From the workplace to the classroom: examining the impact of self-leadership learning strategies on higher educational attainment and success

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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.

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Original languageEnglish
Pages (from-to)441-449
JournalInnovations in Education and Teaching International
Volume55
Issue number4
Early online date30 Nov 2016
DOIs
Publication statusE-pub ahead of print - 30 Nov 2016

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 30/11/16, available online: http://www.tandfonline.com/10.1080/14703297.2016.1263232

    Keywords

  • self-leadership, education attainment, performance, learning and development, goal setting, self-regulation, optimism

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