1. INTRODUCTION:

Many college students in the 21st century in Korea are admitted to universities without fully performing the developmental tasks that they must experience and complete during adolescence.

This indicates that there is limited educational and information provision on self-goals and self-management about what to learn and achieve in university.

Therefore, unlike the passive and dependable life by instruction and heteronomy which is familiar high school, in university it is required to switch to independent and active life as a responsible person¹ and these demands for changes in times can be seen from studies that classified core competencies of university students expected from the result of university education into Major knowledge, Logical thinking, Communication skills, Self-directed learning ability, leadership, Problem solving ability, Cooperative abilit²or analytical thinking ability, Problem solving ability, Communication skills, and ability to work as a team member.

Self-leadership refers to leadership that has an impact on self and is the process of self-leading and influencing oneself using behavioral strategies for effective behavior and cognitive strategies for effective thinking and attitudes and it is a process of increasing the efficiency of the individual, an internal inquiry process to advise on what he or she is trying to do, and to carry out what he or she wants to do in daily life³.

In order to promote self leadership which is lacking in nursing students, the study with first like to explore about self leadership.

Self-leadership was first proposed by Manz⁴ as an extension of self-management with the perception that goals could not be achieved with traditional leadership due to the rapid changes in organizational environment and in values of members of the 1980s, and it refers to the process by which an individual is able to influence his or her own thinking or behavior in the desired direction to successfully perform a task or job.

In addition, if leadership is considered as an exercise of influence, self-leadership is aimed at making each member become a leader in order to maximize the capacity of the members as a process of influencing themselves⁴.

Also, self-leadership is a characteristic of individuals, but there are differences in potential depending on individuals, and it can be developed and maintained in accordance with learning and education and it is obtainable through effective learning, noting that it is not only possible for people born with self leadership.

2. MATERIALS AND METHODS:

Q methodology is an approach that is being used throughout psychology and social sciences for human subjectivity research, and it is both a research method and an analysis method⁵.

This is a science of subjectivity that can be used in all areas of the self, including socialization, decision making, beliefs, personality, communication, images, and ideas.

Q method is a method that can objectively study the subjective behavior that has been believed to be impossible or impractical in the past, and it is used to identify subjective opinions or perceptual structure from the participants' point of view⁶.

It is a special statistical technique that can quantitatively analyze human subjectivity by applying correlation analysis and factor analysis.

The Q method can be used to intensively and deeply study individual internal differences, individual attitudes changes, and perceptual changes, and is used as an appropriate analysis method for internal structure analysis of individuals.

In order to measure the importance of subjectivity, the Q method is a model of the respondent's personal opinion through an operational step called Q classification.

The Q methodology is based on the assumption of individual differences. If an item (sample) receives a +5, it is assumed that it is more important than +1.

R and Q are not simply statistically reversed but more fundamental, and as Stevenson claims, objectivity and subjectivity are not fundamentally compatible and because Qis the differences between factors (this may be a factor that one person created), a large sample (people) is unnecessary (5).

2.1. Q card and Q distribution chart production:

The Q card was composed of 33 statements extracted from the sample to make it easy to read and easy to classify, and the compulsory classification method was used to classify the cards on a 9 point scale according to the level of consent of the subjects’ opinions.

The distribution of Q samples was prepared in accordance with the principle of Q methodology that distributes forcefully research subjects by classifying the - statements selected as Q sample based on 9-point scale in accordance with the importance of their opinion so that they would become close to normal distribution. As for Q sample classification, this study first read Q samples and sub-divided them into the following three parts: positive (+), neutral (0) and negative (-).

2.2. P Sample Selection:

The P sample refers to the people who are the subjects of the study and corresponds to those who categorize the Q statements.

The Q methodology addresses the importance within individuals, not differences between individuals, therefore there is no limit to the number of P samples and in Q methodology, it is appropriate that the number of P samples is similar to the number of Q samples in the selection of subjects by applying the principle of small sample where 40 ± 20 persons are common and the extracted subgroups are considered to represent a specific group⁵.

The subjects of this study were 25 nursing students.

2.3. Data Processing Analysis:

After the in-depth interviews with the 22 students sampled by the P sample, the following data were coded and entered into the computer.

he coding checks the number recorded in the Q-sorting distribution chart where it starts with the most non-agreement item at 1 point, then 2 points, 3 points, 4 points, 5 points, 6 points, 7 points, 8 points, and then the most agreement item 9 points into a nine point scale.

For data analysis, using PC Quanl program, standard score for each item and principle component factor analysis was conducted.

Only factor types with Eigen values greater than or equal to 1.0 were selected to increase the explanatory power of the ideal factor analysis and the total variance type, and correlation between types were calculated for analysis of characteristics between each type.

In Q methodology, scores of each type, standard score (Z-score) is analyzed referring to statement questions over ±1.000 and it was analyzed accordingly in the study.

2.4. Research Design:

The purposes of this study are to identify the types of subjectivity of those students in the department of nursing science as to death and examine the characteristics thereof by applying Q-methodology

3. RESULTS AND DISCUSSION:

The As a result of analysis, the self–leadership types of nursing students were classified into four types.

Self-leadership styles of all nursing students account for about 51.69% and for each type, there is 22.26% of Type 1, 11.54% of Type 2, 8.98% of Type 3, 8.90% of Type 4, with the highest explanatory power of type 1 which can be determined to represent self leadership types Table 1.

The correlation between types indicates the similarity of each type and the correlation of Type 1 and Type 2 was .371, Type 1 and Type 3 was .128, Type 1 and fourth types was .210, Type 2 and Type 3 was .097, Type 2 and Type 4 was .123, and Type 3 and Type 4 was .017 and it was found that correlation between Type 1 and Type 2 was the highest.

Table 1: Eigen value and Variances, Cumulative variance

	Type 1	Type 2	Type 3	Type 4
Eigen value	7.0123	2.0410	1.4266	1.0689
Variance	.2226	.1154	.0898	.0890
Cumulative variance	.2260	.3381	.4297	.5169

The analyzed study results are as follows.

First is the process of alternative parenting selection in dual income parents and is the response from parents according to use of childcare facilities by children.

Third is the role and meaning of childcare facilities to parents.

Self-leadership is defined as a process of exerting leverage to oneself with the purpose of uplifting self-direction and self-motivation required for a duty execution.

Moreover, self-leadership is an action taken to lead oneself and is considered a responsible action. It is a peculiar action when one takes responsibility and behaves in case autonomy and responsibility are given⁸.

In other words, self-leadership is not a leader-centered leadership but a follower-centered leadership, and one is self-motivated by leading oneself with autonomy free from heteronomy.

In self-leadership, as for behavior strategy focused on effective action, there are self-expectation, rehearsal, goal establishment, self-compensation and self-criticism.

As for cognitive strategy focused on effective thinking and attitude, there is a constructive thinking.

Self-expectation is a conviction of overcoming challenges, fulfilling successful performance and capability of oneself, while rehearsal is thinking deeply and practicing in advance before executing a duty.

The goal establishment means an action of giving instructions of execution to oneself after setting up a goal. Self-compensation refers to a material reward and an abstract intangible reward given to oneself.

Self-criticism is a conscientious self-disciplinary punishment analyzing the cause of failure when things went wrong.

A constructive thinking signifies a positive thinking pattern viewing difficult situation not as an obstacle but as an opportunity factor⁹.

In the preceding research, asserts that the act of self-leadership of subordinates has correlation with pride and participative organizational atmosphere.

The higher self-leadership action level, the higher job satisfaction and organizational commitment were shown.

The researcher judges that self-leadership is effective in executing duties of creativity exhibition of research manpower and insists that a proper condition must be formed in order for research development manpower to devote themselves to research with autonomous and active attitude.

As for studies of self-leadership oriented to business organization, they dealt with the influence of self-leadership on organizational commitment, job satisfaction, job performance and organizational citizenship behavior¹⁰ and most of subjects of research were office workers.

As for studies of self-leadership oriented to university students, there was a study regarding the effects of self-leadership education on the increase of self-leadership and self-esteem of students, a study regarding learner variables influencing development of self-leadership of university students, a study regarding correlation between self-leadership and character variable of university students and a study regarding correlation among self-leadership, recognized stress, coping method and health variables¹¹. As for the study of leadership in nursing science, people are recently paying attention to the field and it is in the stage of beginning of the study.

There was a studies confirming correlations among self-leadership, job satisfaction, nursing performance, personal achievement, individual learning, nursing information capacity, organizational commitment and nursing service performance level.

These studies show that there is a correlation between self-leadership and each variable.

As for relationship between self-leadership and stress-coping measures, the survey results show that the higher self-leadership, the more stress-coping measures are used, and the correlation level with active measures is higher than with passive measures. In particular, among active measures, the correlation level with problem-centered measures is higher. This is similar to the case of which positive correlation appeared in the approach coping among self-leadership and psychological factors and is different from the case of which negative correlation appeared in withdrawal coping, in the study oriented to university students.

The point that self-leadership showed low level of correlation with passive measures in this study coincides with the research results of the sense that people do not use only one coping behavior between problem-centered coping behavior and emotion-centered coping behavior when taking coping behaviors, but they simultaneously use two types of behaviors.

Also, coping behaviors of various types are more effective than that of the sole type for reducing stress. Moreover, as the research result regarding more frequent use of wishful thinking coping in nursing students, in this study, wishful thinking coping also showed the highest score of the average of 2.87, and it is estimated that there is a positive correlation with the general passive coping Table 2.

In addition, this study referred to the opinions of both sides and the sociodemographic background, which were the contents of the observation and interview during Q classification when interpreting the characteristics of each type. The types of the subjects as to proper death, which were derived through the aforementioned type analysis method, are as follows. This study described the characteristics for each type based on those questions having Z-score of +- 1.00 or more out of the positive or negative statements selected by the subjects. Also, this study excerpted and analyzed the questions having a huge difference in score compared to the other types in the individual statement questions. Lastly, this study interpreted those people with factor weight of 1.00 or more in each type, who could represent each corresponding type, in order to identify the characteristics of subjects for each type more specifically.

Table 2: Statements

Statements

Variance1. I think I can accomplish the given duty to me without problem.

2. I am convinced that I will be able to achieve good results.

3. I am sure I can overcome any obstacle when I carry out works.

4. I practice in advance when I am assigned with an important work.

5. I mentally practice while imagining the situation before fulfilling an important activity.

6. I practice before hand how to cope with problems even before I face problems occurring during the duty execution.

7. I work to achieve specific goals established by me.

8. I have some personal objectives of my own.

9. I enjoy setting goals of my duty performance.

10. I feel good about myself when I perform works well.

11. I do some activities I usually enjoy when I successfully perform an assigned work.

12. When I perform my duty with success, as a reward, I let myself have something favorite.

13. I am often self-critical about my failure.

14. I tend to be strict to myself when I do not perform my duty well.

15. I scold at myself when I carried out my duty in a clumsy and poor way.

16. I consider problems occurring during duty execution process not as an obstacle but as an opportunity.

17. I regard a failure as an opportunity of learning for a better performance.

18. When I face some difficult task, I first think of how to solve the problem rather than think of the reason of difficulty of solving it.

4. CONCLUSION:

As shown in this study, Q-methodology is determined to be necessary for the study of self-leadership of nursing students that is because existing quantitative research understands learners and site schools according to objective attributes causing many errors and problems.

The significance of the study was to investigate the self–leadership types of nursing students by using the Q methodology to characterize and analyze characteristics by type.

The implication is in that the 4 types of self–leadership classified in nursing students can be used as basic data to provide counseling and education for nursing students.

5. ACKNOWLEDGMENT:

The This Work was supported by the research grant of Pai Chai University in 2016.

6. REFERENCES:

1. Min S, Yu G W, Kim H S, The effect of self leadership training program on hope and happiness of nursing students Publications of Korea efficiency Academy Fall Conference, 2010, pp. 381-397.Nigam K, Ghani R, Analyzing the Effectiveness and Applicability of Co-Training. Ninth International Conference on Information and Knowledge Management, 2000, pp.86–93.

2. LeeB S, Choi J Y, Analyzing Influences on the Perceived Development of Core Competencies of College Students, A Multilevel Approach, Journal of Korean Education, 2008, 35 (2), pp.35-42.

3. Manz C C, The art of self-leadership strategies for personal effectiveness in your life and work Prentice-Hall, Englewood Cloffs, 1983.

4. Manz C C, Self-Leadership: toward an expanded theory of self-influence processes in organization, Academy of Management Review, 1986, 1(11), pp.585-600.

5. Kim H G, Q methodology: philosophy, theories, analysis, and application, Seoul: Communication Books, 2008.

6. McKeownB, Thomas D, Q Methodology, Newbury Park, CA, 2008.

7. Lee J Y, A study of the subjectivity on learning motivation in web-based instruction - in terms of Q methodology, Han-yang University Graduate School, Master Thesis, 2001.

8. Cho K H, Influence of self leadership about job satisfaction and outcome of nursing practice, unpublished master’s thesis, Korea University, 2003.

9. Diliello T C, Houghton J D, Maximizing organizational capacity for the future, Journal of manage psychology, 2006, 21 (4), pp. 319-337.

10. Christyn L D, Mike S, Mary A S, The relationships between self-leadership and enhanced psychological, health, and work outcomes, The Journal of Psychology, 2001, 135 (5), pp. 469-485.

11. Lee J A, Choi W Y, Comparison between college students with and without disabilities in academic self-efficacy, social supports, and career aspiration, Disability & Employment, 2010, 20 (2), pp.55-76.

Received on 21.06.2017 Modified on 21.07.2017

Research J. Pharm. and Tech. 2017; 10(7): 2350-2354.

DOI: 10.5958/0974-360X.2017.00416.4

Self-Leadership Types of Nursing Students

Table 1: Eigen value and Variances, Cumulative variance

Table 2: Statements