PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2019, Vol. 15(2) 78-90

Self-leadership Strategies as the Predictor of Self-esteem and Life Satisfaction in University Students

Ersin Uzman & İlknur Maya

pp. 78 - 90   |  DOI: https://doi.org/10.29329/ijpe.2019.189.6   |  Manu. Number: MANU-1901-17-0003

Published online: April 06, 2019  |   Number of Views: 92  |  Number of Download: 192


Abstract

Self-leadership is human resource that can be developed. It is self-influence through behavioral and cognitive strategies and can influence both self-esteem and life satisfaction. The present study aims to determine whether and to what degree self-leadership strategies used by university students predict their self-esteem and life satisfaction. The study, using relational survey model and quantitative paradigm, was conducted with 360 university students. The findings indicated that there were positive and significant correlations between the use of self-leadership strategies (behavior-focused strategies and constructive thought strategies) and self-esteem and life satisfaction. Of the strategies, behavior-focused strategies were found to be the strongest predictor of university students’ self-esteem and life satisfaction.

Keywords: Self-leadership strategies • Self-esteem • Life satisfaction


How to Cite this Article?

APA 6th edition
Uzman, E. & Maya, I. (2019). Self-leadership Strategies as the Predictor of Self-esteem and Life Satisfaction in University Students . International Journal of Progressive Education, 15(2), 78-90. doi: 10.29329/ijpe.2019.189.6

Harvard
Uzman, E. and Maya, I. (2019). Self-leadership Strategies as the Predictor of Self-esteem and Life Satisfaction in University Students . International Journal of Progressive Education, 15(2), pp. 78-90.

Chicago 16th edition
Uzman, Ersin and Ilknur Maya (2019). "Self-leadership Strategies as the Predictor of Self-esteem and Life Satisfaction in University Students ". International Journal of Progressive Education 15 (2):78-90. doi:10.29329/ijpe.2019.189.6.

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