When learners lead themselves: A psychometric investigation of the Revised Self-Leadership Questionnaire in Thais

Abstract

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.