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Small Group Research
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Children’s Emergent Leadership

The Relationships with Group Characteristics and Outcomes

Ryoko Yamaguchi

American Institutes for Research

Martin L. Maehr

University of Michigan

This study is focused on the relationships that children’s self-perceived emergent leadership shares with group characteristics, such as gender and ability groups, and with outcomes, such as performance and self-perceived group cohesion and regulation. Fourth-and fifthgrade students (N = 249) participated in a collaborative math activity, assessing their own leadership behaviors and perceptions of group cohesion and regulation. Utilizing hierarchical linear modeling, task- and relationship-focused leadership were positively associated with group regulation and group cohesion but were not related to group performance. Selfperceived task-focused emergent leadership was negatively associatedwith female-majority group compositions. Classroom implications are discussed.

Key Words: learning groups • emergent leadership • achievement motivation • group cohesion • group regulation

Small Group Research, Vol. 35, No. 4, 388-406 (2004)
DOI: 10.1177/1046496404263272
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