Expanding the understanding of teacher servant leadership in undergraduates' collaborative learning behavior: A dual-process framework
Using a three-study design, this paper examines the relationship between teacher servant leadership and undergraduates' collaborative learning behavior. We suggest that, on the one hand, teacher servant leadership can positively relate to undergraduates' collaborative learning behavior thr...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-08-01
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| Series: | Acta Psychologica |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825004810 |
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| author | Hui Weihua |
| author_facet | Hui Weihua |
| author_sort | Hui Weihua |
| collection | DOAJ |
| description | Using a three-study design, this paper examines the relationship between teacher servant leadership and undergraduates' collaborative learning behavior. We suggest that, on the one hand, teacher servant leadership can positively relate to undergraduates' collaborative learning behavior through increasing their college belongingness. On the other hand, teacher servant leadership can negatively relate to undergraduates' collaborative learning behavior through enhancing their psychological entitlement. The results of Study 1 (an experimental study, N = 50 undergraduates from diverse disciplines), Study 2 (an experimental study, N = 61 science, technology, engineering, and math undergraduates), and Study 3 (a field survey design, N = 209 undergraduates majored in education) consistently revealed that teacher servant leadership indirectly relates to undergraduates' collaborative learning behavior both positively through college belongingness and negatively through psychological entitlement. The findings from the three studies consistently suggest the double-edged nature of a teacher servant leadership in relation to undergraduates' collaborative learning behavior. The importance of these findings for understanding the undergraduates' outcomes of servant leadership is discussed. |
| format | Article |
| id | doaj-art-56453f100bd346a58fefd6d166dbf4c0 |
| institution | Kabale University |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-56453f100bd346a58fefd6d166dbf4c02025-08-20T03:51:53ZengElsevierActa Psychologica0001-69182025-08-0125810516810.1016/j.actpsy.2025.105168Expanding the understanding of teacher servant leadership in undergraduates' collaborative learning behavior: A dual-process frameworkHui Weihua0Corresponding author at: School of Education, Hebei Normal University, China.; School of Education, Hebei Normal University, China; School of Education Science, Weinan Normal University, ChinaUsing a three-study design, this paper examines the relationship between teacher servant leadership and undergraduates' collaborative learning behavior. We suggest that, on the one hand, teacher servant leadership can positively relate to undergraduates' collaborative learning behavior through increasing their college belongingness. On the other hand, teacher servant leadership can negatively relate to undergraduates' collaborative learning behavior through enhancing their psychological entitlement. The results of Study 1 (an experimental study, N = 50 undergraduates from diverse disciplines), Study 2 (an experimental study, N = 61 science, technology, engineering, and math undergraduates), and Study 3 (a field survey design, N = 209 undergraduates majored in education) consistently revealed that teacher servant leadership indirectly relates to undergraduates' collaborative learning behavior both positively through college belongingness and negatively through psychological entitlement. The findings from the three studies consistently suggest the double-edged nature of a teacher servant leadership in relation to undergraduates' collaborative learning behavior. The importance of these findings for understanding the undergraduates' outcomes of servant leadership is discussed.http://www.sciencedirect.com/science/article/pii/S0001691825004810Teacher servant leadershipCollaborative learning behaviorCollege belongingnessPsychological entitlement |
| spellingShingle | Hui Weihua Expanding the understanding of teacher servant leadership in undergraduates' collaborative learning behavior: A dual-process framework Acta Psychologica Teacher servant leadership Collaborative learning behavior College belongingness Psychological entitlement |
| title | Expanding the understanding of teacher servant leadership in undergraduates' collaborative learning behavior: A dual-process framework |
| title_full | Expanding the understanding of teacher servant leadership in undergraduates' collaborative learning behavior: A dual-process framework |
| title_fullStr | Expanding the understanding of teacher servant leadership in undergraduates' collaborative learning behavior: A dual-process framework |
| title_full_unstemmed | Expanding the understanding of teacher servant leadership in undergraduates' collaborative learning behavior: A dual-process framework |
| title_short | Expanding the understanding of teacher servant leadership in undergraduates' collaborative learning behavior: A dual-process framework |
| title_sort | expanding the understanding of teacher servant leadership in undergraduates collaborative learning behavior a dual process framework |
| topic | Teacher servant leadership Collaborative learning behavior College belongingness Psychological entitlement |
| url | http://www.sciencedirect.com/science/article/pii/S0001691825004810 |
| work_keys_str_mv | AT huiweihua expandingtheunderstandingofteacherservantleadershipinundergraduatescollaborativelearningbehavioradualprocessframework |