creator Widlak, Izabela advisor Ayman, Roya 124 participants were recruited from thirteen undergraduate psychology courses and responded to online surveys over the course of a semester, rating their instructors' behaviors, their own behaviors and experience with their course. Results supported the hypothesized main effect of transformational leadership on students' class-engagement and satisfaction with a course. Additionally, student engagement mediated the relationship between the leadership style and satisfaction. Results also indicated that transformational leadership has an indirect effect of on two measures of student performance (final course grades and students' expected course grades) through student engagement. In conclusion, the findings of this research indicate the transformational leadership has a significant and positive role in engagement, satisfaction and learning, further supporting the value of examining instructor behavior as leader behavior. Submitted by Dana Lamparello (dlampare@iit.edu) on 2012-03-01T18:29:17Z No. of bitstreams: 1 Thesis _I.Widlak.pdf: 445479 bytes, checksum: 5ff6553a65c583c489500675224858c4 (MD5) Made available in DSpace on 2012-03-01T18:29:17Z (GMT). No. of bitstreams: 1 Thesis _I.Widlak.pdf: 445479 bytes, checksum: 5ff6553a65c583c489500675224858c4 (MD5) Previous issue date: 2011-05 M.S. in Psychology, May 2011 2011-05-02 2011-05 http://hdl.handle.net/10560/2536 en Thesis born digital application/pdf In Copyright http://rightsstatements.org/page/InC/1.0/ Restricted Access PSYCH / Institute of Psychology Illinois Institute of Technology Affiliated department