The Effect of Achievement Motivation, Self-Efficacy, and Self-Regulated Learning Strategies on Creative Leadership of College Students

Abstract

This study was conducted to confirm the relevance of achievement motivation, self-efficacy, and self-regulated learning strategies related to creative leadership of college students, and to identify factors affecting creative leadership. The research design was a descriptive correlation research study targeting students at M university located in Jeollanam-do. Frequency and percentage, t-test, Pearson’s correlation coefficient, and multiple regression analysis were performed. As a result of the study, as a result of examining the correlation between achievement motivation, self-efficacy, self-regulated learning strategy, and creative leadership, creative leadership showed achievement motivation (r=.69, p<.001), self-efficacy (r=.77, p<.001) and self-regulated learning strategies (r=.80, p<.001), and self-regulated learning strategies, achievement motivation (r=.69, p<.001) and self-efficacy (r=.73, p<.001), self-efficacy was found to have a statistically significant positive correlation with achievement motivation (r=.74, p<.001). Factors influencing creative leadership were self-regulated learning strategy (β=.47, p= <.001), selfefficacy (β=.41, p= <.001), achievement motivation (β=.13, p= .04), and the self-regulated learning strategy was the most influential factor.