Chul-Ho Bum questioned 280 athletes intending to investigate the relationships between self-leadership, commitment to exercise, and exercise adherence in sport participants. The first set of questions that he had asked had to do with the 3 factors of self-leadership which include strategies in all constructive thought pattern, natural reward, and behavior-focused. Asking these questions had helped Bum see if self-leadership had to deal with athlete’s commitment to exercise. His findings are that these 3 factors on self-leadership on exercise adherence interfere with their commitment to exercise. By improving the athletes self-management, their exercise commitment and adherence can improve. Self-management and self-leadership is very important in athletes.

I found that this article was interesting as I am an athlete, so it is awesome to see what kind of results people get from questioning different athletes around the world. I thought it would have been nice if the author could have attached a copy of the questionnaire, so I could see what kind of questions he asked to get the responses he did. But I do agree with the results that he got, as I think that self-management and self-leadership a very important aspect in athletes whether it be high school, college, or professional. In addition, I learned about the 3 factors of self-leadership. Not talked about in the article, but I also feel with these factors to self-leadership are something that every athlete should think about because there is always someone looking up to you, and you want to be the best leader/role model you can.

CLIPA, O., & GRECIUC, Ş. M.-A. (2018). Relations of Style of Leadership and Achievement Motivation for Teacher. Romanian Journal for Multidimensional Education / Revista Romaneasca Pentru Educatie Multidimensionala, 10(4), 55–64.

https://doi.org/10.18662/rrem/72

Relations of Style of Leadership and Achievement Motivation for Teacher

Otilia Clipa and Marilena-Artemizia Greciuc took a sample of 140 teachers from Bucovina County in 2018 to try identify the relationship between leadership and motivation in teachers. In order to do this, they had these 140 teachers fill out the Achievement Motivation Inventory and the Multifactor Leadership Questionnaire. In the Achievement Motivation Inventory, it consisted of 17 focused dimensions:

1. Persistence
2. Dominance
3. Engagement
4. Confidence in Success
5. Flexibility