Leadership education in a technology-enhanced learning environment

  • Our increasingly complex and dynamic environment demands comprehensive self-regulatory skills from university graduates. Self-regulation summarizes the ability to set goals, monitor progress, and adopt behavior purposefully. In an increasingly technology-enhanced learning environment, IS research has already explored approaches to promote self-regulation in students' learning activities. However, it is unclear whether this self-regulated learning (SRL) prepares students for leadership roles. To address this research gap, we gather survey data and apply multiple regression analysis to examine how SRL strategy usage is linked to self-leadership (SL) strategy usage. Our results suggest that behavioral SL strategies are related to the usage of SRL strategies, e.g., the SL strategy “self-rewarding” to the SRL strategy “repeating”. In contrast, SL strategies such as “mental imagery” are unrelated to SRL. Based on these findings, we suggest a target-oriented use of digital technologies toOur increasingly complex and dynamic environment demands comprehensive self-regulatory skills from university graduates. Self-regulation summarizes the ability to set goals, monitor progress, and adopt behavior purposefully. In an increasingly technology-enhanced learning environment, IS research has already explored approaches to promote self-regulation in students' learning activities. However, it is unclear whether this self-regulated learning (SRL) prepares students for leadership roles. To address this research gap, we gather survey data and apply multiple regression analysis to examine how SRL strategy usage is linked to self-leadership (SL) strategy usage. Our results suggest that behavioral SL strategies are related to the usage of SRL strategies, e.g., the SL strategy “self-rewarding” to the SRL strategy “repeating”. In contrast, SL strategies such as “mental imagery” are unrelated to SRL. Based on these findings, we suggest a target-oriented use of digital technologies to foster SL and reveal the need to promote SL strategies like “mental imagery” separately.show moreshow less

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Metadaten
Author:Vanessa Maria SteinherrORCiDGND, Christian VayGND
URN:urn:nbn:de:bvb:384-opus4-1051159
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/105115
URL:https://aisel.aisnet.org/ecis2023_rp/370/
Parent Title (English):Proceedings of ECIS 2023 - European Conference on Information Systems, Research Papers, Kristiansand, Norway, June 11-16, 2023: Research Papers
Publisher:AISeL
Place of publication:New York, NY
Editor:Margunn Aanestad, Stefan Klein, Monideepa Tarafdar, Shengnan Han, Sven Laumer, Isabel Ramos
Type:Conference Proceeding
Language:English
Year of first Publication:2023
Publishing Institution:Universität Augsburg
Release Date:2023/06/22
First Page:370
Institutes:Wirtschaftswissenschaftliche Fakultät
Wirtschaftswissenschaftliche Fakultät / Institut für Betriebswirtschaftslehre
Wirtschaftswissenschaftliche Fakultät / Institut für Betriebswirtschaftslehre / Lehrstuhl für Wirtschaftsinformatik und Management Support
Dewey Decimal Classification:3 Sozialwissenschaften / 33 Wirtschaft / 330 Wirtschaft
Licence (German):Deutsches Urheberrecht