The purpose of this study was to investigate the relationships between the behavior, motivation, and cognitive dimensions of self-leadership and self-regulated learning. The relationships between the two theories could further the understanding and measurement of both theories. This was a quantitative study using correlation to analyze data. Self-report surveys, the Revised Self-Leadership Questionnaire measuring self-leadership, and the Learning and Study Strategies Inventory, Second Edition measuring self-regulated learning, were used to collect data. The population was undergraduate college students, the sample drawn from one small private university in the Southwestern United States. The Pearson product moment correlation results indicated several weak-to-moderate relationships between self-leadership and self-regulated learning behavior, motivation, and cognitive dimensions. The findings support the reciprocal nature of self-regulation. This was a first attempt to compare the two self-regulation theories. Future research should further investigate the relationship for possible cross application of the theories.
|Subjects||Management; Personality psychology; Higher education|
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