prosocial values motivation partially mediated the relations between agreeableness and extraversion and volunteering.

383 citations


Authors

Showing all 28272 results

NameH-indexPapersCitations
Donald P. Schneider2421622263641
Suvadeep Bose154960129071
David D'Enterria1501592116210
Aaron Dominguez1471968113224
Gregory R Snow1471704115677
J. S. Keller14498198249
Andrew Askew140149699635
Mitchell Wayne1391810108776
Kenneth Bloom1381958110129
P. de Barbaro1371657102360
Randy Ruchti1371832107846
Ia Iashvili135167699461
Yuichi Kubota133169598570
Ilya Kravchenko132136693639
Andrea Perrotta131138085669
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202393
2022381
20212,809
20202,977
20192,846
20182,854