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Cultivating College Students' Self-Leadership: The Dual Role of Family and School
Psychology and Behavioral Sciences
Volume 9, Issue 2, April 2020, Pages: 17-23
Received: Apr. 7, 2020; Published: May 27, 2020
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Yang Wen, School of Management, Harbin Institute of Technology, Harbin, China
Liu Baowei, School of Management, Harbin Institute of Technology, Harbin, China
Zhang Li, School of Management, Harbin Institute of Technology, Harbin, China
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Intrinsic control and self-management are playing an increasingly indispensable role in personal development. In the meantime, as the core of inner influence, self-leadership tends to be more prominent in the procedure of self-management. And in the process of students' growth, home education and school education are two complementary and critical nurturing roles. The key point of this paper is whether the students’ self-leadership level could be effectively improved through the specific guidance of family and school. Therefore, on the basis of the existing theories, this paper firstly reviews the self-leadership theory in the past three decades, together with its research content. Then this paper analyses the components of self-leadership strategy as well as its shaping effect on behaviors and thought. It is generally accepted that the self-leadership strategy could be divided into three main dimensions which are behavior-focused, natural reward and constructive thought pattern strategies. Finally, this study explores the antecedent influence of parenting styles and leadership education on college students' self-leadership level from a novel perspective via the revised Chinese version of RSLQ and the revised Chinese version of EMBU. Through empirical research and detailed data analysis, this study successfully verifies the dual role of family and school in self-leadership cultivation.
Self-Leadership, Parenting Styles, Leadership Education, Intrinsic Control
To cite this article
Yang Wen, Liu Baowei, Zhang Li, Cultivating College Students' Self-Leadership: The Dual Role of Family and School, Psychology and Behavioral Sciences. Vol. 9, No. 2, 2020, pp. 17-23. doi: 10.11648/j.pbs.20200902.13
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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