The Effects of Self-Leadership and Social Support on Self-Regulated Learning in ROTC Cadets

Abstract

The purpose of this study is to examine the relationship between ROTC cadets" self-leadership, social support, and self-regulated learning. First, the relationship between self-leadership and self-regulated learning was examined, and then the relationship between self-leadership and social support was analyzed. To achieve the purpose of this study, a total of 795 questionnaires were analyzed with ROTC cadets from across the country as a population. The research results are as follows. First, self-leadership showed a positive relationship with self-regulated learning. Second, social support had a positive effect on self-regulated learning. Third, the positive relationship between self-leadership and social support was noted. However, the natural reward strategy had no effect on friends support and family support, but showed an effect only on instructors support. Finally, social support showed a mediating effect between self-leadership and self-regulated learning. In the relationship between natural reward and self-regulated learning, only instructors support showed a mediating effect. The results of this study expanded the scope of research by revealing that self-leadership has a direct influence on ROTC cadets" self-regulated learning. In particular, the importance of the role of the instructors was proved by identifying the relationship between the social support of military instructors, self-leadership and self-regulated learning. Through this, the direction of leadership education for ROTC cadets and the plan to improve the learning ability of junior officers were presented.