The Impact of Thought Self-Leadership Education on Graduate Students' Perceptions of Ethics and Cognitive Competencies
Abstract
This study examines the impact of thought self-leadership education on graduate students' perceptions of ethics and competencies in the execution of cognitive strategies (beliefs and assumptions, self-talk, and mental imagery) in a graduate public adminisy- tration program's health care administration law course. The results obtained from Wilcoxon Matched-Pairs Signed-Ranks test indicated a statistically significant change between students' pre- and posttest scores. Preliminary findings support the beneficial role of a cognitive-based approach in enhancing graduate students' perceptions of ethics and cognitive competencies.
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