The Effect of Three Good Things Technique on Self-Leadership to Nursing Students
DOI:
https://doi.org/10.33755/jkk.v8i2.331Keywords:
Self-leadership; student of nursing; three good things techniqueAbstract
Background: Every nursing student must develop self-leadership skills. It has been proven that nursing students who score high in self-leadership would have better performance and self-efficacy. The Three Good Things intervention is a potential strategy for enhancing self-leadership.
Aim: The aimed of the research was to identify the effect of the three nice things technique on nursing students' self-leadership.
Method: This research is a quantitative study using a Quasi-Experimental design with Two Group Pre and Post-test, involving 60 nursing students as respondents. Data collection with the RSLQ questionnaire (Revised Self-Leadership Questionnaire) and data analysis using Paired Sample ANCOVA and T-Test
Results: This study showed the picture of low self-leadership before intervention both in the control and intervention groups. Then after the intervention, the self-leadership was still low in the control group, while the intervention group showed a high self-leadership, then there was a significant difference in self-leadership between before and after the intervention in the intervention group with a p-value of 0.000 (p<0.05). There was no significant difference between the control before and after the intervention with a p-value of 0.335 (p>0.05). And the three good things intervention proved to have an effect on self-leadership in nursing students (p-value of 0.000).
Conclusion: This study showed an effect of providing three good things interventions on self-leadership in nursing students. This research is expected for the institution to conduct training or workshops on self-leadership in maintaining the consistency of student self-leadership in the institution.
References
Handayani NNW. Perbedaan Penyesuaian Akademik Pada Mahasiswa Dengan Status Diabaikan dan Status Rata-Rata. Universitas Brawijaya; 2018.
Yusuf S. Psikologi Perkembangan Anak dan Remaja. Bandung: PT Remaja Rosdakarya; 2011.
Neck CP, Manz CC. Thought Self-Leadership: The impact of mental strategies training on employees. Source J Organ Behav J Organ Behav [Internet]. 1996;17(17):445–67. Available from: http://www.jstor.org/stable/2488555%5Cnhttp://www.jstor.org/stable/2488555?seq=1&cid=pdf-reference#references_tab_contents%5Cnhttp://about.jstor.org/terms
Şahin F. The Interaction of Self-Leadership and Psychological Climate on Job Performance. African J Bus Manag. 2011;5(5):1787–94.
Locke EA, Latham GP. Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. Am Psychol. 2002;57(9):705–17.
Konradt U, Andreßen P, Ellwart T. Self-Leadership in Organizational Teams: A Multilevel Analysis of Moderators and Mediators. Eur J Work Organ Psychol. 2009;18(3):322–46.
Konradt U, Brombacher S, Garbers Y, Otte K-P. Enhancing Student’s Self-Leadership Through a Positive Psychology Intervention? A Randomized Controlled Trial Using an Idiographic Perspective. Int J Appl Posit Psychol. 2019;4(3):149–67.
Seligman ME, Csikszentmihalyi M. Positive psychology. An introduction. Am Psychol. 2000;55(1):5–14.
Sweetman D, Luthans F, Avey JB, Luthans BC. Relationship between positive psychological capital and creative performance. Can J Adm Sci. 2011;28(1):4–13.
Luthans F, Avey JB, Avolio BJ, Peterson SJ. The Development and Resulting Performance Impact of Positive Psychological Capital. Hum Resour Dev Q. 2010;21(1):41–67.
Andressen P, Konradt U, Neck CP. The Relation Between Self-Leadership and Transformational Leadership: Competing Models and the Moderating Role of Virtuality. J Leadersh Organ Stud. 2012;19(1):68–82.
Dolbier CL, Soderstrom M, Steinhardt MA. The relationships between self-leadership and enhanced psychological, health, and work outcomes. J Psychol Interdiscip Appl. 2001;135(5):469–85.
Maykrantz SA, Houghton JD. Self-Leadership and Stress Among College Students: Examining the Moderating Role of Coping Skills. J Am Coll Heal [Internet]. 2020;68(1):89–96. Available from: https://doi.org/10.1080/07448481.2018.1515759
Hoy WK, Tarter CJ, Woolfolk Hoy A. Academic optimism of schools: A force for student achievement. Am Educ Res J. 2006;43(3):425–46.
Gunarsa SD, Gunarsa YSD. Psikologi Perkembangan Anak dan Remaja. Gunarsa YSD, editor. Jakarta: Gunung Mulia; 2008.
Erikson EH. Identity Youth and Crisis. New York: William and Wilkins; 1968.
Etsuko M, Mayo EA, Aquino -Malabanan MG. Predictors of Student’s Search for Identity: Its Role and Effect on their Psychosocial Development. Asia Pacific J Educ Arts Sci [Internet]. 2015;2(3):110–9. Available from: http://research.lpubatangas.edu.ph/wp-content/uploads/2015/07/APJEAS-2015-2.3-17-Predictors-of-Student’s-Search-for-Identity.pdf
Houghton JD, Neck CP. The revised self-leadership questionnaire:Testing a hierarchical factor structure for self-leadership. J Manag Psychol. 2002;17(8):672–91.
Neck CP, Houghton JD. Two decades of self-leadership theory and research: Past developments, present trends, and future possibilities. J Manag Psychol. 2006;21(4):270–95.
Garger J, Jacques PH. A levels approach to student perceptions of leadership. Int J Educ Manag. 2008;22(3):251–8.
Unsworth KL, Mason CM. Help yourself: The mechanisms through which a self-leadership intervention influences strain. J Occup Health Psychol. 2012;17(2):235–45.
Carmeli A, Meitar R, Weisberg J. Self-leadership skills and innovative behavior at work. Int J Manpow. 2006;27(1):75–90.
Stewart GL, Courtright SH, Manz CC. Self-leadership: A multilevel review. J Manage. 2011;37(1):185–222.
Covey SR. Principle Centered Leadership. New York: Simon and Schuster; 2003.
Bosco FA, Aguinis H, Singh K, Field JG, Pierce CA. Correlational effect size benchmarks. J Appl Psychol. 2015;100(2):431–49.
Emmons RA, McCullough ME. Counting Blessings Versus Burdens: An Experimental Investigation of Gratitude and Subjective Well-Being in Daily Life. J Pers Soc Psychol. 2003;84(2):377–89.
