Appendix Definitions

include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Bass & Riggio, 2006)

a psychological framework created by Eagly and Chaiken (1998) that includes the affective component, behavioral component and the cognitive component

adjusting to changing situations, including one’s thoughts, behaviors, and emotions, and is important to thriving in leadership (Guthrie & Panarella, 2026)

events that cause a negative reaction (Reivich & Shatte, 2003) is a part of “learning your ABCs” in building resilience

part of the ABC model of attitudes (Eagly & Chaiken, 1998) and includes one’s feelings and emotions about a subject

one type of leadership motivation, focused on a leader who enjoys leading and whose leader identity is connected to their personal identity

a part of structuration theory (Giddens, 1984), when people monitor their actions with context and either reinforce existing structures or transform them

a part of structuration theory (Giddens, 1984), individual’s choices are shaped by the environment and what resources are available, what are acceptable norms to act by, and what power dynamics are present.

expressing, relating, or basing something on personal attitudes, beliefs, or feelings

one of Reivich and Shatté’s (2003) seven skills to build resilience, being aware of unhelpful thought patterns that can be harmful and learning to reframe them

part of the ABC model of attitudes (Eagly & Chaiken, 1998), includes one’s attitude influences how they act and behave

thoughts that drive behavior (Reivich & Shatte, 2003) and is a part of “learning your ABCs” in building resilience

one of Reivich and Shatté’s (2003) seven skills to build resilience, these are stress management strategies that help leaders think clearly

the third developmental level on the follower developmental level continuum from situational leadership theory (Hersey & Blanchard, 1969); this follower has moderate to high competence and varied commitment levels; motivation for this follower varies based on their personal commitment, development, skills, knowledge, and confidence

one of Reivich and Shatté’s (2003) seven skills to build resilience, being able to examine your own beliefs and viewpoints

created by Covey (1989), includes everything a leader cares about but has little to no control over

created by Covey (1989), includes the innermost circle, including things that you have direct control over, like your attitudes and actions

created by Covey (1989), includes elements that leaders can do something about, even if they cannot control the specific component they look to address

one of French and Raven’s (1959) five types of power, includes the power to be able to give negative consequences or take away positive ones

part of the ABC model of attitudes (Eagly & Chaiken, 1998), includes a person’s beliefs, thoughts, and knowledge about a subject

the deep process of fully working together with another person or group to achieve something that cannot be done individually

from situational leadership theory (Hersey & Blanchard, 1969), includes follower’s confidence, interest, and enthusiasm for the task

relationships that provide emotional support and a sense of belonging and develop strong social networks

part of emotionally intelligent leadership (Shankman et al., 2015), this is focused on being aware of the situation and setting, including the environmental factors and internal dynamics of the group

part of emotionally intelligent leadership (Shankman et al., 2015), focuses on identifying and paying attention to your strengths, weaknesses, and emotions, as well as observing what ultimately motivates your actions

what we do and feel in response to an event (Reivich & Shatte, 2003) and is a part of “learning your ABCs” in building resilience

interconnected conditions in which an action/situation/process takes place

a part of structuration theory (Giddens, 1984), interactions in social context are informed by broader structures

important events in our own personal histories that can shape contexts and future leadership processes

the norms, values, actions, and traditions that specifically belong to a group which influences the behaviors and perceptions of the group

part of adaptive leadership (Heifetz et al., 2009), this is when the leader is in active engagement in the leadership process

from situational leadership theory (Hersey & Blanchard, 1969), this style includes low directive and low supportive behaviors

one of Reivich and Shatté’s (2003) seven skills to build resilience, being able to identify deep hidden beliefs that influence reactions

from situational leadership theory (Hersey & Blanchard, 1969), the amount of direction a follower needs based on the situation

the second developmental level on the follower developmental level continuum from situational leadership theory (Hersey & Blanchard, 1969); this follower shows low competence and low commitment; motivation for this follower likely decreased because they experienced frustration with the difficulty of the task

a concept by Bandura (1997) that incorporates your internal attitudes, beliefs, messages, and assessments, including how you organize a plan of action and actually perform it

the skill to be able to understand your own and other’s feelings and the ability to use that information to guide actions

consciousness of self, consciousness of others, and consciousness of context

part of the relational leadership model (Komives et al., 2013), enabling others to be involved through creating specific conditions

one of Bandura’s (1997) four sources that form efficacy, includes experiencing something with success and often leads to learning new skills

the first developmental level on the follower developmental level continuum from situational leadership theory (Hersey & Blanchard, 1969); this follower has low competence levels but high commitment; this follower has high motivation to lead because they may not have the full understanding of the task and learning curve

composed of the elements and conditions in which we surround ourselves with, including the physical space you are in, the sounds around you, and the things you see

being able to observe a situation and manage it effectively

part of the relational leadership model (Komives et al., 2013), acting in a way that aligns with one’s values

one of French and Raven’s (1959) five types of power, comes from having unique knowledge, competencies, or skills

created by Rotter (1966), the belief that the outcomes of life are determined by fate, luck, or other people

from Dweck (2006), views effort of learning anything is a waste of time and assumes intelligence or talent cannot be improved

a state where you are completely immersed in something that not only leads to satisfaction, but you experience a deep concentration and are perhaps learning something new

people engaging in leadership with a leader in a specific context

from situational leadership theory (Hersey & Blanchard, 1969), includes follower’s knowledge and skills needed to accomplish a goal

environments with some form of structure, like a classroom, a meeting, or a formal presentation

part of adaptive leadership (Heifetz et al., 2009), this is when the leader takes a step back to gain a broader perspective of the leadership process

coined by Carol Dweck in 2006, this concept focuses on putting energy into learning and intentionally focusing on being open to new experiences that develop capacity and skills

encompasses the relationships, skills, and needs of an organization (Bolman & Deal, 2017)

from transformational leadership (Bass & Riggio, 2006), when a leader serves as a strong role model and practices congruence with their beliefs and values

part of the relational leadership model (Komives et al., 2013), seeking and valuing various perspectives and approaches

from transformational leadership (Bass & Riggio, 2006), when the leader cultivates strong, positive relationships with each individual follower, usually by learning their needs, strengths, concerns, and skills

theories, models, and frameworks of leadership that were management-centered, utilitarian, leader-centric, self-interested, individualistic, and focused on goal achievement; they believed leadership was positional

environments that are more unstructured, like a lunch with group members, conversations in a hallway, or a walking meeting

a sixth type of power added by Raven (1965), includes having access to knowledge, information, or resources not openly available to others, but important for decision-making, tasks, or succeeding as a leader

process of creating new ideas and applying them for added value (Peterson & Seligman, 2004) and is part of the personal component of context

from transformational leadership (Bass & Riggio, 2006), when a leader inspires others through vision sharing and motivates the group to desirable outcomes through teamwork

a social science term, focused on social institutions like family, religion, education, economy, government, and focuses on behaviors, rules, norms, and relationships.

from transformational leadership (Bass & Riggio, 2006), when a leader encourages followers to be innovative and creative in working to achieve shared goals

created by Rotter (1966), the belief that decisions and actions create their future

the person engaging in leadership with followers in a specific context

a socially constructed process consisting of leaders and followers in a specific context

putting leadership capacity to action, the leadership behaviors exhibited in the leadership process

unique individual attributes that influence a leader’s decision to engage in the leadership process, training, roles, and responsibilities; it can also influence their persistence and sustained efforts in the leadership process

a technique that uses meaning making and active and inactive recall of observed behaviors to enhance learning

one of Reivich and Shatté’s (2003) seven skills to build resilience, includes identifying adversity, recognizing beliefs, and assessing consequences

one of French and Raven’s (1959) five types of power, having a title or formal position of leadership, including having a higher status and more perceived power

significant events that influence or impact a large system (like a nation or institution)

systems of power and institutional norms (Guthrie & Devies, 2025) and are a part of the social component of context

a part of structuration theory (Giddens, 1984), the social structures provide the frames in which meaning is negotiated and navigated, this makes context inseparable from structure as it informs how people make meaning from what is occurring around them

the histories of ourselves, our families, our communities, and our organizations

interpersonal interactions (Guthrie & Devies, 2025) and are a part of the social component of context

the mood or outlook of an individual or small group can affect the entire organization

one type of leadership motivation, focused on not examining the cost/benefit of leading

having a healthy and positive outlook for the future, focused on hope and positive tones

a social science term, focused on formal groups or organizations, each of which have their own cultures, rules, dynamics, roles, and context.

from situational leadership theory (Hersey & Blanchard, 1969), this style includes low directive and high supportive behaviors

created by Rotter (1966), this is the extent to which you believe you can control the outcomes and events of your life

one of Bandura’s (1997) four sources that form efficacy, includes socioemotional health that influences accomplishments and overall well-being

are tangible and observable; they are three-dimensional, real-world locations

focuses on competition, politics, power, and potential conflict in an organization (Bolman & Deal, 2017)

a new wave of leadership theories focused on foundational beliefs including leaders are made (not born), leadership is not just having a title, leaders do not have to be charismatic or extroverted, leadership and management are different, and leadership can be learned

being in the current moment without being distracted

part of the relational leadership model (Komives et al., 2013), demonstrates how a group comes together to accomplish a goal.

part of the relational leadership model (Komives et al., 2013), dedicated to an activity and determined to reach a goal

one of Reivich and Shatté’s (2003) seven skills to build resilience, avoiding escalating or catastrophizing the situation; being able to assess the scenario and likely outcomes

one of French and Raven’s (1959) five types of power, comes from relationships, including who you know and your ability to use relationships as sources of support

deliberate process of examining one’s experiences, thoughts, and behaviors to gain a deeper understanding and is critical for the leadership learning process

a part of structuration theory (Giddens, 1984), the practice of people constantly reflecting on what they are doing and adjusting behavior because of new information, social feedback, and better understanding of the environment they are in.

the ability to overcome hardships, cope with change, and bounce back from setbacks

the skill to be able to manage important resources like time, talent, and energy as a leader

one of French and Raven’s (1959) five types of power, involves giving positive or removing negative consequences

how others see you and focus on your overall sense of competence, it is often seen as a fixed trait

how you feel about yourself

a social science term, focused on a leader’s personal identity, beliefs, values, attitudes, characteristics, feelings, thoughts, and behaviors.

the most developed level on the follower developmental level continuum from situational leadership theory (Hersey & Blanchard, 1969); this follower has high competence and high commitment; motivation for this follower is high as they begin to develop confidence in their skills and abilities to succeed at a task or in a situation

from situational leadership theory (Hersey & Blanchard, 1969), this style includes high directive and high supportive behaviors

one type of leadership motivation, focused on reflecting a sense of duty or greater obligation to lead

interconnected systems or roles, expectations, and how individuals act in these roles provide a framework for meaning making.

something is seen or observed differently depending on one’s lived experiences

a social science term, focused on high-level analysis of an entire social system, including major cultural and structural pieces that encompass context at the highest level, like national patterns of culture, law, politics, and social norms.

the practice of sharing information through the use of narratives

focuses on the roles, goals, strategies, policies, and environment of organizations (Bolman & Deal, 2017)

from Giddens (1984), explains how social structures directly inform social context by constraining and enabling action, which influences social context and includes structure, agency, time and space, and reflexivity

a part of structuration theory (Giddens, 1984), made up of rules (norms and expectations) and resources (things people use)

from situational leadership theory (Hersey & Blanchard, 1969), the amount of support a follower needs based on the situation

focuses on the stories, meaning, culture, and rituals of an organization (Bolman & Deal, 2017)

developed by Mead (1934) and later expanded by Blumer (1969), it refers to how individuals act toward things. Whether these things are objects, situations, or people, we act based on the meanings we have for them. This meaning is created from social interactions and is not always inherent.

from situational leadership theory (Hersey & Blanchard, 1969), this style includes high directive and low supportive behaviors

includes past events and timelines and can inform how the present is interpreted

a concept from positive psychology, otherwise known as evolving energetically; includes factors like environmental mastery, growth mindset, emotional intelligence, meaning and purpose, relationships, accomplishments, creativity, engagement, resilience, and self-efficacy.

a part of structuration theory (Giddens, 1984), and is what social practices occur across

a leadership process focused on external rewards and exchanges to motivate followers, often seeking to align follower motivations with the leader’s vision

a leadership process where all leaders and followers uplift one another to higher levels of motivation and goals (Burns, 1978)

one of Reivich and Shatté’s (2003) seven skills to build resilience, includes skills like countering negative thoughts and thinking of how to move forward

one of Bandura’s (1997) four sources that form efficacy, includes feedback and affirmation, encouragement of learning, and celebrations of successes

one of Bandura’s (1997) four sources that form efficacy, includes observing others’ experiences and their responses to success, which is a second source

environmental spaces that take place solely online or through a virtual platform, like Zoom meetings, social media spaces, video games, and digital collaboration tools