Abstract
The study examined the role self-leadership plays in the leadership development of undergraduate students engaged in student and leadership organizations on a university campus. The author utilized the quantitative method of research to demonstrate that by promoting self-leadership and self-leadership strategies in the leadership development of students, positive personal, professional, and academic outcomes are produced. The study examined the theoretical frameworks and concepts of SuperLeadership, self-leadership, leadership, leadership development, self-leadership development, and leadership training and programs. The study utilized the Abbreviated Self-Leadership Questionnaire (ASLQ) developed by Houghton, Dawley, and DiLiello (2012) which is a self-leadership measurement and survey instrument. The ASLQ consists of a 9-item, three-factor questionnaire with a 5-point Likert-type scale, that has been found to be a valid and reliable global measurement of self-leadership. The study also sought to determine whether there was a difference in the self-leadership strategies between students who engage in student and leadership organizations on campus and those who do not. Findings provided unique insights relative to both the self-leadership and leadership development of undergraduate students. Additionally, because the ASLQ has been recently added to the self-leadership literature, there has been little empirical research applying the ASLQ measurement. This study aims to add to this unique body of literature. Recommendations for policy and research are identified.