Paper Number

1350

Paper Type

CRP

Abstract

Self-leadership (SL) is a crucial soft skill for higher education graduates in the current work environment. The dynamic, crisis-ridden and digitalized character of this environment demands self-direction and self-motivation. SL includes strategies that support the creation and maintenance of these abilities (e.g., self-observation). However, the development of SL paradoxically requires SL from the individual or an external impulse. Digital SL training in academic teaching can provide corresponding impulses. This study presents a behaviour change support system (BCSS) targeting the promotion of SL. This BCSS is integrated into a digital hard skill course in a learning management system. With the paradox of needing SL to improve SL in mind, this study aims to investigate whether users' individual SL status influences the behavioural intention (BI) to use an integrated BCSS on SL. The findings indicate that users’ self-goal setting and self-rewarding abilities influence the BI to use the presented BCSS.

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Jun 14th, 12:00 AM

HOW TO GET THE BALL ROLLING: THE INFLUENCE OF SELF-LEADERSHIP ON STUDENTS’ INTENTION TO USE AN INTEGRATED SELF-LEADERSHIP BEHAVIOUR CHANGE SUPPORT SYSTEM

Self-leadership (SL) is a crucial soft skill for higher education graduates in the current work environment. The dynamic, crisis-ridden and digitalized character of this environment demands self-direction and self-motivation. SL includes strategies that support the creation and maintenance of these abilities (e.g., self-observation). However, the development of SL paradoxically requires SL from the individual or an external impulse. Digital SL training in academic teaching can provide corresponding impulses. This study presents a behaviour change support system (BCSS) targeting the promotion of SL. This BCSS is integrated into a digital hard skill course in a learning management system. With the paradox of needing SL to improve SL in mind, this study aims to investigate whether users' individual SL status influences the behavioural intention (BI) to use an integrated BCSS on SL. The findings indicate that users’ self-goal setting and self-rewarding abilities influence the BI to use the presented BCSS.

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