A comprehensive assessment of self-leadership among students in China's ethnic regions
Insights and Implications for Higher Education
Bibliographic Data
| ID | 4097441 |
|---|---|
| Authors | Conghuan Zhao (Beijing Sport University), Chunlian ZHAO (Beijing Sport University, corresponding author), Yuan Wang (0000-0003-1439-5288, Xinjiang Normal University) |
| Year | 2025 |
| Volume | 50 |
| Issue | 3 |
| Pages | 615-637 |
| Publication date | 2025-03-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2024.2349662 |
| OpenAlex | W4396625620 |
| Language | EN |
| Citations received | 3 |
| References cited | 48 |
In modern society, individuals are granted greater autonomy, amplifying the significance of self-leadership. The cultivation of self-leadership stands as a pivotal determinant in the holistic development of college students. Despite its importance, higher education’s role in fostering self-leadership has been comparatively overlooked, with empirical examinations using validated models in this domain remaining scarce. This research delves into the self-leadership attributes of students in Chinese ethnic region universities, utilizing the College Student Self-leadership Assessment (CSSA) and enriching the study with semi-structured interviews with students and educators. Drawing on responses from 2,578 participants across thirteen ethnic region universities in China, and insights gleaned from interviews, students’ self-leadership was evaluated across nine dimensions. The results illuminated that students generally exhibited commendable self-leadership attributes, particularly excelling in value selection and self-perception. Nevertheless, deficiencies were noted in their intrinsic learning motivation, goal management, and independent decision-making. Additionally, significant variances in self-leadership were detected across variables such as gender, grade and institutional tiers. These findings underscores the essential need for educational strategies that strengthen students’ self-leadership. Key recommendations involve adopting project-based learning that incorporates cultural engagement, and developing interdisciplinary curricula, which together enhance student autonomy and community involvement, thereby fostering a robust self-leadership foundation. This study provides key insights into pedagogical and assessment methods to develop self-leadership among students, filling a crucial gap in higher education research, especially in ethnic region universities, and underscores the need for specialized support for their developmental needs
China · Ethnic group · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Educational Methods and Teacher Development · Emotional Intelligence and Performance · Motivation and Self-Concept in Sports · Psychology
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| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |