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From the Workplace to the Classroom: Examining the Impact of Self-leadership Learning Strategies on Higher Educational Attainment and Success

Napiersky, U and Woods, Stephen (2016) From the Workplace to the Classroom: Examining the Impact of Self-leadership Learning Strategies on Higher Educational Attainment and Success Innovations in Education and Teaching International.

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Abstract

Self-leadership is a concept from the organizational 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.

Item Type: Article
Subjects : Surrey Business School
Divisions : Faculty of Arts and Social Sciences > Surrey Business School
Authors :
NameEmailORCID
Napiersky, UUNSPECIFIEDUNSPECIFIED
Woods, Stephens.a.woods@surrey.ac.ukUNSPECIFIED
Date : 30 November 2016
Identification Number : 10.1080/14703297.2016.1263232
Copyright Disclaimer : This is an Accepted Manuscript of an article published by Taylor & Francis in Innovations in Education and Teaching International on 30 November 2016, available online: http://www.tandfonline.com/10.1080/14703297.2016.1263232
Uncontrolled Keywords : self-leadership; education attainment; performance; learning and development; goal setting; self-regulation; optimism
Depositing User : Symplectic Elements
Date Deposited : 14 Dec 2016 13:01
Last Modified : 18 Jul 2017 15:08
URI: http://epubs.surrey.ac.uk/id/eprint/813110

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