From the workplace to the classroom: Examining the impact of self-leadership learning strategies on higher educational attainment and success. Issue 4 (4th July 2018)

• Record Type: Journal Article
• Authors: Napiersky, Uwe; Woods, Stephen A.
• Is Part Of: Innovations in education & teaching international. Volume 55:Issue 4(2018)
• Page Start: 441
• Page End: 449
• Publication Date: 2018-07-04
• Subjects: Self-leadership -- education attainment -- performance -- learning and development -- goal setting -- self-regulation -- optimism; Programmed instruction -- Periodicals; Educational technology -- Periodicals; Instructional systems -- Periodicals; Periodicals; 371.33
• DOI: 10.1080/14703297.2016.1263232
• Languages: English
• ISSNs: 1470-3297

Abstract

ABSTRACT: Self-leadership is a concept from the organisational and management literature broadly combining processes of self-goal setting, self-regulation and self-motivation. Research has typically focused on the impact of self-leadership on work performance outcomes, with little attention to potential benefits for learning and development. In this paper, we employ a longitudinal design to examine the association of a number of processes of self-leadership with higher educational attainment in a sample of business students ( N = 150). Self-reported use of strategies related to behavioural, cognitive and motivational aspects of self-leadership were measured in the first semester of the academic year, and correlated with end-of year grade point average. We found that in particular, self-goal setting, pro-active goal-related behaviour, behaviour regulation and direction, motivational awareness, and optimism were all significant predictors of educational attainment. We discuss implications for educational research and for teachers and tutors in practice.