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When learners lead themselves: A psychometric investigation of the Revised Self‐Leadership Questionnaire in Thais
Author(s) -
Boonyarit Itsara
Publication year - 2021
Publication title -
psych journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.417
H-Index - 14
eISSN - 2046-0260
pISSN - 2046-0252
DOI - 10.1002/pchj.435
Subject(s) - psychology , nomological network , structural equation modeling , conscientiousness , social psychology , construct (python library) , construct validity , scale (ratio) , extraversion and introversion , personality , psychometrics , developmental psychology , big five personality traits , mathematics , statistics , physics , computer science , programming language , quantum mechanics
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.