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Author(s): Eduard Balashov & Ruslana Kalamazh

To cite this article: Balashov, E. & Kalamazh. (2022). Self-Leadership and Self-Monitoring as Psychological Factors of Professional and Career Development of Students, Education and Upbringing of Youth in New Realities: Perspectives and Challenges, Youth Voice Journal Vol. I, pp. 7-16. ISBN (ONLINE): 978-1-911634-57-7


The manuscript presented here reports the theoretical aspects of the concepts of self-leadership and self-monitoring, which is considered in learning activities through a prism of professional motivation and career development of students. An essence of self-leadership and self-monitoring in terms of career development and professional motivation has been theoretically studied. The role of the mentioned concepts as psychological factors in the process of professional motivation and career development of students of HEIs has been described. Self-leadership is viewed as the acquired ability of a person (leader) to purposefully improve themselves to achieve their own goals and direct their own efforts in this direction. We consider self-monitoring as the personal ability to understand and evaluate the external environment correctly for the appropriate designing of one’s own line of behavior. The results of empirical research with the use of the questionnaires “Self-Monitoring Scale” (M.Snyder) (for evaluation of self-monitoring level),“The Revised Self-Leadership Questionnaire” (J. Houghton & C. Neck) and authors’ methodology “Test of Self-Leadership Level” (for evaluation of the level of self-leadership), and correlation analysis with the use of ANOVA analysis of variance, Pearson correlation coefficient, Cronbach’s alpha coefficient for evaluation of the questions’ reliability and Ferguson’s delta for evaluating discrimination of the questions, have proved good indicators of the discrimination of the test in general, which certified that our test was sensitive to individual responses of the respondents. High indicators of the reliability of our test proved the appropriate effectiveness of our test. We determined strong direct correlation between the indicators of self-leadership and self-monitoring (r=0,725, р=0,01), an average correlation between self-leadership and self-control (r=0,671, р=0,01), which showed that the students with a high level of self-leadership skills have more developed self-monitoring indicators.

Keywords: self-leadership; self-monitoring; career development; professional motivation; students.

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