







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 1, No. 2, 2020 
www.scholink.org/ojs/index.php/eshs 

1 

Original Paper 

In Search of Authentic Peer Leaders: Finding, Nurturing, and 

Affirming 
Tim O. Peterson1*, Shontarius D. Aikens2 & Martha L. Loudder3 

1 Department of Transportation, Logistics, & Finance, North Dakota State University, Fargo, ND, USA 
2 Offutt School of Business, Concordia College, Moorhead, MN, USA 
3 Department of Accounting, Texas A&M University, College Station, TX, USA 
* Tim O. Peterson, Department of Transportation, Logistics, & Finance, North Dakota State University, 

Fargo, ND, USA 

 

Received: May 22, 2020          Accepted: June 1, 2020         Online Published: June 12, 2020 

doi:10.22158/eshs.v1n2p1                       URL: http://dx.doi.org/10.22158/eshs.v1n2p1 

 

Abstract 

Luthans and Avolio (2003) have posited that we need methods to develop authentic leaders. One 

method is to form learning communities on college campuses. Within these communities, peer leaders 

influence the development of newly admitted peers. The question is: why do some students become peer 

leaders and others do not? We believe that the answer lies somewhere in their core values. By the time 

people enter college, they are predisposed to value certain end-states and modes of conduct. Therefore, 

it is important to determine these predispositions so that leadership development opportunities such as 

peer leadership can be made available to those who are ready for this type of development. However, at 

this point we do not know which core values make a difference. This gap in the knowledge is what led 

to this study. The findings identify the core values of both peer leaders and non-peer leaders. In most 

cases, these values are the same for both groups. However, the core value of a sense of accomplishment 

stands out as being significant in determining who will select this type of leadership development 

opportunity. The paper expands on how to find, nurture, and affirm these select students. 

Keywords 

learning communities, authentic peer leader, peer mentor, values 

 

1. Introduction 

In times of crisis, people such as Mother Teresa, Abraham Lincoln, Rudy Guiliani, and Martin Luther 

King, Jr. have stepped forward to provide positive leadership to confront the challenge facing the 

community. Yet, Luthans and Avolio (2003) point out that naturally occurring events do not provide a 



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sufficient number of authentic leaders. Therefore, we need other methods to develop authentic leaders. 

One method of developing these authentic leaders is to form learning communities on college campuses 

that create a peer leadership relationship between experienced students and newly admitted students. 

Many universities and colleges are creating peer leadership or sometimes called peer mentoring 

programs to assist first year students navigate the currents of higher education (Jacobi, 1991). We are 

seeing these mentoring programs showing up in business education (Fox, Stevenson, Connelly, Duff, & 

Dunlop, 2010; D’Abate & Eddy, 2008; Sanchez, Bauer, & Paronto, 2006) in an effort to increase 

academic success, increase student satisfaction, and retain students. However, how we select and develop 

these mentors is critical to the success of the learning communities and the outcomes. Terrion and 

Leonard (2007) point out that while much research points out the usefulness of peer leaders in improving 

academic performance and reducing student attrition, there is little research that helps us identify the type 

of student who would make a great peer leader. 

In order to begin coming to some understanding of the characteristics of student peer mentors, Terrion 

and Leonard (2007) did an extensive literature review. They found 54 articles and from those articles 

identified ten peer mentor characteristics. Peer leaders serve two primary functions according to Terrion 

and Leonard (2007), task-related functions in this case academic issues and psychosocial functions such 

as providing acceptance, emotional support, personal feedback, and being a role model. Their literature 

review specifically identified two task-related functions and eight psychosocial functions. They also 

identified some prerequisites such as ability and willingness to commit time, university experience, and 

academic achievement (Terrion & Leonard, 2007). While these findings are important, they still fail to 

identify what type of student would make a great peer leader. We thought the key might be in their 

values. 

We define peer leadership as the ability to mobilize an equal to want to struggle for shared aspirations 

and to live by a set of shared values and guiding principles. To be able to influence in this situation would 

require the leader to be a role model. One way they do this is by modeling and encouraging 

internalization of the collectivistic moral values that transcend self-interest (Dvir, Eden, Avolio, & 

Shamir, 2002). Part of being a role model to another individual requires the peer leader to be authentic in 

his or her own beliefs and actions. London (2003) argues that peer leaders who are respected and 

influential are more likely to be vocal and forthcoming in sharing information about themselves and their 

beliefs. Burns (1978) argued that people who wanted to become leaders related leadership behaviors to 

“a set of reasoned, relatively explicit, conscious values” (p. 46). One important measure of these beliefs 

are the core values held by the peer leader. Lencioni (2002) defines core values as deeply ingrained 

guides to action. Core values have intrinsic value to the individual. Further, people, teams, and 

organizations generally only have a few core values, usually between three and five (Collins & Porras, 

1996). In the book Authentic Leadership: Rediscovering the Secrets to Creating Lasting Value, Bill 

George, former Chairman and CEO of Medtronic, argues that core values define the moral compass of 



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the leader (George, 2003). They provide the leader with a deep sense of what is the right thing to do. 

Kouzes and Posner (2012) argue that these values represent our personal bottom line and influence our 

every action. 

Rokeach (1973) defines a values system as “an enduring organization of beliefs concerning preferable 

modes of conduct or end-states of existence along a continuum of relative importance” (p. 5). Institutions 

have found that shared values systems between the organization and members of the organization can 

improve commitment and feelings of success and reduce stress (Posner & Schmidt, 1993). Despite the 

fact that Rokeach published his works on values over forty years ago, he is still revered today and 

continues to be cited in the most current publications. Forty-eight percent of the papers in the book 

Emerging Perspectives on Values in Organizations (2003) reference the works of Rokeach; specifically 

his 1973 publication of the same values survey we have utilized for this empirical evaluation. 

A value system consists of a set of values. Rokeach (1973) defines a value as “an enduring belief that a 

specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or 

converse mode of conduct or end-state of existence” (pp. 7-8). He went on to distinguish between what 

he called terminal values and instrumental values. Terminal values are those values that describe a 

desired end-state of existence. For example, one of the terminal values Rokeach recognizes is a sense of 

accomplishment. Figure 1 shows the eighteen values Rokeach identified as terminal values. 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 



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COMFORTABLE LIFE (a prosperous life) 

AN EXCITING LIFE (a stimulating, active life) 

A SENSE OF ACCOMPLISHMENT (lasting 

contribution) 

A WORLD AT PEACE (free of war and conflict) 

A WORLD OF BEAUTY (beauty of nature and the arts) 

EQUALITY (brotherhood, equal opportunity for all) 

FAMILY SECURITY (taking care of loved ones) 

FREEDOM (independence, free choice) 

HAPPINESS (contentedness) 

INNER HARMONY (freedom from inner conflict) 

MATURE LOVE (sexual and spiritual intimacy) 

NATIONAL SECURITY (protection from attack) 

PLEASURE (an enjoyable, leisurely life) 

SALVATION (saved, eternal life) 

SELF-RESPECT (self-esteem) 

SOCIAL RECOGNITION (respect, admiration) 

TRUE FRIENDSHIP (close companionship) 

WISDOM (a mature understanding of life) 
Figure 1. Rokeach’s Terminal Values 

 
On the other hand, instrumental values describe the desired mode of conduct to reach those end-state 

goals. Rokeach (1973) identifies honest as an instrumental value. Figure 2 displays the eighteen 

instrumental values identified by Rokeach. 

 

 

 

 

 

 

 

 

 

 

 

 



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AMBITIOUS (hard-working, aspiring) 
BROADMINDED (open-minded) 

CAPABLE (competent, effective) 

CHEERFUL (lighthearted, joyful) 

CLEAN (neat, tidy) 

COURAGEOUS (standing up for your beliefs) 

FORGIVING (willing to pardon others) 

HELPFUL (working for the welfare of others) 

HONEST (sincere, truthful) 

IMAGINATIVE (daring, creative) 

INDEPENDENT (self-reliant, self-sufficient) 

INTELLECTUAL (intelligent, reflective) 

LOGICAL (consistent, rational) 

LOVING (affectionate, tender) 

OBEDIENT (dutiful, respectful) 

POLITE (courteous, well-mannered) 

RESPONSIBLE (dependable, reliable) 

SELF-CONTROLLED (restrained, 

self-disciplined) 

Figure 2. Rokeach’s Instrumental Values 

 

Within these terminal and instrumental values are found the core values of peer leaders. There are also 

espoused values and situational values found within both sets of values. In this study, we are interested 

in determining the core terminal values and core instrumental values of peer leaders. Therefore, the 

research question that guided this study was: What are the core terminal and core instrumental values 

of peer leaders and do these core values differ from non-peer leaders? 

As we examine the core values of peer leaders, it is logical to ask how this will manifest in peer leaders. 

Clare and Sanford (1979) analyzed data reflecting managerial values patterns. In their research, 

managers were more likely to value things that enhanced personal growth and competency over those 

items that created social growth and character building. For example, the number one terminal value 

for managers was a sense of accomplishment, with a world at peace ranking near the bottom. Managers 

ranked ambition number one and helpfulness near the bottom. These findings do not agree with the 

general data generated by Rokeach (1973), so it is important to repeat the empirical study with each 

target group. 

More recent studies have utilized the Rokeach values framework in work settings. Weber (2015) used 

the Rokeach Value Survey (RVS) to determine how managers assigned importance to various values. 



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After comparing the RVS scores of mid-to upper-level managers at two different time periods (T1: 

1980’s; T2: 2010’s), the results showed that the value orientation of managers at T2 are different than at 

T1. Murphy, Mujtaba, Manyak, Sungkhawan and Greenwood (2010) used the Rokeach Value Survey to 

examine value differences across generations. Conducted in a work setting in the country of Thailand, 

it compared the value differences of baby boomers against Generation Y and Generation X and found 

differences. 

A review of the literature indicates that the Rokeach Values framework has been utilized often in 

research within higher education settings. The focus of the studies ranged from examining the values of 

college instructors in India (Triveni, 2014) and value differences as it relates to the gender of students 

in Hungary (Bosci, 2012). Additional studies have been conducted with business students within the 

disciplines of management (Ng & Burke, 2010), accounting, and finance (Giacomino, Brown, & Akers, 

2011; Giacomino, Li, & Michael, 2013; McCarthy, 1997). 

The peer educator literature argues that one issue new students face upon entering college is a range of 

new and controversial viewpoints that challenge their personal values. Ender and Newton (2000) point 

out that peer leaders can assist in the new students’ maturation process by displaying appropriate values. 

Given the importance of this process, it is our belief that it is important to determine both the terminal 

core values and the instrumental core values of potential peer leaders. Therefore, our first two 

hypotheses are: 

Hypothesis 1: Peer leaders will identify a small set (three to five) of core terminal values. 

Hypothesis 2: Peer leaders will identify a small set (three to five) of core instrumental terminal values. 

Assuming that we find that peer leaders do have a small set of core terminal and core instrumental 

values, the next question would be whether these core values different from those of non-peer leaders. 

This reasoning led us to our next two hypotheses, which are: 

Hypothesis 3: Peer leaders’ terminal core values will differ from non-peer leaders. 

Hypothesis 4: Peer leaders’ instrumental core values will differ from non-peer leaders. 

 

2. Method 

2.1 Subjects 

The subjects were 46 peer leaders and 64 non-peer leaders enrolled at a large southwest university. All 

peer leaders were 19 to 20 years old and held the academic rank of sophomore. The non-peer leaders 

were chosen because they mirrored these demographics but were not peer leaders. Each subject was 

asked to complete a multiple page questionnaire that included the Rokeach Values Survey. No extra 

credit was extended to these subjects for their involvement in the study. 

2.2 Measure 

We used the Form E version of the Rokeach Value Survey. This instrument consists of two pages. The 

first page has eighteen terminal values listed on it. Figure 1 is an example of the terminal values part of 



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the survey. The second page has eighteen more values on it, but all of these values are instrumental 

values. Figure 2 is an example of the instrumental values part of the survey. 

2.3 Procedure 

The questionnaire was handed out to the subjects and they were asked to return the surveys to one of 

the researchers’ offices. The subjects were assured of anonymity and that only aggregate data would be 

reported. Each subject was asked to rank order the eighteen terminal values using 1 as the most 

important value and 18 as the least important value. Once the subjects completed the terminal values, 

they were asked to rank the instrumental values using the same process where 1 represented the most 

important value and 18 represented the least important value. 

2.4 Analysis 

The statistical analysis was conducted using the Statistical Package for the Social Sciences (SPSS). 

After the data set was created, it was checked for errors. Next, consistent with Tukey’s (1977) advice to 

get to know your data, we produced a series of descriptive and exploratory data analyses to examine the 

data. We used the explore function of SPSS to determine outliers, unusual values, and peculiarities in 

the data set. Each of these occurrences was traced back to the original questionnaire and corrections 

were made if necessary before any further analysis was done. We next reverse coded both the terminal 

values and instrumental values for all subjects so the value that is ranked highest received a score of 18 

and the value that is ranked lowest received a score of 1. Next we analyzed the data to answer our 

hypotheses. 

 

3. Results 

To test both hypotheses 1 and 2, we performed t-tests on each of the terminal values and instrumental 

values for the peer leaders. To qualify as a core value, the specific value in question had to meet two 

criteria. First, its mean score had to be greater than the average mean score of 9.5, which is the average 

score that would be received for each value if they were all equal. Second, because we are only looking 

for the small set of core values, we only accepted those values that exceeded the .001 level of 

significance. Table 1 shows the means and t-test results for the terminal values. Five terminal values 

meet the two criteria. These are: a sense of accomplishment, family security, happiness, salvation, and 

true friendship. These values are in bold print in Table 1. 

Table 2 shows the means and t-test values for the instrumental values. The peer leaders identified three 

instrumental core values. The three values are: honest, loving, and responsible. These values are in bold 

print in Table 2. These results confirm both hypothesis one and two. 

 

 

 

 



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Table 1. T-Test for All Terminal Values for Peer Leaders (N = 46; Test Value = 9.5; df = 45) 

Behaviors Mean SD Mean 

Difference 

t-value 

Comfortable Life 9.15 5.16 -.35 -.46 

An Exciting Life 9.00 4.33 -.50 -.78 

A Sense of Accomplishment 12.52 4.26 3.02 4.81*** 

A World at Peace 4.24 3.47 -5.26 -10.30*** 

A World of Beauty 4.15 3.37 -5.35 -10.78*** 

Equality 6.39 3.96 -3.11 -5.33*** 

Family Security 12.43 4.08 2.93 4.88*** 

Freedom 9.98 3.71 .48 .88 

Happiness 13.48 3.39 3.98 7.96*** 

Inner Harmony 8.74 4.86 -.76 -1.06 

Mature Love 10.89 4.85 1.39 -1.94 

National Security 4.57 3.34 -4.93 -10.03*** 

Pleasure 8.63 4.08 -.87 -1.44 

Salvation 14.98 5.26 5.48 7.06*** 

Self-Respect 10.52 3.59 1.02 1.93 

Social Recognition 7.02 4.49 -2.48 -3.74** 

True Friendship 12.78 3.39 3.28 6.56*** 

Wisdom 11.72 4.20 2.22 3.58** 

*p<.05 **p<.01 ***p<.001 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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Table 2. T-Test for All Instrumental Values for Peer Leaders (N = 46; Test Value = 9.5; df = 45) 

Behaviors Mean SD Mean 

Difference 

t-value 

Ambitious 1109 5.61 1.59 1.92 

Broadminded 6.98 5.48 -2.52 -3.12** 

Capable 10.52 4.36 1.02 1.59 

Cheerful 8.87 5.00 -.63 -.86 

Clean 4.72 3.93 -4.78 -8.26*** 

Courageous 9.26 5.36 -.24 -.30 

Forgiving 7.61 4.39 -1.89 -2.9** 

Helpful 10.46 4.17 .96 1.56 

Honest 14.37 4.05 4.87 8.16*** 

Imaginative 7.96 5.19 -1.54 -2.02 

Independent 9.98 5.12 .48 .63 

Intellectual 10.07 5.03 .57 .76 

Logical 8.26 4.92 -1. 24 -1.71 

Loving 13.30 4.46 3.80 5.78*** 

Obedient 7.26 4.91 -2.24 -3.090** 

Polite 8.83 3.94 -.67 -1.16 

Responsible 13.22 3.17 3.72 7.96*** 

Self-Controlled 8.48 4.29 -1.02 1.61 

*p<.05 **p<.01 ***p<.001 

 

From this point we are only interested in the five core terminal values and the three core instrumental 

values. To test hypothesis 3 and 4, we calculated the means and standard deviations for the values in 

question for the non-peer leaders. We then performed t-tests on these eight values comparing the two 

groups. The results are reported in Table 3. 

 

 

 

 

 

 

 

 

 



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Table 3. T-Test Values for the Core Value Hypotheses by Peer Leaders and Non-Peer Leaders 

Hypothesis N Mean SD Difference df t-value 

H3 – A Sense of 

Accomplishment       

Peer Leaders 46 12.52 4.26 
3.52 108 4.04*** 

Non-peer Leaders 64 9.00 4.69 

H3 – Family Security       

Peer Leaders 46 12.43 4.08 
-.30 108 -.35 

Non-peer Leaders 64 12.73 4.64 

H3 - Happiness       

Peer Leaders 46 13.48 3.39 
.00 108 -.01 

Non-peer Leaders 64 13.48 3.39 

H3 - Salvation       

Peer Leaders 46 14.97 5.26 
.49 108 .47 

Non-peer Leaders 64 14.48 5.55 

H3 – True Friendship       

Peer Leaders 46 12.78 3.39 
-.31 108 .03 

Non-peer Leaders 64 13.09 3.61 

H4 - Honest       

Peer Leaders 46 14.37 4.65 
.87 108 1.02 

Non-peer Leaders 64 13.50 4.46 

H4- Loving       

Peer Leaders 46 13.30 4.46 
.34 108 .41 

Non-peer Leaders 64 12.97 4.06 

H4 - Responsible       

Peer Leaders 46 13.22 3.17 
.87 108 1.23 

Non-peer Leaders 64 12.34 4.00 

*p< .05; **p< .01; p< .001 

 

Hypothesis 3 was partially supported. One of the terminal core values was found to be significantly 

different between the peer leaders and non-peer leaders. However, the other four core terminal values 

were found not to be significantly different between the two groups. These findings will be discussed 

more in the discussion session. Hypothesis 4 was not supported. The three instrumental core values 

identified by the peer leaders were not significantly different from those identified by the non-peer 

leaders. 



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4. Discussion 

4.1 Core Terminal Values 

Four of the core terminal values were the same for both the peer leaders and the non-peer leaders. 

Those four values describe quite clearly what students of this generation are seeking as an end-state for 

their lives. They want to find spiritual fulfillment. They want to have close friendships and to take care 

of their families. Overall, they want to be happy. A few years ago, the first author was the director of an 

undergraduate leadership program at this same southwest university. When the first author surveyed the 

members of this program on the core values of the group, the number one core value expressed by the 

group was happiness. Not only did both the peer leaders and non-peer leaders select these four values 

as core values, there was no significant difference between these four values between the two groups. 

However, these values do not help us understand why some students choose to become peer leaders. 

Burns (1978) believed that end-values (i.e., terminal values) would help explain why some people 

would sacrifice for the common good in their organizations. One core terminal value that was 

significantly different between the peer leaders and non-peer leaders was a sense of accomplishment. 

The peer leaders want to make a lasting contribution to the organization and the future members of the 

organization. It is important to point out that the learning community to which these peer leaders 

belonged was initiated by the students who now serve as peer leaders because as they said, “We want to 

make a difference”. This speaks directly to the exemplary leadership that Burns had in mind. It is also 

consistent with Luthans and Avolio (2003) assertion that “the leader’s authentic values, beliefs, and 

behaviors serve to model the development of associates” (p. 243). 

The non-peer leaders did identify one additional terminal value that was core for them. It was 

self-respect (Mean = 11.69; SD = 3.76; tdf=64 = 4.66; p < .001). A post hoc analysis showed that while 

this was a significant core value for the non-peer leader group, it was not a significant core value for 

the peer leaders (Mean = 10.52; SD = 3.59; tdf=45 = 1.93; p = .06). However, there was not a significant 

difference between the two groups mean scores (Mean Difference = -1.17; tdf=108; p = .11). So, while 

self-respect is not a core value for the peer leaders, it is an important value having a mean score of 

10.52. This mean score is slightly greater than the target mean of 9.5 but not significantly different 

from the target mean. As a result, it is not a core value for peer leaders. 

4.2 Core Instrumental Values 

Both groups defined the same three core instrumental values. Collectively these three values speak to 

how both the peer leaders and non-peer leaders choose to behave. They want to be caring, dependable, 

and trustworthy people. George (2004) says, “While the development of fundamental values is crucial, 

integrity is the one value that is required in every authentic leader” (p. 32). The integrity that George 

talks about seems to be similar to what positive psychologists call authenticity (Harter, 2002). Being 

honest, sincere, trustworthy are all factors in becoming an authentic leader. 

4.3 Implications for Management Education 



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The results from our findings do provide some insights as to how the core value of a sense of 

accomplishment can be translated into action. In other words, how do we align a student’s sense of 

accomplishment to the goals and objectives of a learning community? We posit three general strategies 

that can be used in business learning communities utilizing student peer leaders: 1) Finding (involves 

the selection process of identifying student peer leaders), 2) Nurturing (involves training and 

development of student peer leaders), and 3) Affirming (involves establishing credibility, recognition, 

and reinforcement of successful initiatives conducted by the peer leaders). 

4.3.1 Finding 

The first and most important strategy involves finding the right type of students for the peer leader 

program. Research indicates the importance of using the right criteria to select students for mentoring 

roles (Fox, Stevenson, Connelly, Duff, & Dunlop, 2010; Hall & Jaugietis, 2011; Terrion & Leonard, 

2007). As it pertains to the findings of this study, it would be important to find those students who 

exhibit the core value of a sense of accomplishment. The results of this study clearly highlight values 

that distinguishes between students who choose to be peer leaders versus those who choose not to be 

peer leaders. Therefore, the first implication is to be careful in the selection process. We have included 

some tips as it relates to the selection process for potential candidates. 

Written application. All students interested in serving as a peer leader would be required to submit a 

written application as part of the selection process. Applying our findings to this aspect, the application 

should require the candidate to respond to one of the following questions: “Tell us about a time when 

you had a sense of accomplishment or when you have been proud of something you accomplished”. 

These questions are designed to be intentionally broad enough to allow the candidate to elaborate in 

sufficient breadth and depth with an example. In addition, it could be required that the candidate 

submits a letter from a reference. In the letter, the reference would be prompted to specifically address 

an example of accomplishment that they have witnessed for the candidate. After reviewing the 

candidate’s response to the application question and the comments from the reference, it would be safe 

to assume that the application reviewer would have some indication that the candidate has the core 

value of sense of accomplishment. 

Interviews. Once the potential peer leaders’ applications are screened, the next phase would be the face 

to face interview process. While it is important for a person to exhibit in writing a sense of 

accomplishment, it is important to ascertain the root of that core value, whether it is centered on a 

personal sense of accomplishment or centered on a sense of accomplishment involving others. We 

believe these are two separate entities. Students say they want to be leaders. However, some don’t have 

the disposition or don’t want to do it for the right reason. It will be important to identify potential peer 

leaders who exhibit a sense of accomplishment centered on involving others to be successful. One way 

to distinguish between a sense of accomplishment for personal reasons or the involvement of others is 

through behavioral interviewing questions. Two sets of questions would be posed.  



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The first set of behavioral interview questions might be centered on personal accomplishments. Below 

are a few examples of interview questions: 

• Question 1: We read about the accomplishment you listed in your application. Please tell us 

about another example. 

• Question 2: Tell us about a time when you wanted to accomplish something out of reach. How did 

you go about achieving it? 

In addition to gathering additional examples of the sense of accomplishment from the candidate, these 

questions could be asked when the written response was not sufficient in details (i.e., lacking in breadth 

or depth). 

The second set of behavioral interview questions to ask would be centered on the sense of 

accomplishment as it involves other people. Below are a few examples of suggested interview 

questions: 

• Question 3: Could you give us an example of an accomplishment in your life that involved other 

people. 

• Question 4: Assuming you become a peer leader, what would a sense of accomplishment look like 

for you? 

• Question 5: What would be the greatest accomplishment while you were a peer leader? 

Unlike the personal accomplishment questions, these questions are disguised for the purpose of 

identifying any potential red flags based on prior answers in the interview. For example, Question 3 is 

specific in its scope to include other people. If in their response to Question 3, the candidate can only 

give examples that are personally related, that might be an indicator that the root of their sense of 

accomplishment is more personal. Given that the function of a mentor is to be influential in helping 

other people reach major life goals (Gibbons, 2000), this would suggest why the involvement of others 

in regard to sense of accomplishment is so vital given the nature of the peer leader role. Thus, a 

candidate should be able to provide examples in this area as well. Questions 4 and 5 are designed to get 

the applicant to project or to create a vision of how a sense of accomplishment would look like when 

involving others. Plus, by asking these questions in a moderately stressful situation such as an interview, 

the candidate’s response would be another indicator to use in determining if the candidate would make 

a good peer leader. 

4.3.2 Nurturing 

After students have been successfully identified, the second strategy involves training and developing 

students. A review of the literature indicates the presence of some type of orientations or training for 

those selected to serve in student peer leader positions (D’Abate & Eddy, 2008; Rodger & Tremblay, 

2003; Sanchez, Bauer, & Paronto, 2006). As part of training and development, the first aspect is to 

discuss in detail the core value of sense of accomplishment. During the peer leader training, it would be 

explained that they were selected, because they were identified to possess a strong need for a sense of 



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accomplishment. In nurturing their understanding and helping them to claim this, one could start with a 

technique called “a circle talk” during the training section. In a circle talk, each peer leader expresses to 

the other peer leaders a personal sense of accomplishment that they have had in the past. Sharing 

examples is done to help students become more aware of this core value and to have them personally 

affirm this core value. Then, the facilitator would be responsible for introducing the peer leaders to the 

fact that while a personal sense of accomplishment is important, in the context of the peer leader role, 

they would need to get a sense of accomplishment from other people’s successes as well. A sense of 

accomplishment as a peer leader has to be greater about the successes of other people. At this point, the 

peer leaders should be introduced to the concept of Servant Leadership (Greenleaf, 2008). Greenleaf 

asks the question, “Who is the Servant-Leader?” He answers: 

The servant-leader is servant first—as Leo portrayed (In The Journey to the East, 1956). It 

begins with the natural feeling that one wants to serve, to serve first. Then conscious choice 

brings one to aspire to lead (p. 15). 

Greenleaf (2003) goes on to posit that what distinguishes the servant-leader of others verses 

self-serving person is: 

Do those being served grow as persons; do they become healthier, wiser, freer, more 

autonomous while be served? (p. 41) 

What is critical for the new peer leaders to understand is that a sense of accomplishment comes from 

serving their peers and that part of that service is to prepare their peers to not need them after the 

mentoring period. It is to make the peer wiser, freer and independent. 

The second aspect is to help students come up with an individual plan of action to utilize their sense of 

accomplishment in their peer leader position. One way this could be accomplished is through the 

identification of a master list of goals and objectives for the students in the program based on 

commonly held success markers for first year students. Helping students understand how to link 

activities to program goals is a key aspect for training (Hall & Jaugietis, 2011). For example, in 

academic learning communities, academic performance (i.e., GPA) and student retention, campus 

engagement, and civic involvement are the common measures of assessment for student progress and 

program assessment (Evenbeck & Borden, 2001; Hegler, 2004; Hotchkiss, Moore, & Pitts, 2006; 

Robbins, Oh, Le, & Button, 2009). During the peer leader training, the peer leaders can develop a list 

of key activities based on these markers as well as other goals they deem to be important. One 

indication from the literature when it comes to goals in mentoring programs is that the goal areas can 

vary a great deal (D’Abate & Eddy, 2008). As a way to ensure consistency from a programmatic 

standpoint, a common core of goals can be identified through the use of a multi-voting exercise in 

which each peer leader can highlight the items that they think are the most important that should be 

accomplished by everyone (core goals). After tallying the results, at least 2-3 core goals would be 

identified by the group. The remaining items would be considered elective goals, and each peer leader 



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would have to select at least one of these goals. Figure 3 provides an example of a master list 

containing core goals and electives centered around common 1st year success markers for 1st year 

students. 

 

Core Goals 

All peer leaders should develop an individual plan of action to have their students reach these goals 

• 70% of the students in my group will achieve a 2.5 or higher GPA at midterms. 

• 80% of the students in my group will achieve a 2.5 or higher GPA at the end of the semester. 

• 85% of the students in my group will get involved in at least 1 extracurricular activity by the end 

of the semester. 

• 80% of the students in my group will not drop a class during the first semester. 

• 70% of the students in my group will attend at least 3 outside school small group social events by 

the end of the semester. 

 

Elective Goals 

Choose 1 goal from the list below (or create a new goal) and include it on the individual plan of action 

• Hold 1 on 1 meetings with each student in my group at or before midterm. 

• Hold 1 on 1 meetings with each student in my group at or before 2 weeks before the start of 

finals. 

• Send a weekly encouraging email to students in my group. 

• Have individual “coffee dates” with each of the students in my group before the end of the 

semester. 

Organize and plan a weekly study group session for the students in my group. 

Figure 3. Core and Elective Goals 

 

4.3.3 Affirming 

The third strategy is affirming, which involves a) establishing credibility and b) recognition and 

reinforcement. While peer leader training and development helps to affirm a peer leader’s sense of 

accomplishment within the circle of their peers, it is also critical to establish credibility in the eyes of 

the students they are leading. The most obvious and direct manner to establish credibility would occur 

during the first large group meeting of students. During this meeting, the director of the program would 

introduce the peer leaders to the first year students and would tell them that due to their core value of 

sense of accomplishment, they are unique and have been selected for the peer leader role. 

The second method is to recognize and reinforce behaviors indicative of the peer leader’s sense of 

accomplishment. While one method of recognition can occur at the conclusion of the program in the 

form of a dinner or banquet (Hall & Jaugietis, 2011), we recommend recognition to occur during the 



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16 

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learning cycle. Those who hold positions of authority in the program (i.e., the director, instructors) 

should look for specific examples of accomplishments based on the individual plans created by the peer 

leaders. For example, if students within a peer leader’s group have perfect attendance to classes, 

sessions, or meetings, this should be acknowledged to all participants in the program. Or, if a peer 

leader is going above and beyond to implement one of their goals, the director of the program could 

provide that student with a handwritten note. What is important is that this occurs frequently 

throughout the learning cycle as a way to reinforce ideal behaviors and goal achievement. 

4.4 Limitations 

While using students as subjects is often a limitation of a study, that is not the case in this study. These 

students are equals with the incoming students and have no position authority over the entering 

students. They represent true peer leaders. On the other hand, there are limitations to this study, and 

they need to be acknowledged. The data was collected at a single southwest university. Generalizing to 

other learning communities and to peer leaders in general is questionable. The use of only the Rokeach 

instrument needs to be expanded to include other values instruments with those results correlated with 

those of the Rokeach instrument. At the same time, these findings do shed light on the core values held 

by peer leaders and the significance peer leaders place on making a lasting contribution. 

4.5 Future research 

So what can we learn from these findings that could spur additional research? Those students who have 

a desire to make a lasting contribution will be more inclined to seek out opportunities to be peer leaders. 

This desire to leave a legacy is consistent with being future-oriented, or as Kouzes and Posner (1993, 

2012) label it being forward-looking. It seems that a logical next step in this research stream is to look 

at the relationship between the core value of a sense of accomplishment and future-orientation. It might 

also be worth an investigation to examine the relationship between a sense of accomplishment and 

visioning ability. It seems that those individuals who have a stronger need to make a lasting 

contribution would also score higher on the ability to vision. However, this is an empirical question for 

another day. 

Several directions for future research are noted. First, expending this research at other campuses that 

have learning communities with peer leaders is a logical next step. Since this learning community is 

part of a business school, it would be useful to survey peer leaders in other disciplines. Second, using 

other value instruments would help triangulate on the issue of core values. In the limitations section, we 

acknowledge the use of only one instrument in this study (Rokeach) and the need to include other value 

instruments. Several options exists. The most logical choice would be to utilize the Schwartz Value 

Survey (SVS) (Schwartz & Bilsky, 1987) since it is based on the Rokeach Value Survey. The SVS is 

now the most dominant approach to examine values in the social sciences (Tsirogianni & Sammut, 

2014). Another option would be to utilize the Musser and Orke (1992) typology. Also based on the 

Rokeach instrument, the typology attempts to put these values into a matrix and to classify people by 



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value type. A third option is to utilize the Portrait Value Questionnaire (PVS) developed by Schwartz 

(2002). The PVS is an improved version of the SVS because it a) measures values indirectly without 

the respondent knowing that they are having their values investigated, b) reduces the risk of multiple 

interpretations, and c) simplifies the measurement of values (Tsirogianni & Gaskell, 2011). While all of 

these options now add a rich research stream, we initially wanted to return to the seminal instrument to 

establish a baseline with the original Rokeach instrument. Third, examining the relationship between 

Psychological Capital (efficacy, hope, optimism, resiliency) and core values could shed some light on 

how to continue to develop authentic peer leaders (Luthans, Youssef, & Avolio, 2007). Fourth, one 

could look at how to get individuals, particularly students, to act on values. As mentioned in our 

opening statement with the inclusion of notable historical figures, individuals confront challenges 

facing the community. In the context of behavioral ethics, this would suggest three components: 1) 

awareness of values, 2) ability to analyze a situation and justify a position, and 3) taking action. The 

findings from this study, specifically as it relates to the value of a sense of accomplishment implies 

action. In contrast to traditional instructional methods for ethics that focus on only the first two items 

(awareness and analysis), the Giving Voice to Values curriculum focuses on all three components 

(Gentile, 2017). While there is research that examines the effect of this approach to behavior ethics in 

accounting and legal education (Christensen, Cote, & Kamm Latham, 2016; Holmes, 2015), a future 

research stream could examine how the Giving Voice to Values curriculum can be incorporated in peer 

leader development. 

 

5. Conclusion 

In conclusion, the value that distinguishes peer leaders is an end-value just as Burns had advocated. It 

is a value that makes these students sacrifice their time, their talent, and their treasure for the 

betterment of unknown students, the university, and potentially the world. They do transcend their 

self-interests for a greater good of making a difference and a sense of accomplishment. It speaks to 

what Csikszentmihalyi (2003) calls having a soul. He says living organisms are thought to have a soul 

if they can use part of their energy, not for their own growth and survival but to care for, invest in, or 

help transform others. He says one manifestation of soul in leaders is “doing something of benefit to 

others” (Csikszentmihalyi, 2003). Given these peer leaders are all business majors, there may be hope 

for the businesses of the future to also have soul through these authentic leaders. 

 

Acknowledgement 

The authors would like to thank the many peer leaders who shared their time and thoughts with us to 

make this paper possible. The authors also appreciate the helpful comments made by Claudette M. 

Peterson, on earlier drafts of this paper. A previous version of the manuscript was presented at the 

Gallup Leadership Summit. 



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	t-value
	Mean Difference
	Mean
	Behaviors
	-.46
	-.35
	5.16
	9.15
	Comfortable Life
	-.78
	-.50
	4.33
	9.00
	An Exciting Life
	4.81***
	3.02
	4.26
	12.52
	A Sense of Accomplishment
	-10.30***
	-5.26
	3.47
	4.24
	A World at Peace
	-10.78***
	-5.35
	3.37
	4.15
	A World of Beauty
	-5.33***
	-3.11
	3.96
	6.39
	Equality
	4.88***
	2.93
	4.08
	12.43
	Family Security
	.88
	.48
	3.71
	9.98
	Freedom
	7.96***
	3.98
	3.39
	13.48
	Happiness
	-1.06
	-.76
	4.86
	8.74
	Inner Harmony
	-1.94
	1.39
	4.85
	10.89
	Mature Love
	-10.03***
	-4.93
	3.34
	4.57
	National Security
	-1.44
	-.87
	4.08
	8.63
	Pleasure
	7.06***
	5.48
	5.26
	14.98
	Salvation
	1.93
	1.02
	3.59
	10.52
	Self-Respect
	-3.74**
	-2.48
	4.49
	7.02
	Social Recognition
	6.56***
	3.28
	3.39
	12.78
	True Friendship
	3.58**
	2.22
	4.20
	11.72
	Wisdom
	t-value
	Mean Difference
	Mean
	Behaviors
	1.92
	1.59
	5.61
	1109
	Ambitious
	-3.12**
	-2.52
	5.48
	6.98
	Broadminded
	1.59
	1.02
	4.36
	10.52
	Capable
	-.86
	-.63
	5.00
	8.87
	Cheerful
	-8.26***
	-4.78
	3.93
	4.72
	Clean
	-.30
	-.24
	5.36
	9.26
	Courageous
	-2.9**
	-1.89
	4.39
	7.61
	Forgiving
	1.56
	.96
	4.17
	10.46
	Helpful
	8.16***
	4.87
	4.05
	14.37
	Honest
	-2.02
	-1.54
	5.19
	7.96
	Imaginative
	.63
	.48
	5.12
	9.98
	Independent
	.76
	.57
	5.03
	10.07
	Intellectual
	-1.71
	-1. 24
	4.92
	8.26
	Logical
	5.78***
	3.80
	4.46
	13.30
	Loving
	-3.090**
	-2.24
	4.91
	7.26
	Obedient
	-1.16
	-.67
	3.94
	8.83
	Polite
	7.96***
	3.72
	3.17
	13.22
	Responsible
	1.61
	Peer Leaders
	Non-peer Leaders
	Peer Leaders
	Non-peer Leaders
	Peer Leaders
	Non-peer Leaders
	Peer Leaders
	Peer Leaders
	Peer Leaders
	Peer Leaders
	Peer Leaders

	-1.02
	4.29
	8.48
	Self-Controlled

