When learners lead themselves: A psychometric investigation of the Revised Self‐Leadership Questionnaire in Thais

Abstract

Self-leadership is an ability to influence oneself, which is considered as an instrumental part of personal effectiveness. In the current study, the Revised Self-Leadership Questionnaire was translated into Thai, called the RSLQ-Thai Version, and its psychometric properties of construct validity were examined using structural equation modeling. Packages of questionnaires, including the RSLQ-Thai Version and its related variables, were administered to 350 undergraduate students in a university located in North Thailand. Data were analysed using structural equation modeling. Results provided support for the evidence of the construct validity of the RSLQ-Thai Version. Evidence for convergent validity, a second-order factor model of self-leadership, with respect to the two alternative models, reported better fit indices. This means that the scale is assessing self-leadership, which is consistent with its own theoretical construct. Moreover, dimensions of self-leadership were distinct from extraversion and conscientiousness, revealing evidence of discriminant validity. Evidence of nomological validity supported the theoretical network of the self-leadership construct. Self-leadership had a significant positive direct effect on academic self-efficacy and had positive indirect effects on satisfaction with life, flourishing, and academic performance through academic self-efficacy as the mediator. Implications for future research are discussed.

Effectiveness of online self-leadership training on leaders’ self-leadership skills and recovery experiences

“…H1a , concerning the positive effect of OSLT on leaders’ self-leadership skills across multiple facets, was confirmed for cognitive and natural reward self-leadership, though not for social self-leadership, which failed to show significant improvement over time. Previous studies have also identified natural reward self-leadership (Boonyarit, 2021) to be classified as an enhanced self-leadership skill. A selection of similar investigations has identified the promotion of social self-leadership skills with enhancements in empathy, positive influence, accountability and empowerment (Pihl-Thingvad, 2014).…”

“…Natural-reward self-leadership concerns positive perceptions and experiences associated with the tasks to be accomplished. The leader identifies specific rewards embedded within the work-related situation to generate a level of competency and fulfilment like when one finds a reward in engaging with tasks and activities that are highly enjoyable (Boonyarit, 2021).…”