Learning to Self‐lead: Examining Self‐leadership Strategies, Personality Traits and Learning Attainment

Stephen A. Woods, Uwe Napiersky, Wladislaw Rivkin

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined self-leadership, an integrative concept in organizational behaviour and psychology that represents a person’s ability to manage themselves and improve their own performance through a combination of behavioural, cognitive and motivational strategies, in the context of learning and development outcomes. Change in three aspects of self-leadership (termed the Doing-self, Thinking-self, and Energizing-self) following a short development intervention was examined in a sample of management school students in a pre- and post-intervention design. The study also expanded upon the role of personality traits in moderating self-leadership change. The data additionally provide evidence of the association of self-leadership with learning attainment. The findings of this study underline the potential benefits of self-leadership learning and development. Implications for theory, and practice in organizations are discussed.
Original languageEnglish
JournalApplied Psychology
Early online date27 Jul 2022
DOIs
Publication statusE-pub ahead of print - 27 Jul 2022

Bibliographical note

© 2022 The Authors. Applied Psychology published by John Wiley & Sons Ltd on behalf of International Association of Applied Psychology.

This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Keywords

  • learning and development
  • learning outcomes
  • personality traits
  • positive psychological resources
  • self-leadership

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