Understanding the College Students’ Learning Absorption: Through a Self-Leadership Perspective

While self-leadership has been widely studied, its specific impact on college students’ learning absorption lacks attention. This study addresses this gap by investigating the influence of self-leadership on learning absorption, focusing on students’ self-perceived influence. We used a three-dimensional model of self-leadership to assess its effect on learning absorption. Data were collected from college students via questionnaires, and descriptive statistics, correlation analysis, and analysis of variance were used to process the data. Multiple regression analysis helped determine the relationship between self-leadership and learning absorption. Our findings show a significant correlation between self-leadership and learning absorption. Each dimension of self-leadership—behavior-focused strategy, natural reward strategy, and constructive thinking model strategy—positively impacted learning absorption. Notably, the constructive thinking model strategy had the strongest effect, followed by the natural reward strategy, with behavior-focused strategy showing the least impact. These results highlight the vital role of self-leadership in college students’ learning. Implementing behavior-focused strategies can help clarify learning goals, while natural reward strategies can boost motivation and satisfaction. Additionally, fostering constructive thinking can enhance overall learning experiences. Ultimately, students who embody self-leadership characteristics tend to have better learning absorption, providing a strong foundation for personal and academic success.