Does Social and Personal Responsibility Predict Leadership in Adolescents in Educative Contexts? A Structural Equation Modelling Approach

Does Social and Personal Responsibility Predict Leadership in Adolescents in Educative Contexts? 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A Structural Equation Modelling Approach Álvaro Sánchez-Herrera, Higinio González-García, Jana Gallardo This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9081699/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 6 You are reading this latest preprint version Abstract This study examined whether personal and social responsibility predict different dimensions of leadership among adolescents in educational settings. A cross-sectional design was conducted with 239 students aged 12–17 years (M = 13.59, SD = 1.35) from a semi-private secondary school in Madrid, Spain. Participants completed the Questionnaire of the Personal and Social Responsibility Model in Physical Education, the Abbreviated Servant Leadership Scale, and the Leadership Evaluation Scale in Physical Education. Structural Equation Modelling tested two models assessing the influence of responsibility on peer leadership and servant leadership. Results showed that personal responsibility was a significant predictor of multiple leadership dimensions. Specifically, it was associated with work-in-class and competition orientation in peer leadership, and with modelling, team-building, and shared decision-making in servant leadership. Overall, leadership development was more strongly related to personal responsibility than to social responsibility alone. These findings support the use of responsibility-based pedagogical approaches, such as Teaching Personal and Social Responsibility, cooperative learning, and goal-oriented methodologies, to foster leadership competencies in adolescents. Health sciences/Health care Biological sciences/Psychology Social science/Psychology Peer-mentoring Servant Leadership Teen-agers SEM. Figures Figure 1 Figure 2 Introduction The development of leadership, understood as a set of core competencies essential for continuous professional growth (Jääskä & Aaltonen, 2022), has gained increasing relevance in educational contexts. This importance is reflected in both academic research (Kiersch & Peters, 2017; Uaikhanova et al., 2022) and international educational policy frameworks (European Council, 2024). Research has consistently linked leadership development in education to indicators of student success (Hitt & Tucker, 2016) and to positive traits such as self-concept, integrity, balanced decision-making, and moral vision (Crawford et al., 2024; Uaikhanova et al., 2022). Notably, these outcomes appear largely independent of the specific leadership model applied, suggesting that effective leadership enactment may be more influential than leadership style itself (Backhaus & Vogel, 2022). Consequently, numerous educational programs have been implemented to foster leadership competencies among students, including initiatives such as Authentic Leadership Development, School Leaders, and Student Associations (Crawford et al., 2024; Kiersch & Peters, 2017; Uaikhanova et al., 2022). Regarding to responsibility, it can be understood as the obligation to satisfactorily perform a given task (McGrath & Whitty, 2018). Specifically, for the purposes of this study, responsibility is conceptualized from both personal and social perspectives (Li et al., 2008; Pozo Rosado et al., 2021). Personal Responsibility refers to an individual's accountability for their own actions, decisions, and their consequences, and Social Responsibility, extends this accountability to the broader community, involving conscious, voluntary actions that benefit society (Arslan & Wong, 2022). This approach acquires particular significance in educational contexts, where numerous programs are implemented with the aim of fostering responsibility through approaches such as Character Education (Aryadiningrat et al., 2023), Self-Determination Theory (SDT) (Manzano-Sánchez, 2022), the Patrol System within the Scout Method (Pérez et al., 2019), or targeted initiatives such as the Teaching Personal and Social Responsibility model (TPSR). These interventions have demonstrated both short- and long-term benefits, including the reduction of violent behaviors and the increase of prosocial actions (Gutiérrez Sanmartín et al., 2011; Pérez et al., 2019) , decreased school dropout rates (Arco-Tirado et al., 2025), improvements in academic performance and overall motivation, greater satisfaction of basic psychological needs and enhanced social climate (Manzano-Sánchez, 2022), as well as an increase in physical activity participation (Li et al., 2008). However, a critical intersection in leadership research remains underexplored, as contemporary education increasingly requires “other-oriented” forms of leadership. Drawing on well-established teaching theories such as social learning theory (Akers & Jennings, 2015; Rumjaun & Narod, 2025), this may be explained by the potential that other-centered leadership models offer for individual development, due to their strong social component and their role in facilitating the learning of behaviors and attitudes through observation and interaction (Rumjaun & Narod, 2025). Moreover, those construct’s development has also been related with experience gains in content knowledge, academic success, and career readiness (Riser et al., 2020). In educational context, two main leadership constructs emerge, Peer Leadership and Servant Leadership. Peer leadership refers to the process by which individuals guide and influence their equals (Edelmann et al., 2023; Skalicky et al., 2024) and is characterized by intentional selection, shared group identity, and belonging to a common age group (Christensen et al., 2021; Lavelle et al., 2023; McQuinn et al., 2022). Especially in sport contexts, peer leadership has been associated with empathy, influence on decision-making, shared values, social support, competitiveness, and teamwork orientation (Torrado, 2012; Torrado & Arce, 2015). Its influence is primarily horizontal, emerging from shared status, relational proximity, and mutual identification rather than formal authority. Servant leadership, in contrast, is a leadership philosophy that prioritizes the needs, growth, and well-being of followers, organizations, and communities over leaders’ self-interest, and is conceptualized as an explicitly other-oriented approach (Eva et al., 2019; Rivera et al., 2017). In educational contexts, servant leadership has been operationalized through dimensions including humility, integrity, servanthood, caring for others, empowerment, developing others, visioning, goal setting, modelling, team building, and shared decision-making (Rivera et al., 2017). Accordingly, servant leadership derives its legitimacy from ethical commitment and moral authority rather than positional power. For analytical purposes, servant leadership variables were grouped following Wong and Page’s (2000) orientations: Character, People, Task, and Process orientations. Both leadership constructs share a central orientation toward others, emphasizing relational, ethical, and collaborative dimensions of leadership that are increasingly valued in contemporary educational environments. Taken those two ideas together, several studies emphasize the importance of responsibility within different leadership models (Waldman & Balven, 2014). These leadership constructs encompass variables that have already been correlated with responsibility, such as empathy (Gutiérrez Sanmartín et al., 2011; Pozo Rosado et al., 2021), competitiveness (Kemper et al., 2013), social support (Frangieh et al., 2023), as well as personal traits including humility, integrity, and solidarity, which are widely recognized as qualities that help to define effective leaders (Christensen-Salem et al., 2021; Zheng et al., 2022). This study adopts a novel approach by employing structural equation modelling, providing a robust framework for predicting relationships among variables (Jobst et al., 2023; Wang & Rhemtulla, 2021). It focuses on a population that remains underrepresented in research examining leadership and responsibility through structural equation analysis. This approach enables the examination of how different forms of other-oriented leadership relate not only to responsibility as a global construct but also to its underlying dimensions, offering a more nuanced understanding of leadership effects on responsible behavior. These findings may help identify which leadership components are most strongly predicted by responsibility and inform the design of leadership workshops or extracurricular programs that intentionally integrate responsibility-based activities. In light of the above, this study aims to identify which dimensions of responsibility predict specific variables that shape leadership. The research seeks to pave the way for future educational interventions aimed at fostering grounded development of these dimensions within the classroom. Accordingly, the present study hypothesizes that personal and social responsibility may serve as predictors of certain dimensions underlying various leadership constructs, specifically, peer leadership (Torrado, 2012; Torrado & Arce, 2015) and servant leadership (Li et al., 2008). Methodology Participants This study included a sample of 239 students aged between 12 and 17 years old ( M = 13.59, SD = 1.35), comprising 136 females and 103 males, all enrolled in Compulsory Secondary Education (ESO) at a semi-private school located in central Madrid. The participants predominantly came from medium-high socioeconomic backgrounds, as indicated by their parents’ occupational status and educational level (Davis-Kean et al., 2021). The size of the sample answer to previous studies that revealed requirements minimum samples sizes ( N < 100) (Wang & Rhemtulla, 2021). This sample size can be considered representative of the population of students enrolled in semi-private schools in the Community of Madrid, that according to latest data is 314.071 between public, semi-private and privates institutions (General Directorate of Bilingualism and Teaching Quality, 2024) providing a confidence level of 90% and a margin of error of approximately 5%. Instruments The Questionnaire of Personal and Social Responsibility Model in Physical Education (PSRM) (Li et al., 2008), adapted to the Spanish context by Escartí et al. (2011), assesses two dimensions: Social Responsibility (7 items; e.g., “I collaborate with others”; α = .78; ω = .80) and Personal Responsibility (7 items; e.g., “I take part in all activities”; α = .80; ω = .83). Responses were recorded on a Likert scale ranging from 1 (totally disagree) to 6 (totally agree). The Abbreviated Service Leadership Scale (ELSVA) (Rivera et al., 2017) includes dimensions such as Integrity ( r = .50; 2 items; e.g., “I always keep my promises and commitments to others”), Humility, Servanthood, Caring for Others, Empowering, Developing Others, Visioning, Goal Setting, Leading, Modelling, Team-Building ( r = .54; 2 items; e.g., “When I am part of a team, I look for ways to make people's differences useful”), and Shared Decision Making. Each item was rated on a Likert scale from 1 (totally disagree) to 7 (totally agree). As a brief measure, each factor is composed of only two items; therefore, mean item-intercorrelation was used as an indicator of internal consistency (Clark & Watson, 2016), who recommend values between .15 and .50. The scale shows good overall reliability (α = .89; ω = .89). An adaptation to physical education of the Scale for Assessing Sport Leadership (EELD) (Torrado & Arce, 2015) assesses six dimensions: Empathy (4 items; e.g., “I understand the problems my classmates face in Physical Education”; α = .76; ω = .77), Influence on Decision Making (4 items; e.g., “My opinion influences my classmates in Physical Education”; α = .83; ω = .83), Sporting Values (4 items; e.g., “I act thoughtfully in Physical Education”; α = .86; ω = .86), Social Support (4 items; e.g., “I support my classmates during difficult moments in Physical Education”; α = .82; ω = .82), Competitive Orientation (4 items; e.g., “I help set the group's goals during competitions in Physical Education”; α = .86; ω = .86), and Orientation to Work in Class (4 items; e.g., “I work hard in Physical Education classes”; α = .76; ω = .78). Responses were rated on a Likert scale from 1 (totally disagree) to 5 (totally agree). A confirmatory factor analysis was performed using a robust maximum likelihood estimation procedure. Fit indices indicated that the measurement model demonstrated an acceptable fit for both the pretest and posttest data. (χ² = 439, p < .001, CFI = .93, TLI = .91, RMSEA = .06, 90% CI [.051, .069]) Design and Procedures According to the classification proposed by Ato et al. (2013), a cross-sectional study was conducted with a purposively selected sample of participants. The study was conducted in accordance with APA guidelines and the World Medical Association (2013) in its Declaration of Helsinki and was approved by the ethics committee of the of the Universidad Internacional de La Rioja (Approval code: PI113/2025; Approval date: provisional approval: 24 September 2025; Definitive approval: 24 October 2025). Besides, permission was obtained from the educational institution, and informed consent was secured from parents via email. Moreover, anonymity was preserved, and the principles of the Declaration of Helsinki were followed. The study sample participants were informed online of the research purpose through e-mail and personal explanation during Physical Education classes. As participants were minors, a consent form was sent to the parents before the study began, once all the documents had been collected, the questionnaires were completed. The questionnaire was divided into three sections, each corresponding to one of the instruments employed in the study. Before beginning each section, participants were provided with detailed instructions regarding its completion. The administration of the instruments occurred in the school’s computer laboratory during a scheduled session. Data were collected through the Google Forms platform. The process was overseen by instructors, who read the instructions aloud, clarified potential doubts, and responded to participants’ questions to ensure proper understanding. Completion of the questionnaire required approximately 20 to 30 minutes. Data analyses All statistical analyses were performed using Mplus Version 7.3. Structural equation modeling (SEM) was utilized to examine the associations among the variables. For this study a two-step modeling was performed: a measurement model, where correlations were calculated, and the structural model. Two alternative structural models were tested. Model 1 examined the effect of responsibility on peer leadership, using parcels representing each measured variable. Model 2 assessed responsibility’s influence on servant leadership through two strategies: (a) parceling items by Wong and Page’s (2000) orientations due to limited items per variable, and (b) retaining individual items without parcelling. The final model was selected based on superior fit indices, favoring the second approach. To ensure a comprehensive assessment of model fit, we employed a combination of fit indices as recommended by Hu and Bentler (1999), including the chi-square (χ²) statistic, the Comparative Fit Index (CFI), the Tucker-Lewis Index (TLI), the Root Mean Square Error of Approximation (RMSEA), and its corresponding 90% confidence interval. The CFI and TLI over 0.95 reflect acceptable and excellent fits, respectively, whereas the RMSEA of less than 0.06 reflect close and reasonable fits, respectively (Van de Schoot et al., 2012). Results Participants reported low to moderate levels of PSRM (ranging from 0.148 to 0.389), encompassing both Social Responsibility and Personal Responsibility. Similarly, ELSVA scores were also low to moderate (ranging from 0.126 to 0.574). For EELD-PE, which includes Empathy, Influence on Decision Making, Sporting Values, Social Support, Orientation to Competition, and Orientation to Work in Class, participants likewise showed low to moderate scores (ranging from 0.180 to 0.409). Additionally, correlations between PSRM and ELSVA ranged from 0.148 to 0.369, indicating low to average relationships, while correlations between PSRM and EELD-PE ranged from 0.179 to 0.475, also within the low to average range. No issues of collinearity were observed between PSRM and ELSVA or between PSRM and EELD-PE (See Table 1 ). Table 1 Correlation analysis among the studied variables 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 R de Pearson — 2 R de Pearson 0.553*** — 3 R de Pearson 0.329*** 0.304*** — 4 R de Pearson 0.205** 0.090 0.403*** — 5 R de Pearson 0.299*** 0.360*** 0.346*** 0.173** — 6 R de Pearson 0.260*** 0.264*** 0.524*** 0.343*** 0.358*** — 7 R de Pearson 0.148* 0.329*** 0.384*** 0.401*** 0.372*** 0.360*** — 8 R de Pearson 0.262*** 0.461*** 0.348*** 0.194** 0.611*** 0.486*** 0.598*** — 9 R de Pearson 0.369*** 0.346*** 0.380*** 0.229*** 0.358*** 0.365*** 0.285*** 0.318*** — 10 R de Pearson 0.252*** 0.346*** 0.339*** 0.169** 0.440*** 0.449*** 0.233*** 0.381*** 0.339*** — 11 R de Pearson 0.361*** 0.267*** 0.263*** 0.158* 0.306*** 0.301*** 0.224*** 0.283*** 0.420*** 0.405*** — 12 R de Pearson 0.283*** 0.118 0.379*** 0.266*** 0.271*** 0.475*** 0.186** 0.229*** 0.336*** 0.447*** 0.415*** — 13 R de Pearson 0.287*** 0.176** 0.274*** 0.176** 0.241*** 0.374*** 0.185** 0.293*** 0.340*** 0.365*** 0.354*** 0.625*** — 14 R de Pearson 0.389*** 0.297*** 0.406*** 0.255*** 0.450*** 0.382*** 0.187** 0.333*** 0.443*** 0.460*** 0.362*** 0.417*** 0.362*** — 15 R de Pearson 0.340*** 0.292*** 0.439*** 0.274*** 0.368*** 0.574*** 0.304*** 0.406*** 0.406*** 0.414*** 0.466*** 0.439*** 0.452*** 0.400*** — 16 R de Pearson 0.208** 0.191** 0.139* 0.298*** 0.146* 0.220*** 0.217*** 0.168** 0.262*** 0.254*** 0.158* 0.209** 0.183** 0.340*** 0.197** — 17 R de Pearson 0.179** 0.475*** 0.209** 0.185** 0.288*** 0.254*** 0.308*** 0.310*** 0.396*** 0.366*** 0.251*** 0.101 0.180** 0.394*** 0.265*** 0.377*** — 18 R de Pearson 0.261*** 0.278*** 0.350*** 0.486*** 0.201** 0.236*** 0.313*** 0.177** 0.370*** 0.330*** 0.274*** 0.236*** 0.250*** 0.356*** 0.297*** 0.373*** 0.350*** — 19 R de Pearson 0.333*** 0.332*** 0.319*** 0.204** 0.263*** 0.275*** 0.225*** 0.300*** 0.346*** 0.465*** 0.404*** 0.369*** 0.349*** 0.407*** 0.358*** 0.247*** 0.201** 0.409*** — 20 R de Pearson 0.148* 0.241*** 0.202** 0.126 0.159* 0.202** 0.207** 0.200** 0.251*** 0.423*** 0.296*** 0.334*** 0.269*** 0.294*** 0.277*** 0.245*** 0.211** 0.338*** 0.349*** — Nota. * p < .05, ** p < .01, *** p < .001. 1. Social Responsibility; 2. Personal Responsibility; 3. Empathy; 4. Influence on Decision Making; 5. Sporting Values; 6. Social Support; 7. Orientation to Competition; 8. Orientation to Work in Class; 9. Integrity; 10. Humility; 11. Servanthood; 12. Caring for Others; 13. Empowering; 14. Developing Others; 15. Visioning; 16. Goal Setting; 17. Leading; 18. Modelling; 19. Team-Building; 20. Shared Decision Making. Preliminary Analyses Two measurement models were tested to examine the factorial structure of the constructs included in the study (Table 2 ). Both models demonstrated excellent fit indices according to conventional thresholds (CFI and TLI > .95; RMSEA < .06). Table 2 Fit Indices for the Measurement Models. Model X2 CFI TLI RMSEA 90% CI RMSEA AIC BIC ABIC Model 1 99.299 .985 .976 .036 .009-.054 8377.48 8641.377 8400.48 Model 2 30.470 .996 .983 .030 .000-.063 9791.199 10232.177 9829.627 Note. CFI = comparative fit index; TLI = Tucker-Lewis index; RMSEA = root-mean-square error of approximation; CI = confidence interval; AIC = Akaike’s information criterion; BIC = Bayesian information criteria; ABIC = sample-size adjusted BIC Model 1 (influence of responsibility on peer-leadership) showed a χ² value of 99.299, with a CFI of .985, TLI of .976, and RMSEA of .036 (90% CI = .009–.054), indicating a very good fit to the data. Model 2 (influence of responsibility on servants’ leadership) also demonstrated excellent fit indices (χ² = 30.470, CFI = .996, TLI = .983, RMSEA = .030, 90% CI = .000–.063). The comparative values of the AIC, BIC, and ABIC suggested that Model 1 (AIC = 8377.48, BIC = 8641.377, ABIC = 8400.48) provided a more parsimonious fit than Model 2 (AIC = 9791.199, BIC = 10232.177, ABIC = 9829.627). Standardized Estimates for the Structural Model The standardized estimates for the structural model assessing the relationships between personal and social responsibility, peer-leadership, and servant leadership are presented in Table 3 . Table 3 Standardized Estimates for the Structural Model: Personal and Social Responsibility, Peer-leadership, and Servants’ Leadership. Dependent variables of the general model Independent Variables Estimate (β) S.E. p Servants' Leadership Integrity Social Responsibility 0.795 0.557 0.153 Humility Social Responsibility 1.069 0.663 0.107 Servanthood Social Responsibility 0.559 0.663 0.379 Caring for Others Social Responsibility 1.614 0.843 0.056 Empowering Social Responsibility 0.522 0.533 0.328 Developing Others Social Responsibility 0.644 0.595 0.279 Visioning Social Responsibility 0.523 0.574 0.362 Goal Setting Social Responsibility 0.369 0.650 0.570 Leading Social Responsibility 0.602 0.284 0.034* Modelling Social Responsibility -0.505 0.608 0.406 Team-Building Social Responsibility -0.147 0.496 0.767 Shared Decision Making Social Responsibility -0.423 0.399 0.289 Peer-Leadership Empathy Social Responsibility 0.855 0.524 0.103 Influence on Decision Making Social Responsibility 0.809 0.764 0.289 Sporting Values Social Responsibility 0.566 0.530 0.286 Social Support Social Responsibility 0.491 0.578 0.395 Competitive Orientation Social Responsibility -0.330 0.518 0.524 Orientation to Work in Class Social Responsibility -0.285 0.435 0.512 Servants' Leadership Integrity Personal Responsibility 0.014 0.269 0.958 Humility Personal Responsibility -0.017 0.264 0.948 Servanthood Personal Responsibility -0.028 0.277 0.920 Caring for Others Personal Responsibility -0.625 0.333 0.056 Empowering Personal Responsibility 0.219 0.265 0.407 Developing Others Personal Responsibility 0.224 0.295 0.448 Visioning Personal Responsibility 0.131 0.270 0.629 Goal Setting Personal Responsibility 0.263 0.309 0.395 Leading Personal Responsibility -0.196 0.539 0.717 Modelling Personal Responsibility 0.842 0.356 0.018** Team-Building Personal Responsibility 0.733 0.274 0.007** Shared Decision Making Personal Responsibility 0.748 0.250 0.003** Peer-Leadership Empathy Personal Responsibility -0.010 .0.210 0.963 Influence on Decision Making Personal Responsibility -0.159 0.337 0.636 Sporting Values Personal Responsibility 0.214 0.259 0.409 Social Support Personal Responsibility 0.168 0.265 0.526 Competitive Orientation Personal Responsibility 0.692 0.287 0.016** Orientation to Work in Class Personal Responsibility 0.790 0.253 0.002** Nota. * p < .05, ** p < .01, *** p < .001. Among the servant leadership dimensions, Leading was positively and significantly predicted by social responsibility ( p .05) (see Fig. 2 ). Similarly, none of the peer-leadership dimensions showed significant associations with social responsibility, although Empathy and Influence on Decision Making demonstrated moderate positive effects approaching significance (see Fig. 1 ). In contrast, personal responsibility was significantly related to several servant leadership dimensions. Modelling ( p < .05), Team building ( p < .01), and Shared Decision Making ( p < .01). Social responsibility also showed a significant prediction factor with Leading dimension ( p < .05). All dimensions showed positive associations (see Fig. 2 ). For peer-leadership, personal responsibility also predicted Competitive Orientation ( p < .05) and Orientation to Work in Class ( p < .01) (see Fig. 1 ). Discussion The study examined whether responsibility significantly predicts variables associated with dimensions of peer leadership and servant leadership. Regarding the relationship between peer leadership and responsibility, the results confirm significant associations for some variables. Specifically, the work-in-class variable shows a significant positive relationship with personal responsibility. These findings are consistent with prior research that conceptualizes work-in-class orientation as class participation, a multidimensional construct including attendance, active listening, contributions, and engagement in small tasks (Márquez et al., 2023 ), and with evidence linking school engagement to learning responsibility (Arıyürek & Yurtseven, 2024). This relationship can be explained through the concept of behavioral engagement, which connects class participation and school engagement with personal responsibility understood as the fulfillment of student duties (Fredricks et al., 2004 ). Higher levels of responsibility and participation contribute to improved academic outcomes, both directly (Lei et al., 2018 ; Márquez et al., 2023 ) and indirectly (Lei et al., 2018 ). These dimensions reinforce mastery and performance-approach goals and mitigate the negative effects of avoidance goals on achievement (Fakiyesi et al., 2025 ). Consequently, stronger social responsibility is associated with enhanced academic performance. Personal responsibility has shown a significant positive association with competition orientation, supporting the notion that highly competitive environments place strong demands on individual responsibility (Becker et al., 2021 ). Academic settings often require students to display elevated levels of personal responsibility to manage academic workload and stress, which contributes to their inherently competitive nature (Hammoudi et al., 2023). However, competition in educational contexts may also be linked to negative outcomes such as anxiety and school burnout, depending on students’ individual orientations toward competition (Fülöp et al., 2025 ). Moreover, personal responsibility has been identified as a relevant factor in stress generation, especially within highly demanding environments (Iwanaga et al., 2000 ; Hammoudi et al., 2023). Despite these challenges, previous research indicates that competitive contexts can effectively foster personal responsibility when it is intentionally promoted through structured educational approaches (Carreres-Ponsoda et al., 2021 ). The present findings align with this evidence, highlighting the importance of responsibility-based pedagogical models in transforming competitive environments into opportunities for positive personal development. The findings indicate that none of the Character-Oriented servant leadership dimensions, humility, servanthood, and integrity, were significantly predicted by social or personal responsibility. This result may be explained by the conceptualization of character-oriented traits as antecedent moral foundations that guide, rather than result from, responsible behavior (Paine et al., 2021 ; Wright, 2019 ). However, these findings diverge from prior research. In healthcare contexts, humility and responsibility have been shown to be closely related and essential for rebuilding trust (Nihlén Fahlquist, 2019 ). Similarly, studies across multiple settings report positive associations between servanthood and social responsibility values and behaviors (Gallardo-Vázquez et al., 2024 ; Kyambade et al., 2024 ), including within educational environments where servanthood fosters socially responsible leadership. These inconsistencies underscore the need to consider study limitations and to pursue further research examining whether responsibility more strongly predicts behavioral and relational leadership dimensions than core moral character traits. The second dimension analysed was People-Orientation, comprising caring for others, empowering others, and developing others. The results of the present study revealed no significant relationship between People-Orientation and responsibility. This finding may be interpreted through Trait Activation Theory, which emphasizes the role of situational cues in the expression of people-oriented traits and suggests that such cues may not be adequately reproduced in isolated or controlled research environments (Tett et al., 2021 ). In contrast to the present findings, previous research has demonstrated a close association between these skills and the development of social responsibility, particularly among youth populations (Bartolo et al., 2023 ). These relationships are often explained by the presence of mediating variables, such as sense of community belonging and prosocial behaviour, which contribute to social responsibility and are also linked to caring for and developing others (Kirby & Thomas, 2022 ). Given the developmental potential of people-oriented leadership skills, further research employing diverse populations and larger sample sizes is needed to determine whether responsibility development exerts a direct effect on the People-Orientation dimension. According to paper’s findings on Task-orientation dimension (Visioning, Leading and Goal setting), Visioning shows no significant results with Personal nor Social responsibility. This contrasts with the idea that individuals in leadership roles hold a responsibility for setting the direction of a group (Rodela & Bertrand, 2021 ). Moreover, Visioning has also been conceived as an important part of Social responsibility. For instance, in educative contexts, leaders have a strong responsibility that includes planning, creating academic pathways and curriculum development (Rodela & Bertrand, 2021 ; Webber, 2016 ), elements that can be considered related to the visioning factor (Twining et al., 2021 ). All those educative elements are affecting the goals of what it can be considered a small society, in Schools and educative institutions. This suggest that further research must be carried out with different populations and samples sizes to corroborate these findings. On the other hand, Leading was significantly predicted by Personal responsibility. This aligns with previous work that positions leading as a form of personal responsibility (Knotts et al., 2022 ) and conceptualises leaders as individuals who must assume accountability for the actions of those under their guidance (Webber, 2016 ), that is often assumed as a form of personal responsibility (Balderson & Sharpe, 2005 ). Feelings of personal responsibility have also been associated with self-confidence, self-efficacy, and self-esteem (Ab Yamani et al., 2023 ), characteristics that have been linked to leadership and leadership effectiveness (Isabirye et al., 2025 ). These findings are consistent with those of Model 1 in this study, where task-oriented peer leadership was positively correlated with personal responsibility. According to the results of Process-Orientation dimension, finding suggest that Personal responsibility can significatively predict all the three variables within this orientation (Modelling, Team building and Shared decision-making). This finding aligns with previous research linking personal responsibility to Modelling, emphasising the role-model figure as a mechanism through which individual actions contribute to broader structural change (Zheng, 2018 ). Thus, in educational environments, for example, role-models often assume the responsibility of shaping future leaders by believing in young people’s potential and inspiring them through their example (Bowers et al., 2016 ). Team building has also been linked to responsibility in different contexts. In sportive contexts, team-building and personal responsibility has already been studied in team figures as captains or coaches (Bloom et al., 2003 ). A linkage has also been stablished within corporative settings, were team building and responsibility have been related with specific figures of ethic and productive executives (Hazen et al., 2004 ). This suggest a connection that has been directly related with the group success (Kwon, 2024 ). Shared decision-making has similarly been linked to responsibility, functioning as a mechanism for delegation, trust, and collective problem-solving (Sandman et al., 2016 ). Responsibility has also been identified as part of the general shared decision-making process in parenting and healthcare settings (Pellikka et al., 2023 ). Together, these findings support the notion that responsibility plays a central role on leaders by guiding processes aimed at establishing common objectives (Posner, 2021 ). From an applied perspective, in educational contexts, role modelling is recognised as a primary learning mechanism (Bahman Bijari et al., 2016 ) and a key influence in the transition to adulthood (Bowers et al., 2016 ), while shared decision-making has been shown to reduce stress (El Zein et al., 2019 ), a particularly relevant finding given growing institutional concerns about adolescent stress levels (Li et al., 2017 ). Within collaborative learning environments, team-building and shared decision-making are directly associated with better performance (Bloom et al., 2003 ; Kwon, 2024 ), higher learning rates (Koedinger et al., 2023 ), and potentially less stressful school experiences (Li et al., 2017 ). In line with these findings, empirical evidence supports the effectiveness of pedagogical approaches such as the Teaching Personal and Social Responsibility (TPSR) model (Merino-Barrero et al., 2020 ), Problem-Based Learning, peer-to-peer teaching (Storey et al., 2021 ), and goal-oriented methodologies like Goal-Oriented Active Learning (GOAL) (Li et al., 2021 ) in fostering personal and social responsibility, task orientation, intrinsic motivation toward mastery (Seifert, 1995 ), and leadership-related skills. As collaborative learning inherently involves goal setting, problem solving, shared decision-making, and collective accountability (Begibaevna et al., 2024 ), the application of responsibility-focused educational models can be associated with the development of process-oriented factors closely linked to improved academic trajectories and the cultivation of proactive, ethical, and socially engaged adolescent leaders. Among the limitations of this study, the cross-sectional design precludes causal inference, and the sample, made up of students from a single semi-private school, limits the generalizability of findings. Future research should replicate this analysis across diverse educational settings and include longitudinal or experimental designs to clarify the directionality of the observed relationships. Additionally, exploring mediating variables such as empathy, self-efficacy, or moral reasoning could enrich the understanding of the mechanisms linking responsibility and leadership. From a practical perspective, future lines of work should explore the relationship between specific pedagogical methodologies designed to foster Character Orientation and the development of responsibility. Conclusion Personal responsibility emerged as a relevant predictor of task- and process-oriented leadership traits, such as work-in-class orientation, competition orientation, modelling, team building, and shared decision-making. These findings reinforce the idea that students who assume personal responsibility for their actions are more likely to exhibit behaviours aligned with effective and collaborative leadership. In contrast, social responsibility was only modestly related to leadership traits, suggesting that while awareness and concern for others may contribute to leadership development, it may not alone be sufficient to predict leadership outcomes without being complemented by a strong personal responsibility component. In conclusion, the findings suggest that personal responsibility constitutes a central component in the development of leadership among adolescents, particularly regarding behaviours oriented toward teamwork, initiative, and shared goals. While social responsibility remains an important moral foundation, its leadership-related impact may depend on the integration of personal agency and commitment. Educational programs that aim to form responsible and ethical leaders should therefore balance the cultivation of both personal and social responsibility within comprehensive developmental frameworks. Declarations Funding Declaration No external funding was received for this study. The authors received no financial support for the research, authorship, and/or publication of this article. Ethical Aprobal Statement This study received ethical approval from the Research Ethics Committee of the Universidad Internacional de La Rioja (UNIR). The Committee conducted an ethical evaluation of the research project entitled “Influencia del contexto sociocultural en la autopercepción de habilidades sociales, liderazgo y ansiedad social en adolescentes: un estudio comparativo entre Brasil y España con intervención didáctica basada en modelos híbridos.” The study was granted approval under reference code PI113/2025. All research procedures were conducted in accordance with the ethical standards of the institutional research committee, including the Declaration of Helsinki and its subsequent amendments. The study began under provisional approval and was subsequently granted definitive approval. The study commenced under provisional approval granted on 24 September 2025, with definitive approval issued on 24 October 2025. Prior to the definitive approval of this study, informed consent had already been obtained from participants and their legal guardians using a consent form previously approved for an earlier investigation involving a didactic intervention, in which the administration of the questionnaires used in the present research was already contemplated. The scope of the ethical approval covers all study procedures, including participant recruitment, administration of questionnaires, data collection during the educational intervention, anonymization procedures, and data processing. Informed Consent Statement Informed consent was obtained from all participants and their legal guardians prior to participation in the study. Given that the study involved minor participants (adolescents), written informed consent was obtained by representation from parents or legal guardians. The didactic intervention formed part of an ongoing educational program; however, the systematic collection and analysis of questionnaire data for the present study began after specific provisional approval granted on 24 September 2025. Parents or legal guardians received a detailed participant information document describing the study objectives, procedures, duration, voluntary nature of participation, confidentiality safeguards, data protection measures, and absence of foreseeable risks. Guardians were provided with the opportunity to ask questions and receive clarification from the principal investigator. The consent covered participation in the educational intervention, completion of questionnaires, anonymized data processing, and use of data for scientific research and publication purposes. Participants and guardians were explicitly informed that participation was voluntary, that refusal would involve no academic consequences, and that consent could be withdrawn at any time without penalty. Participants were assured of anonymity through the use of non-identifiable codes. The study constitutes non-interventional educational research involving questionnaires and standard educational activities. All participants were informed about the purpose of the research, the handling of their data, and their rights under applicable data protection regulations. Informed consent was obtained prior to formal ethics committee approval because the intervention formed part of a previously designed and implemented didactic program conducted with the same population as part of an earlier study. The current research involves secondary analysis of data collected within that educational framework. At the time of consent, participants and their legal guardians were fully informed that the data could be used for subsequent scientific analysis and dissemination. No additional procedures beyond those originally described were introduced, and all ethical principles regarding voluntary participation, confidentiality, and data protection were strictly maintained. Data Availability Statement The materials supporting the findings of this study, including the raw data, processed data, survey instruments/questionnaires, and the Mplus analysis files (syntax and output), have been provided to the editorial team for the purposes of the peer review process. In addition, all data and supporting materials are available upon reasonable request by contacting the corresponding author, who will provide access for research and verification purposes in accordance with applicable ethical and data protection regulations. Author Contribution Conceptualization: A.S.-H., J.G., H.G.-G.; Methodology: A.S.-H., H.G.-G.; Software: H.G.-G.; Validation: A.S.-H., J.G., H.G.-G.; Formal Analysis: A.S.-H.; Investigation: A.S.-H.; Resources: A.S.-H., J.G., H.G.-G.; Data Curation: A.S.-H., H.G.-G.; Writing – Original Draft: A.S.-H.; Writing – Review & Editing: J.G., H.G.-G.; Visualization: J.G., H.G.-G.; Supervision: J.G., H.G.-G.; Project Administration: J.G., H.G.-G.All authors have read and agreed to the published version of the manuscript. Acknowledgement The authors would like to acknowledge the use of artificial intelligence (AI) tools to assist in the refinement and polishing of the English language and grammar of this manuscript. The final content and the intellectual integrity of the work remain the sole responsibility of the authors. References Ab Yamani, I., Yahya, K., & Meiri, E. W. A. (2023). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9081699","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":638736291,"identity":"357a18f9-f471-4111-b781-65e567edaa99","order_by":0,"name":"Álvaro Sánchez-Herrera","email":"data:image/png;base64,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","orcid":"","institution":"Universidad Internacional De La Rioja","correspondingAuthor":true,"prefix":"","firstName":"Álvaro","middleName":"","lastName":"Sánchez-Herrera","suffix":""},{"id":638736294,"identity":"29784cdc-188d-4b0a-9c12-4a35b6add31c","order_by":1,"name":"Higinio González-García","email":"","orcid":"","institution":"Universidad Internacional De La Rioja","correspondingAuthor":false,"prefix":"","firstName":"Higinio","middleName":"","lastName":"González-García","suffix":""},{"id":638736296,"identity":"e0dbdad9-2109-46a5-b086-9eb024b98e90","order_by":2,"name":"Jana Gallardo","email":"","orcid":"","institution":"Universidad Internacional De La Rioja","correspondingAuthor":false,"prefix":"","firstName":"Jana","middleName":"","lastName":"Gallardo","suffix":""}],"badges":[],"createdAt":"2026-03-10 09:08:49","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9081699/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9081699/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":109405206,"identity":"500bbf01-0e37-4f53-b960-d244c3960a3d","added_by":"auto","created_at":"2026-05-17 13:01:40","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":195462,"visible":true,"origin":"","legend":"\u003cp\u003eResults of the structural model of the partial least square – path modelling in general model. Peer-leadership and Personal and Social responsibility. \u003cem\u003eEmp, Empathy; IDM, Importance of Decision Making; SV, Sporting Values; SS, Social Support; CO, Competitive Orientation, OWC, Orientation to Work in Class\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-9081699/v1/70591b0c508a5bf778d4ddb1.png"},{"id":109286775,"identity":"43826053-e5bf-4559-8140-a66e0db30cc8","added_by":"auto","created_at":"2026-05-15 02:36:51","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":232906,"visible":true,"origin":"","legend":"\u003cp\u003eResults of the structural model of the partial least square – path modelling in general model. Servants' leadership and Social and Personal responsibility. \u003cem\u003eInt, Integrity; Hum, Humility; Ser, Servanthood; CO, Caring for Others; Emp, Empowering; DO, Developing others; Vis, Visioning; GS, Goal Setting; Led, Leading; Mod, Modelling; TB, Team-Building; SDM, Shared Decision Making.\u003c/em\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-9081699/v1/21a691e8e2726db075b660d1.png"},{"id":109406009,"identity":"bd59fdc2-ec21-44df-8a35-ba23ad1a92b9","added_by":"auto","created_at":"2026-05-17 13:23:41","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":892707,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9081699/v1/f086166a-076a-43f4-b5ac-54ecb72d1c19.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Does Social and Personal Responsibility Predict Leadership in Adolescents in Educative Contexts? A Structural Equation Modelling Approach","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe development of leadership, understood as a set of core competencies essential for continuous professional growth (Jääskä \u0026amp; Aaltonen, 2022), has gained increasing relevance in educational contexts. This importance is reflected in both academic research (Kiersch \u0026amp; Peters, 2017; Uaikhanova et al., 2022) and international educational policy frameworks (European Council, 2024). Research has consistently linked leadership development in education to indicators of student success (Hitt \u0026amp; Tucker, 2016) and to positive traits such as self-concept, integrity, balanced decision-making, and moral vision (Crawford et al., 2024; Uaikhanova et al., 2022). Notably, these outcomes appear largely independent of the specific leadership model applied, suggesting that effective leadership enactment may be more influential than leadership style itself (Backhaus \u0026amp; Vogel, 2022). Consequently, numerous educational programs have been implemented to foster leadership competencies among students, including initiatives such as Authentic Leadership Development, School Leaders, and Student Associations (Crawford et al., 2024; Kiersch \u0026amp; Peters, 2017; Uaikhanova et al., 2022).\u003c/p\u003e\n\u003cp\u003eRegarding to responsibility, it can be understood as the obligation to satisfactorily perform a given task (McGrath \u0026amp; Whitty, 2018). Specifically, for the purposes of this study, responsibility is conceptualized from both personal and social perspectives (Li et al., 2008; Pozo Rosado et al., 2021). Personal Responsibility refers to an individual's accountability for their own actions, decisions, and their consequences, and Social Responsibility, extends this accountability to the broader community, involving conscious, voluntary actions that benefit society (Arslan \u0026amp; Wong, 2022).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis approach acquires particular significance in educational contexts, where numerous programs are implemented with the aim of fostering responsibility through approaches such as Character Education \u0026nbsp;(Aryadiningrat et al., 2023), Self-Determination Theory (SDT) (Manzano-Sánchez, 2022), the Patrol System within the Scout Method \u0026nbsp;(Pérez et al., 2019), or targeted initiatives such as the Teaching Personal and Social Responsibility model (TPSR). These interventions have demonstrated both short- and long-term benefits, including the reduction of violent behaviors and the increase of prosocial actions \u0026nbsp;(Gutiérrez Sanmartín et al., 2011; Pérez et al., 2019) , decreased school dropout rates (Arco-Tirado et al., 2025), improvements in academic performance and overall motivation, greater satisfaction of basic psychological needs and enhanced social climate (Manzano-Sánchez, 2022), as well as an increase in physical activity participation (Li et al., 2008).\u003c/p\u003e\n\u003cp\u003eHowever, a critical intersection in leadership research remains underexplored, as contemporary education increasingly requires “other-oriented” forms of leadership. Drawing on well-established teaching theories such as social learning theory (Akers \u0026amp; Jennings, 2015; Rumjaun \u0026amp; Narod, 2025), this may be explained by the potential that other-centered leadership models offer for individual development, due to their strong social component and their role in facilitating the learning of behaviors and attitudes through observation and interaction (Rumjaun \u0026amp; Narod, 2025). Moreover, those construct’s development has also been related with experience gains in content knowledge, academic success, and career readiness (Riser et al., 2020). In educational context, two main leadership constructs emerge, Peer Leadership and Servant Leadership. Peer leadership refers to the process by which individuals guide and influence their equals (Edelmann et al., 2023; Skalicky et al., 2024) and is characterized by intentional selection, shared group identity, and belonging to a common age group (Christensen et al., 2021; Lavelle et al., 2023; McQuinn et al., 2022). Especially in sport contexts, peer leadership has been associated with empathy, influence on decision-making, shared values, social support, competitiveness, and teamwork orientation (Torrado, 2012; Torrado \u0026amp; Arce, 2015). Its influence is primarily horizontal, emerging from shared status, relational proximity, and mutual identification rather than formal authority.\u003c/p\u003e\n\u003cp\u003eServant leadership, in contrast, is a leadership philosophy that prioritizes the needs, growth, and well-being of followers, organizations, and communities over leaders’ self-interest, and is conceptualized as an explicitly other-oriented approach (Eva et al., 2019; Rivera et al., 2017). In educational contexts, servant leadership has been operationalized through dimensions including humility, integrity, servanthood, caring for others, empowerment, developing others, visioning, goal setting, modelling, team building, and shared decision-making (Rivera et al., 2017). Accordingly, servant leadership derives its legitimacy from ethical commitment and moral authority rather than positional power. For analytical purposes, servant leadership variables were grouped following Wong and Page’s (2000) orientations: Character, People, Task, and Process orientations.\u003c/p\u003e\n\u003cp\u003eBoth leadership constructs share a central orientation toward others, emphasizing relational, ethical, and collaborative dimensions of leadership that are increasingly valued in contemporary educational environments. Taken those two ideas together, several studies emphasize the importance of responsibility within different leadership models (Waldman \u0026amp; Balven, 2014). These leadership constructs encompass variables that have already been correlated with responsibility, such as empathy (Gutiérrez Sanmartín et al., 2011; Pozo Rosado et al., 2021), competitiveness (Kemper et al., 2013), social support (Frangieh et al., 2023), as well as personal traits including humility, integrity, and solidarity, which are widely recognized as qualities that help to define effective leaders (Christensen-Salem et al., 2021; \u0026nbsp;Zheng et al., 2022).\u003c/p\u003e\n\u003cp\u003eThis study adopts a novel approach by employing structural equation modelling, providing a robust framework for predicting relationships among variables (Jobst et al., 2023; Wang \u0026amp; Rhemtulla, 2021). It focuses on a population that remains underrepresented in research examining leadership and responsibility through structural equation analysis. This approach enables the examination of how different forms of other-oriented leadership relate not only to responsibility as a global construct but also to its underlying dimensions, offering a more nuanced understanding of leadership effects on responsible behavior. These findings may help identify which leadership components are most strongly predicted by responsibility and inform the design of leadership workshops or extracurricular programs that intentionally integrate responsibility-based activities.\u003c/p\u003e\n\u003cp\u003eIn light of the above, this study aims to identify which dimensions of responsibility predict specific variables that shape leadership. The research seeks to pave the way for future educational interventions aimed at fostering grounded development of these dimensions within the classroom. Accordingly, the present study hypothesizes that personal and social responsibility may serve as predictors of certain dimensions underlying various leadership constructs, specifically, peer leadership (Torrado, 2012; Torrado \u0026amp; Arce, 2015) and servant leadership (Li et al., 2008).\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study included a sample of 239 students aged between 12 and 17 years old (\u003cem\u003eM\u003c/em\u003e = 13.59, \u003cem\u003eSD\u003c/em\u003e = 1.35), comprising 136 females and 103 males, all enrolled in Compulsory Secondary Education (ESO) at a semi-private school located in central Madrid. The participants predominantly came from medium-high socioeconomic backgrounds, as indicated by their parents’ occupational status and educational level (Davis-Kean et al., 2021). The size of the sample answer to previous studies that revealed requirements minimum samples sizes (\u003cem\u003eN\u003c/em\u003e \u0026lt; 100) (Wang \u0026amp; Rhemtulla, 2021). \u0026nbsp;This sample size can be considered representative of the population of students enrolled in semi-private schools in the Community of Madrid, that according to latest data is 314.071 between public, semi-private and privates institutions (General Directorate of Bilingualism and Teaching Quality, 2024) providing a confidence level of 90% and a margin of error of approximately 5%.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInstruments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Questionnaire of Personal and Social Responsibility Model in Physical Education (PSRM) (Li et al., 2008), adapted to the Spanish context by Escartí et al. (2011), assesses two dimensions: Social Responsibility (7 items; e.g., “I collaborate with others”; α = .78;\u0026nbsp;\u003cem\u003eω\u0026nbsp;\u003c/em\u003e= .80) and Personal Responsibility (7 items; e.g., “I take part in all activities”; α = .80; \u003cem\u003eω\u0026nbsp;\u003c/em\u003e= .83). Responses were recorded on a Likert scale ranging from 1 (totally disagree) to 6 (totally agree).\u003c/p\u003e\n\u003cp\u003eThe Abbreviated Service Leadership Scale (ELSVA) (Rivera et al., 2017) includes dimensions such as Integrity (\u003cem\u003er\u0026nbsp;\u003c/em\u003e= .50; 2 items; e.g., “I always keep my promises and commitments to others”), Humility, Servanthood, Caring for Others, Empowering, Developing Others, Visioning, Goal Setting, Leading, Modelling, Team-Building (\u003cem\u003er\u0026nbsp;\u003c/em\u003e= .54; 2 items; e.g., “When I am part of a team, I look for ways to make people's differences useful”), and Shared Decision Making. Each item was rated on a Likert scale from 1 (totally disagree) to 7 (totally agree). As a brief measure, each factor is composed of only two items; therefore, mean item-intercorrelation was used as an indicator of internal consistency (Clark \u0026amp; Watson, 2016), who recommend values between .15 and .50. The scale shows good overall reliability (α = .89; ω = .89).\u003c/p\u003e\n\u003cp\u003eAn adaptation to physical education of the Scale for Assessing Sport Leadership (EELD) (Torrado \u0026amp; Arce, 2015) assesses six dimensions: Empathy (4 items; e.g., “I understand the problems my classmates face in Physical Education”; α = .76;\u0026nbsp;\u003cem\u003eω\u0026nbsp;\u003c/em\u003e= .77), Influence on Decision Making (4 items; e.g., “My opinion influences my classmates in Physical Education”; α = .83; \u003cem\u003eω\u0026nbsp;\u003c/em\u003e= .83), Sporting Values (4 items; e.g., “I act thoughtfully in Physical Education”; α = .86; \u003cem\u003eω\u0026nbsp;\u003c/em\u003e= .86), Social Support (4 items; e.g., “I support my classmates during difficult moments in Physical Education”; α = .82; \u003cem\u003eω\u0026nbsp;\u003c/em\u003e= .82), Competitive Orientation (4 items; e.g., “I help set the group's goals during competitions in Physical Education”; α = .86; \u003cem\u003eω\u0026nbsp;\u003c/em\u003e= .86), and Orientation to Work in Class (4 items; e.g., “I work hard in Physical Education classes”; α = .76; \u003cem\u003eω\u0026nbsp;\u003c/em\u003e= .78). Responses were rated on a Likert scale from 1 (totally disagree) to 5 (totally agree). A confirmatory factor analysis was performed using a robust maximum likelihood estimation procedure. Fit indices indicated that the measurement model demonstrated an acceptable fit for both the pretest and posttest data. (χ² = 439, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e\u0026lt; .001, CFI = .93, TLI = .91, RMSEA = .06, 90% CI [.051, .069])\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDesign and Procedures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to the classification proposed by Ato et al. (2013), a cross-sectional study was conducted with a purposively selected sample of participants. The study was conducted in accordance with APA guidelines and the World Medical Association (2013) in its Declaration of Helsinki and was approved by the ethics committee of the of the Universidad Internacional de La Rioja (Approval code: PI113/2025; Approval date: provisional approval: 24 September 2025; Definitive approval: 24 October 2025). Besides, permission was obtained from the educational institution, and informed consent was secured from parents via email. Moreover, anonymity was preserved, and the principles of the Declaration of Helsinki were followed. The study sample participants were informed online of the research purpose through e-mail and personal explanation during Physical Education classes. As participants were minors, a consent form was sent to the parents before the study began,\u0026nbsp;once all the documents had been collected, the questionnaires were completed.\u003c/p\u003e\n\u003cp\u003eThe questionnaire was divided into three sections, each corresponding to one of the instruments employed in the study. Before beginning each section, participants were provided with detailed instructions regarding its completion. The administration of the instruments occurred in the school’s computer laboratory during a scheduled session. Data were collected through the Google Forms platform. The process was overseen by instructors, who read the instructions aloud, clarified potential doubts, and responded to participants’ questions to ensure proper understanding. Completion of the questionnaire required approximately 20 to 30 minutes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData analyses\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll statistical analyses were performed using Mplus Version 7.3. Structural equation modeling (SEM) was utilized to examine the associations among the variables. For this study a two-step modeling was performed: a measurement model, where correlations were calculated, and the structural model.\u003c/p\u003e\n\u003cp\u003eTwo alternative structural models were tested. Model 1 examined the effect of responsibility on peer leadership, using parcels representing each measured variable. Model 2 assessed responsibility’s influence on servant leadership through two strategies: (a) parceling items by Wong and Page’s (2000) orientations due to limited items per variable, and (b) retaining individual items without parcelling. The final model was selected based on superior fit indices, favoring the second approach.\u003c/p\u003e\n\u003cp\u003eTo ensure a comprehensive assessment of model fit, we employed a combination of fit indices as recommended by Hu and Bentler (1999), including the chi-square (χ²) statistic, the Comparative Fit Index (CFI), the Tucker-Lewis Index (TLI), the Root Mean Square Error of Approximation (RMSEA), and its corresponding 90% confidence interval. The CFI and TLI over 0.95 reflect acceptable and excellent fits, respectively, whereas the RMSEA of less than 0.06 reflect close and reasonable fits, respectively (Van de Schoot et al., 2012).\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eParticipants reported low to moderate levels of PSRM (ranging from 0.148 to 0.389), encompassing both Social Responsibility and Personal Responsibility. Similarly, ELSVA scores were also low to moderate (ranging from 0.126 to 0.574). For EELD-PE, which includes Empathy, Influence on Decision Making, Sporting Values, Social Support, Orientation to Competition, and Orientation to Work in Class, participants likewise showed low to moderate scores (ranging from 0.180 to 0.409). Additionally, correlations between PSRM and ELSVA ranged from 0.148 to 0.369, indicating low to average relationships, while correlations between PSRM and EELD-PE ranged from 0.179 to 0.475, also within the low to average range. No issues of collinearity were observed between PSRM and ELSVA or between PSRM and EELD-PE (See Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCorrelation analysis among the studied variables\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"22\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" 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colnum=\"15\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c16\" colnum=\"16\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c17\" colnum=\"17\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c18\" colnum=\"18\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c19\" colnum=\"19\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c20\" colnum=\"20\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c21\" colnum=\"21\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c22\" colnum=\"22\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003e1\u003c/b\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c15\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c16\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c17\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c18\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c19\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c20\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c21\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c22\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.553***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.329***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.304***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.205**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.090\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.403***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e5\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.299***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.360***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.346***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.173**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e6\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.260***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.264***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.524***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.343***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.358***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e7\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.148*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.329***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.384***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.401***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.372***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.360***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e8\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.262***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.461***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.348***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.194**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.611***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.486***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.598***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e9\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.369***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.346***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.380***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.229***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.358***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.365***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.285***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.318***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e10\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.252***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.346***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.339***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.169**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.440***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.449***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.233***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.381***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.339***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e11\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.361***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.267***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.263***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.158*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.306***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.301***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.224***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.283***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.420***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.405***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e12\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.283***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.118\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.379***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.266***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.271***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.475***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.186**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.229***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.336***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.447***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.415***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e13\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.287***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.176**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.274***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.176**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.241***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.374***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.185**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.293***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.340***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.365***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.354***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e0.625***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e14\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.389***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.297***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.406***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.255***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.450***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.382***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.187**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.333***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.443***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.460***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.362***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e0.417***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e0.362***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e15\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.340***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.292***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.439***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.274***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.368***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.574***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.304***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.406***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.406***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.414***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.466***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e0.439***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e0.452***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e0.400***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e16\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.208**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.191**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.139*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.298***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.146*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.220***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.217***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.168**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.262***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.254***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.158*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e0.209**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e0.183**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e0.340***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e0.197**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e17\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.179**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.475***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.209**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.185**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.288***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.254***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.308***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.310***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.396***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.366***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.251***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e0.101\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e0.180**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e0.394***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e0.265***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e \u003cp\u003e0.377***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e18\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.261***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.278***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.350***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.486***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.201**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.236***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.313***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.177**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.370***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.330***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.274***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e0.236***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e0.250***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e0.356***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e0.297***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e \u003cp\u003e0.373***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e \u003cp\u003e0.350***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e19\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.333***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.332***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.319***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.204**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.263***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.275***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.225***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.300***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.346***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.465***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.404***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e0.369***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e0.349***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e0.407***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e0.358***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e \u003cp\u003e0.247***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e \u003cp\u003e0.201**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e \u003cp\u003e0.409***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003e20\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eR de Pearson\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.148*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.241***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.202**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.126\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.159*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.202**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e0.207**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e0.200**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.251***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e \u003cp\u003e0.423***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e \u003cp\u003e0.296***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e \u003cp\u003e0.334***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c15\"\u003e \u003cp\u003e0.269***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c16\"\u003e \u003cp\u003e0.294***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c17\"\u003e \u003cp\u003e0.277***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c18\"\u003e \u003cp\u003e0.245***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c19\"\u003e \u003cp\u003e0.211**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c20\"\u003e \u003cp\u003e0.338***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c21\"\u003e \u003cp\u003e0.349***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c22\"\u003e \u003cp\u003e\u0026mdash;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"22\" nameend=\"c22\" namest=\"c1\"\u003e \u003cp\u003e\u003cem\u003eNota.\u003c/em\u003e * p \u0026lt; .05, ** p \u0026lt; .01, *** p \u0026lt; .001. 1. Social Responsibility; 2. Personal Responsibility; 3. Empathy; 4. Influence on Decision Making; 5. Sporting Values; 6. Social Support; 7. Orientation to Competition; 8. Orientation to Work in Class; 9. Integrity; 10. Humility; 11. Servanthood; 12. Caring for Others; 13. Empowering; 14. Developing Others; 15. Visioning; 16. Goal Setting; 17. Leading; 18. Modelling; 19. Team-Building; 20. Shared Decision Making.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e\n\u003ch3\u003ePreliminary Analyses\u003c/h3\u003e\n\u003cp\u003eTwo measurement models were tested to examine the factorial structure of the constructs included in the study (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). Both models demonstrated excellent fit indices according to conventional thresholds (CFI and TLI \u0026gt; .95; RMSEA \u0026lt; .06).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFit Indices for the Measurement Models.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eX2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCFI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTLI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRMSEA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e90% CI RMSEA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eAIC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eBIC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eABIC\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModel 1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e99.299\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.985\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.976\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.036\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.009-.054\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e8377.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e8641.377\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e8400.48\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModel 2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e30.470\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.996\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.983\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.000-.063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e9791.199\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e10232.177\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e9829.627\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003eNote. \u003cem\u003eCFI\u0026thinsp;=\u0026thinsp;comparative fit index; TLI\u0026thinsp;=\u0026thinsp;Tucker-Lewis index; RMSEA\u0026thinsp;=\u0026thinsp;root-mean-square error of approximation; CI\u0026thinsp;=\u0026thinsp;confidence interval; AIC\u0026thinsp;=\u0026thinsp;Akaike\u0026rsquo;s information criterion; BIC\u0026thinsp;=\u0026thinsp;Bayesian information criteria; ABIC\u0026thinsp;=\u0026thinsp;sample-size adjusted BIC\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eModel 1 (influence of responsibility on peer-leadership) showed a χ\u0026sup2; value of 99.299, with a CFI of .985, TLI of .976, and RMSEA of .036 (90% CI = .009\u0026ndash;.054), indicating a very good fit to the data. Model 2 (influence of responsibility on servants\u0026rsquo; leadership) also demonstrated excellent fit indices (χ\u0026sup2; = 30.470, CFI = .996, TLI = .983, RMSEA = .030, 90% CI = .000\u0026ndash;.063). The comparative values of the AIC, BIC, and ABIC suggested that Model 1 (AIC\u0026thinsp;=\u0026thinsp;8377.48, BIC\u0026thinsp;=\u0026thinsp;8641.377, ABIC\u0026thinsp;=\u0026thinsp;8400.48) provided a more parsimonious fit than Model 2 (AIC\u0026thinsp;=\u0026thinsp;9791.199, BIC\u0026thinsp;=\u0026thinsp;10232.177, ABIC\u0026thinsp;=\u0026thinsp;9829.627).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStandardized Estimates for the Structural Model\u003c/h2\u003e \u003cp\u003eThe standardized estimates for the structural model assessing the relationships between personal and social responsibility, peer-leadership, and servant leadership are presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStandardized Estimates for the Structural Model: Personal and Social Responsibility, Peer-leadership, and Servants\u0026rsquo; Leadership.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDependent variables\u003c/p\u003e \u003cp\u003e of the general model\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIndependent Variables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEstimate (β)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eS.E.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003eServants' Leadership\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntegrity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.795\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.557\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.153\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHumility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.069\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.663\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.107\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eServanthood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.559\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.663\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.379\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCaring for Others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.614\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.843\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.056\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmpowering\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.522\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.533\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.328\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDeveloping Others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.644\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.595\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.279\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVisioning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.523\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.574\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.362\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGoal Setting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.369\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.650\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.570\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLeading\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.602\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.284\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.034*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModelling\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.505\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.608\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.406\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeam-Building\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.147\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.496\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.767\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShared Decision Making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.423\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.399\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.289\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePeer-Leadership\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmpathy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.855\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.524\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.103\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInfluence on Decision Making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.809\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.764\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.289\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSporting Values\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.566\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.530\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.286\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.491\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.578\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.395\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCompetitive Orientation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.330\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.518\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.524\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOrientation to Work in Class\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.285\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.435\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.512\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eServants' Leadership\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntegrity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.269\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.958\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHumility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.264\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.948\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eServanthood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.028\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.277\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.920\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCaring for Others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.625\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.333\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.056\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmpowering\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.219\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.265\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.407\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDeveloping Others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.224\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.295\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.448\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVisioning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.131\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.270\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.629\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGoal Setting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.263\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.309\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.395\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLeading\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.196\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.539\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.717\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModelling\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.842\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.356\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.018**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeam-Building\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.733\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.274\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.007**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eShared Decision Making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.748\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.250\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.003**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePeer-Leadership\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmpathy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.010\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.0.210\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.963\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInfluence on Decision Making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.159\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.337\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.636\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSporting Values\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.214\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.259\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.409\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.168\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.265\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.526\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCompetitive Orientation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.692\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.287\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.016**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOrientation to Work in Class\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Responsibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.790\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.253\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.002**\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cem\u003eNota.\u003c/em\u003e * p \u0026lt; .05, ** p \u0026lt; .01, *** p \u0026lt; .001.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAmong the servant leadership dimensions, Leading was positively and significantly predicted by social responsibility (\u003cem\u003ep\u003c/em\u003e \u0026lt;\u0026thinsp;.05). Other servant leadership dimensions (e.g., Integrity, Humility, Caring for Others, Empowering) were positively related to social responsibility but did not reach statistical significance (\u003cem\u003ep\u003c/em\u003e \u0026gt; .05) (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eSimilarly, none of the peer-leadership dimensions showed significant associations with social responsibility, although Empathy and Influence on Decision Making demonstrated moderate positive effects approaching significance (see Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn contrast, personal responsibility was significantly related to several servant leadership dimensions. Modelling (\u003cem\u003ep\u003c/em\u003e \u0026lt; .05), Team building (\u003cem\u003ep\u003c/em\u003e \u0026lt; .01), and Shared Decision Making (\u003cem\u003ep\u003c/em\u003e \u0026lt; .01). Social responsibility also showed a significant prediction factor with Leading dimension (\u003cem\u003ep\u003c/em\u003e \u0026lt; .05). All dimensions showed positive associations (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFor peer-leadership, personal responsibility also predicted Competitive Orientation (\u003cem\u003ep\u003c/em\u003e \u0026lt; .05) and Orientation to Work in Class (\u003cem\u003ep\u003c/em\u003e \u0026lt; .01) (see Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe study examined whether responsibility significantly predicts variables associated with dimensions of peer leadership and servant leadership. Regarding the relationship between peer leadership and responsibility, the results confirm significant associations for some variables. Specifically, the work-in-class variable shows a significant positive relationship with personal responsibility. These findings are consistent with prior research that conceptualizes work-in-class orientation as class participation, a multidimensional construct including attendance, active listening, contributions, and engagement in small tasks (M\u0026aacute;rquez et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and with evidence linking school engagement to learning responsibility (Arıy\u0026uuml;rek \u0026amp; Yurtseven, 2024). This relationship can be explained through the concept of behavioral engagement, which connects class participation and school engagement with personal responsibility understood as the fulfillment of student duties (Fredricks et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Higher levels of responsibility and participation contribute to improved academic outcomes, both directly (Lei et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; M\u0026aacute;rquez et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and indirectly (Lei et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). These dimensions reinforce mastery and performance-approach goals and mitigate the negative effects of avoidance goals on achievement (Fakiyesi et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Consequently, stronger social responsibility is associated with enhanced academic performance.\u003c/p\u003e \u003cp\u003ePersonal responsibility has shown a significant positive association with competition orientation, supporting the notion that highly competitive environments place strong demands on individual responsibility (Becker et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Academic settings often require students to display elevated levels of personal responsibility to manage academic workload and stress, which contributes to their inherently competitive nature (Hammoudi et al., 2023). However, competition in educational contexts may also be linked to negative outcomes such as anxiety and school burnout, depending on students\u0026rsquo; individual orientations toward competition (F\u0026uuml;l\u0026ouml;p et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Moreover, personal responsibility has been identified as a relevant factor in stress generation, especially within highly demanding environments (Iwanaga et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Hammoudi et al., 2023). Despite these challenges, previous research indicates that competitive contexts can effectively foster personal responsibility when it is intentionally promoted through structured educational approaches (Carreres-Ponsoda et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The present findings align with this evidence, highlighting the importance of responsibility-based pedagogical models in transforming competitive environments into opportunities for positive personal development.\u003c/p\u003e \u003cp\u003eThe findings indicate that none of the Character-Oriented servant leadership dimensions, humility, servanthood, and integrity, were significantly predicted by social or personal responsibility. This result may be explained by the conceptualization of character-oriented traits as antecedent moral foundations that guide, rather than result from, responsible behavior (Paine et al., \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Wright, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). However, these findings diverge from prior research. In healthcare contexts, humility and responsibility have been shown to be closely related and essential for rebuilding trust (Nihl\u0026eacute;n Fahlquist, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Similarly, studies across multiple settings report positive associations between servanthood and social responsibility values and behaviors (Gallardo-V\u0026aacute;zquez et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Kyambade et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), including within educational environments where servanthood fosters socially responsible leadership. These inconsistencies underscore the need to consider study limitations and to pursue further research examining whether responsibility more strongly predicts behavioral and relational leadership dimensions than core moral character traits.\u003c/p\u003e \u003cp\u003eThe second dimension analysed was People-Orientation, comprising caring for others, empowering others, and developing others. The results of the present study revealed no significant relationship between People-Orientation and responsibility. This finding may be interpreted through Trait Activation Theory, which emphasizes the role of situational cues in the expression of people-oriented traits and suggests that such cues may not be adequately reproduced in isolated or controlled research environments (Tett et al., \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In contrast to the present findings, previous research has demonstrated a close association between these skills and the development of social responsibility, particularly among youth populations (Bartolo et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). These relationships are often explained by the presence of mediating variables, such as sense of community belonging and prosocial behaviour, which contribute to social responsibility and are also linked to caring for and developing others (Kirby \u0026amp; Thomas, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Given the developmental potential of people-oriented leadership skills, further research employing diverse populations and larger sample sizes is needed to determine whether responsibility development exerts a direct effect on the People-Orientation dimension.\u003c/p\u003e \u003cp\u003eAccording to paper\u0026rsquo;s findings on Task-orientation dimension (Visioning, Leading and Goal setting), Visioning shows no significant results with Personal nor Social responsibility. This contrasts with the idea that individuals in leadership roles hold a responsibility for setting the direction of a group (Rodela \u0026amp; Bertrand, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Moreover, Visioning has also been conceived as an important part of Social responsibility. For instance, in educative contexts, leaders have a strong responsibility that includes planning, creating academic pathways and curriculum development (Rodela \u0026amp; Bertrand, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Webber, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), elements that can be considered related to the visioning factor (Twining et al., \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). All those educative elements are affecting the goals of what it can be considered a small society, in Schools and educative institutions. This suggest that further research must be carried out with different populations and samples sizes to corroborate these findings.\u003c/p\u003e \u003cp\u003eOn the other hand, Leading was significantly predicted by Personal responsibility. This aligns with previous work that positions leading as a form of personal responsibility (Knotts et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and conceptualises leaders as individuals who must assume accountability for the actions of those under their guidance (Webber, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), that is often assumed as a form of personal responsibility (Balderson \u0026amp; Sharpe, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). Feelings of personal responsibility have also been associated with self-confidence, self-efficacy, and self-esteem (Ab Yamani et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), characteristics that have been linked to leadership and leadership effectiveness (Isabirye et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). These findings are consistent with those of Model 1 in this study, where task-oriented peer leadership was positively correlated with personal responsibility.\u003c/p\u003e \u003cp\u003eAccording to the results of Process-Orientation dimension, finding suggest that Personal responsibility can significatively predict all the three variables within this orientation (Modelling, Team building and Shared decision-making). This finding aligns with previous research linking personal responsibility to Modelling, emphasising the role-model figure as a mechanism through which individual actions contribute to broader structural change (Zheng, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Thus, in educational environments, for example, role-models often assume the responsibility of shaping future leaders by believing in young people\u0026rsquo;s potential and inspiring them through their example (Bowers et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Team building has also been linked to responsibility in different contexts. In sportive contexts, team-building and personal responsibility has already been studied in team figures as captains or coaches (Bloom et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). A linkage has also been stablished within corporative settings, were team building and responsibility have been related with specific figures of ethic and productive executives (Hazen et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). This suggest a connection that has been directly related with the group success (Kwon, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Shared decision-making has similarly been linked to responsibility, functioning as a mechanism for delegation, trust, and collective problem-solving (Sandman et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Responsibility has also been identified as part of the general shared decision-making process in parenting and healthcare settings (Pellikka et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Together, these findings support the notion that responsibility plays a central role on leaders by guiding processes aimed at establishing common objectives (Posner, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFrom an applied perspective, in educational contexts, role modelling is recognised as a primary learning mechanism (Bahman Bijari et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and a key influence in the transition to adulthood (Bowers et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), while shared decision-making has been shown to reduce stress (El Zein et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), a particularly relevant finding given growing institutional concerns about adolescent stress levels (Li et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Within collaborative learning environments, team-building and shared decision-making are directly associated with better performance (Bloom et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2003\u003c/span\u003e; Kwon, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), higher learning rates (Koedinger et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and potentially less stressful school experiences (Li et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). In line with these findings, empirical evidence supports the effectiveness of pedagogical approaches such as the Teaching Personal and Social Responsibility (TPSR) model (Merino-Barrero et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Problem-Based Learning, peer-to-peer teaching (Storey et al., \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and goal-oriented methodologies like Goal-Oriented Active Learning (GOAL) (Li et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) in fostering personal and social responsibility, task orientation, intrinsic motivation toward mastery (Seifert, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e1995\u003c/span\u003e), and leadership-related skills. As collaborative learning inherently involves goal setting, problem solving, shared decision-making, and collective accountability (Begibaevna et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), the application of responsibility-focused educational models can be associated with the development of process-oriented factors closely linked to improved academic trajectories and the cultivation of proactive, ethical, and socially engaged adolescent leaders.\u003c/p\u003e \u003cp\u003eAmong the limitations of this study, the cross-sectional design precludes causal inference, and the sample, made up of students from a single semi-private school, limits the generalizability of findings. Future research should replicate this analysis across diverse educational settings and include longitudinal or experimental designs to clarify the directionality of the observed relationships. Additionally, exploring mediating variables such as empathy, self-efficacy, or moral reasoning could enrich the understanding of the mechanisms linking responsibility and leadership. From a practical perspective, future lines of work should explore the relationship between specific pedagogical methodologies designed to foster Character Orientation and the development of responsibility.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003ePersonal responsibility emerged as a relevant predictor of task- and process-oriented leadership traits, such as work-in-class orientation, competition orientation, modelling, team building, and shared decision-making. These findings reinforce the idea that students who assume personal responsibility for their actions are more likely to exhibit behaviours aligned with effective and collaborative leadership. In contrast, social responsibility was only modestly related to leadership traits, suggesting that while awareness and concern for others may contribute to leadership development, it may not alone be sufficient to predict leadership outcomes without being complemented by a strong personal responsibility component.\u003c/p\u003e \u003cp\u003eIn conclusion, the findings suggest that personal responsibility constitutes a central component in the development of leadership among adolescents, particularly regarding behaviours oriented toward teamwork, initiative, and shared goals. While social responsibility remains an important moral foundation, its leadership-related impact may depend on the integration of personal agency and commitment. Educational programs that aim to form responsible and ethical leaders should therefore balance the cultivation of both personal and social responsibility within comprehensive developmental frameworks.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo external funding was received for this study. The authors received no financial support for the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Aprobal Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study received ethical approval from the Research Ethics Committee of the Universidad Internacional de La Rioja (UNIR). The Committee conducted an ethical evaluation of the research project entitled \u003cem\u003e\u0026ldquo;Influencia del contexto sociocultural en la autopercepci\u0026oacute;n de habilidades sociales, liderazgo y ansiedad social en adolescentes: un estudio comparativo entre Brasil y Espa\u0026ntilde;a con intervenci\u0026oacute;n did\u0026aacute;ctica basada en modelos h\u0026iacute;bridos.\u0026rdquo;\u003c/em\u003e The study was granted approval under reference code PI113/2025.\u003c/p\u003e\n\u003cp\u003eAll research procedures were conducted in accordance with the ethical standards of the institutional research committee, including the Declaration of Helsinki and its subsequent amendments. The study began under provisional approval and was subsequently granted definitive approval.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe study commenced under provisional approval granted on 24 September 2025, with definitive approval issued on 24 October 2025. Prior to the definitive approval of this study, informed consent had already been obtained from participants and their legal guardians using a consent form previously approved for an earlier investigation involving a didactic intervention, in which the administration of the questionnaires used in the present research was already contemplated.\u003c/p\u003e\n\u003cp\u003eThe scope of the ethical approval covers all study procedures, including participant recruitment, administration of questionnaires, data collection during the educational intervention, anonymization procedures, and data processing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all participants and their legal guardians prior to participation in the study. Given that the study involved minor participants (adolescents), written informed consent was obtained by representation from parents or legal guardians.\u003c/p\u003e\n\u003cp\u003eThe didactic intervention formed part of an ongoing educational program; however, the systematic collection and analysis of questionnaire data for the present study began after specific provisional approval granted on 24 September 2025. Parents or legal guardians received a detailed participant information document describing the study objectives, procedures, duration, voluntary nature of participation, confidentiality safeguards, data protection measures, and absence of foreseeable risks. Guardians were provided with the opportunity to ask questions and receive clarification from the principal investigator.\u003c/p\u003e\n\u003cp\u003eThe consent covered participation in the educational intervention, completion of questionnaires, anonymized data processing, and use of data for scientific research and publication purposes. Participants and guardians were explicitly informed that participation was voluntary, that refusal would involve no academic consequences, and that consent could be withdrawn at any time without penalty.\u003c/p\u003e\n\u003cp\u003eParticipants were assured of anonymity through the use of non-identifiable codes. The study constitutes non-interventional educational research involving questionnaires and standard educational activities. All participants were informed about the purpose of the research, the handling of their data, and their rights under applicable data protection regulations.\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained prior to formal ethics committee approval because the intervention formed part of a previously designed and implemented didactic program conducted with the same population as part of an earlier study. The current research involves secondary analysis of data collected within that educational framework. At the time of consent, participants and their legal guardians were fully informed that the data could be used for subsequent scientific analysis and dissemination. No additional procedures beyond those originally described were introduced, and all ethical principles regarding voluntary participation, confidentiality, and data protection were strictly maintained.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe materials supporting the findings of this study, including the raw data, processed data, survey instruments/questionnaires, and the Mplus analysis files (syntax and output), have been provided to the editorial team for the purposes of the peer review process. In addition, all data and supporting materials are available upon reasonable request by contacting the corresponding author, who will provide access for research and verification purposes in accordance with applicable ethical and data protection regulations.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eConceptualization: A.S.-H., J.G., H.G.-G.; Methodology: A.S.-H., H.G.-G.; Software: H.G.-G.; Validation: A.S.-H., J.G., H.G.-G.; Formal Analysis: A.S.-H.; Investigation: A.S.-H.; Resources: A.S.-H., J.G., H.G.-G.; Data Curation: A.S.-H., H.G.-G.; Writing \u0026ndash; Original Draft: A.S.-H.; Writing \u0026ndash; Review \u0026amp; Editing: J.G., H.G.-G.; Visualization: J.G., H.G.-G.; Supervision: J.G., H.G.-G.; Project Administration: J.G., H.G.-G.All authors have read and agreed to the published version of the manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThe authors would like to acknowledge the use of artificial intelligence (AI) tools to assist in the refinement and polishing of the English language and grammar of this manuscript. The final content and the intellectual integrity of the work remain the sole responsibility of the authors.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAb Yamani, I., Yahya, K., \u0026amp; Meiri, E. W. A. (2023). National identity and its relationship to social integration and personal responsibility among university students. \u003cem\u003eRevista Iberoamericana de Psicolog\u0026iacute;a Del Ejercicio y El Deporte\u003c/em\u003e, \u003cem\u003e18\u003c/em\u003e(6), 654\u0026ndash;661.\u003c/li\u003e\n\u003cli\u003eAkers, R. L., \u0026amp; Jennings, W. G. (2015). Social learning theory. In A. R. Piquero (Ed.), The handbook of criminological theory (pp. 230\u0026ndash;240). John Wiley \u0026amp; Sons. https://doi.org/10.1002/9781118512449.ch12 \u003c/li\u003e\n\u003cli\u003eArco-Tirado, J. L., Fern\u0026aacute;ndez-Mart\u0026iacute;n, F. D., Torres, M. H., Gregorov\u0026aacute;, A. B., Heinzov\u0026aacute;, Z., \u0026amp; Singh, S. S. (2025). 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Ethical Leadership and Ethical Voice: The Mediating Mechanisms of Value Internalization and Integrity Identity. \u003cem\u003eJournal of Management\u003c/em\u003e, \u003cem\u003e48\u003c/em\u003e(4), 973\u0026ndash;1002. https://doi.org/10.1177/01492063211002611\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Peer-mentoring, Servant Leadership, Teen-agers, SEM.","lastPublishedDoi":"10.21203/rs.3.rs-9081699/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9081699/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"This study examined whether personal and social responsibility predict different dimensions of leadership among adolescents in educational settings. A cross-sectional design was conducted with 239 students aged 12–17 years (M = 13.59, SD = 1.35) from a semi-private secondary school in Madrid, Spain. Participants completed the Questionnaire of the Personal and Social Responsibility Model in Physical Education, the Abbreviated Servant Leadership Scale, and the Leadership Evaluation Scale in Physical Education. Structural Equation Modelling tested two models assessing the influence of responsibility on peer leadership and servant leadership. Results showed that personal responsibility was a significant predictor of multiple leadership dimensions. Specifically, it was associated with work-in-class and competition orientation in peer leadership, and with modelling, team-building, and shared decision-making in servant leadership. Overall, leadership development was more strongly related to personal responsibility than to social responsibility alone. These findings support the use of responsibility-based pedagogical approaches, such as Teaching Personal and Social Responsibility, cooperative learning, and goal-oriented methodologies, to foster leadership competencies in adolescents.","manuscriptTitle":"Does Social and Personal Responsibility Predict Leadership in Adolescents in Educative Contexts? 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