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dc.contributor Loeza, Porfirio en_US
dc.contributor Mills, Ed en_US
dc.contributor.advisor Gonzalez, Alexander en_US
dc.contributor.author Flores, Isabell Wong
dc.date.accessioned 2020-09-15T17:31:48Z
dc.date.available 2020-09-15T17:31:48Z
dc.date.issued 2020-09-15
dc.date.submitted 2020-04-23
dc.identifier.uri http://hdl.handle.net/10211.3/217472
dc.description Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2020. en_US
dc.description.abstract The study examined the role self-leadership plays in the leadership development of undergraduate students engaged in student and leadership organizations on a university campus. The author utilized the quantitative method of research to demonstrate that by promoting self-leadership and self-leadership strategies in the leadership development of students, positive personal, professional, and academic outcomes are produced. The study examined the theoretical frameworks and concepts of SuperLeadership, self-leadership, leadership, leadership development, self-leadership development, and leadership training and programs. The study utilized the Abbreviated Self-Leadership Questionnaire (ASLQ) developed by Houghton, Dawley, and DiLiello (2012) which is a self-leadership measurement and survey instrument. The ASLQ consists of a 9-item, three-factor questionnaire with a 5-point Likert-type scale, that has been found to be a valid and reliable global measurement of self-leadership. The study also sought to determine whether there was a difference in the self-leadership strategies between students who engage in student and leadership organizations on campus and those who do not. Findings provided unique insights relative to both the self-leadership and leadership development of undergraduate students. Additionally, because the ASLQ has been recently added to the self-leadership literature, there has been little empirical research applying the ASLQ measurement. This study aims to add to this unique body of literature. Recommendations for policy and research are identified. en_US
dc.description.sponsorship Graduate and Professional Studies in Education en_US
dc.language.iso en_US en_US
dc.subject SuperLeadership en_US
dc.subject Abbreviated Self-Leadership Questionnaire (ASLQ) en_US
dc.subject SuperLeadership development en_US
dc.subject Self-leadership en_US
dc.subject Leadership development en_US
dc.subject Undergraduate students en_US
dc.subject Self-leadership development en_US
dc.subject Leadership training en_US
dc.subject Leadership programs en_US
dc.subject Organizational leadership en_US
dc.subject Management en_US
dc.subject Human resource development en_US
dc.subject Higher education en_US
dc.subject Education en_US
dc.subject College en_US
dc.subject Student organizations en_US
dc.subject Student leadership organizations en_US
dc.subject Technology en_US
dc.subject Female leaders en_US
dc.subject Women leaders en_US
dc.subject Female student leaders en_US
dc.subject Educational leaders en_US
dc.subject Student leaders en_US
dc.subject Globalization en_US
dc.subject Employer-employee en_US
dc.subject Corporate executives en_US
dc.subject Schools en_US
dc.subject Organizational executives en_US
dc.subject Human resource personnel en_US
dc.subject Leadership staff en_US
dc.subject Student organizations and leadership en_US
dc.title Self-leadership and SuperLeadership: examining the leadership development of university undergraduate students using the Abbreviated Self-Leadership Questionnaire (ASLQ) en_US
dc.type Dissertation en_US


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