Abstract
The purpose of this study was to investigate the relationships between the behavior, motivation, and cognitive dimensions of self-leadership and self-regulated learning. This quantitative study used the Revised Self-Leadership Questionnaire measuring self-leadership, and the Learning and Study Strategies Inventory, Second Edition measuring self-regulated learning, to collect data. The sample was drawn from the undergraduate college student population of one small private university. The Pearson product moment correlation results indicated several weak-to-moderate relationships between self-leadership and self-regulated learning behavior, motivation, and cognitive strategy dimensions. This was a first attempt to compare the two self-regulation theories; the results indicate that SL and SRL are related. Future research should further investigate the relationships for possible cross application of the theories. Specifically, recommended research includes exploring SL as a method to teach SRL and SRL as an approach to promote professional and organizational learning.
Volume
5
Issue
1
First Page
59
Last Page
67
Rights
© Fort Hays State University
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
James, Angela M.
(2009)
"Self-Leadership and Self-Regulated Learning: An Investigation of Theoretical Relationships,"
Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012): Vol. 5:
No.
1, Article 8.
DOI: 10.58809/GRWI3842
Available at:
https://scholars.fhsu.edu/jbl/vol5/iss1/8
Comments
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