Abstract
The purpose of this study was to investigate the relationships between the behavior, motivation, and cognitive dimensions of self-leadership and self-regulated learning. This quantitative study used the Revised Self-Leadership Questionnaire measuring self-leadership, and the Learning and Study Strategies Inventory, Second Edition measuring self-regulated learning, to collect data. The sample was drawn from the undergraduate college student population of one small private university. The Pearson product moment correlation results indicated several weak-to-moderate relationships between self-leadership and self-regulated learning behavior, motivation, and cognitive strategy dimensions. This was a first attempt to compare the two self-regulation theories; the results indicate that SL and SRL are related. Future research should further investigate the relationships for possible cross application of the theories. Specifically, recommended research includes exploring SL as a method to teach SRL and SRL as an approach to promote professional and organizational learning.
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