Developing Joyful Learning Pedagogy to Cultivate Students’ Leadership Skills

Developing Joyful Learning Pedagogy to Cultivate Students’ Leadership Skills | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Developing Joyful Learning Pedagogy to Cultivate Students’ Leadership Skills Samuel Adeyinka-Ojo, Ngu Ik Ying, Marcelo Schellini, Dhanashree Giri Amatya, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6652888/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The purpose of this study is to highlight the importance of joyful learning pedagogy in fostering leadership skills in teaching and learning environment. Over the last years, joyful learning has increasingly attracted scholarly attention from academic researchers and educators. However, case studies and investigations on joyful learning applied to tertiary educational contexts are rather more limited and scarcer than the aforementioned educational settings. This fact highlights a potential research gap that the present study aims to address. The underpinning theory for this study is the experiential learning theory (ELT). ELT is a holistic model of the learning process that focuses attention on the unique role of experience in learning and development. This study adopts a quantitative research design. A cross-sectional survey was employed, as it allows for the collection of data at a single point in time, making it suitable for assessing the perspectives of students regarding joyful learning experiences and their leadership development. The findings from this study reveal insightful patterns regarding the role of joyful learning pedagogy in enhancing leadership skills among students at the higher institutions of learning. Through descriptive statistics, correlation analysis, and regression analysis, we observe several key points regarding students' experiences and their relationship with leadership skill development. This study contributes to the growing body of literature on leadership education by highlighting the importance of joyful learning as a foundational element in leadership skill development. The results demonstrate that students who experience joy, engagement, and positive behavioral influences in their learning environment are more likely to develop leadership skills. The practical implications are valuable for institutions of higher learning in terms of enhancing its pedagogical strategies, creating an educational environment that not only fosters leadership skills but also supports students’ overall motivation and well-being. Recommendations for future studies suggest longitudinal research would be valuable in assessing the long-term effects of joyful learning on leadership development and career outcomes. Comparative analyses between joyful learning pedagogy and traditional methods could help identify the most effective practices for fostering leadership skills. Business and commerce/Business and management Social science/Business and management Social science/Sociology Joyful learning leadership skills experiential learning theory Introduction The concept of joyful learning proposes unique learning experiences where teachers and learners engage in interactive and enjoyable activities (Kasner, 2023; Hassan, 2016), and forms a positive environment that can significantly enhance students’ learning motivation (Sigit, et al., 2022). Joy is often associated with healthiness, relationship and well-being (Trampe et al., 2015; Balogh et al., 2013). However, the limited studies on joyful learning has caused researchers to look beyond the lens of emotions when they study joy more than just emotion (Schnitker et al., 2020). While joyful learning appears repeatedly in the non-academic literature, including social media posts, there is a limited academic reference to how joyful learning is relative to university students’ leadership. This article intends to explore and understand the fundamental attributes of learning with joy and the impact of joyful learning has on the students’ leadership building during their undergraduate and postgraduate studies. By exploring and understanding these gaps, academics are able to align joy and leadership with the teaching and learning experiences. In studying the attributes of leadership, it is important to understand emotional maturity that includes joy (McGregor, 2001). Recent research on the growing significance of employee emotional engagement within the leadership context (Perlo & Freeley, 2018) and the importance of emotional intelligence in developing leadership with joy (Meneses, 2018) have made the continual attempts to define leadership meaningful. In addition, the lack of leadership skills among generation Z has prohibited graduates from finding jobs and excelling in the workplace and thus it is essential for them to learn these skills at university. This study integrates joy and leadership in the learning journey and explores its relations with other constructs such as student’s behaviour and teachers’ feedback. This study is focused on one main research question: How does joyful learning pedagogy foster leadership skills among university students? Therefore, this study aims to contribute to the enhancement of leadership skills through joyful learning, leveraging students' insights to refine educational approaches and methodologies. Theoretical Framework The underpinning theory for “Developing learning pedagogy to cultivate students’ leadership skills” is experiential learning theory (ELT). David (1984) developed the experiential learning theory as a holistic model of the learning process that focuses attention on the unique role of experience in learning and development. The ELT is rooted in the firm belief that learning is a process where knowledge is created based on transformation experience. According to Kolb (1984), ELT is made up of four phases in a cyclical model. However, this is modified in Table 1. [a] Concrete experience: involves participating in specific activities or experiences. This stage emphasizes active engagement and immersion; [b] Reflective observation: learners reflect on their experiences, identifying patterns or insights to deepen their understanding; [c] abstract conceptualization: learners create theories or frameworks based on their reflections to make sense of their experiences; [d] active experimentation: learners apply their newly formed concepts in real-world situations, testing their validity and gaining further experiences. This theory is more relevant to the joyful learning practice because ELT prioritizes hands-on and immersive learning, such as leadership learning and development skills, where learners need to integrate theory with practice. Notably as presented in the Kolb model, four different learning styles have been identified. These include diverging, assimilating, converging, and accommodating (DACA). This is based on a combination of the learner’s preferences in the experiential learning cycle. Kolb (1984) suggests that DACA will help instructional leaders to develop learning experiences that addresses diverse student learning needs. Literature Review Finding methods and refining approaches to improve teaching and learning in educational environments is an evergreen concern for educationists and active teachers. Throughout time, specific discussions have focused on providing a stimulating atmosphere to overcome the obstacles that stand in the way of effective teaching methods. Classroom attitudinal approaches and activities are set up to minimize stress, anxiety, and other emotional adverse factors that impair learners’ performance and impoverish their educational experiences and engagement (Waterworth, 2020). Some of these innovative approaches have placed significant value on creating an enjoyable educational environment (Hasan, 2016). As an example, joyful learning is an approach that refers to pleasant educational experiences where teachers and learners engage in activities and enjoyable episodes aiming for long-lasting learning outcomes (Kasner, 2023; Bakri et al., 2020; Waterworth, 2020; Jandal, 2012). Etymologically, the word "joy" originates from the Latin gaudia, the plural of gaudium, and was incorporated into English through Old French and Middle English as joie (Potkay, 2010). The word "joy" refers to the state of happiness and pleasure, but more than a fleeting emotion, joy also encompasses inner satisfaction, comfort, and well-being (Balogh et al., 2013). In educational environments, joy is mainly related to learners’ satisfaction with learning and cognitive growth; therefore, it involves meaningful satisfaction and well-being in their learning process when they find themselves in a safe and secure educational environment where they are encouraged to take the initiative and mistakes are accepted as a necessary part of learning process (Nathan, 2020; Heywood, 2005). Joyful learning enhances learners' personalities, emotions, and senses, fostering positive and lasting educational outcomes (Waterworth, 2020). Heywood (2005, p.35) suggests that an effective education process entails the interconnectedness between emotion and cognitive processes, asserting that the emotional environment inside classrooms significantly impacts student’s learning outcomes. Accordingly, joy is an essential educational component as cognition and affect inform each other, suggesting that emotional experiences shape how the brain learns and acquires knowledge (Willis, 2007; Heywood, 2005). Over the last years, joyful learning has increasingly attracted scholarly attention from academic researchers and educators (He et al., 2017). Joyful learning pedagogy can be applied effectively in children's school or adult learning contexts (Waterworth, 2020). However, most published studies focus on joyful learning pedagogy practices in kindergarten, primary and secondary educational settings (Farley, 2023; Hansel, 2018; Anggoro et al., 2017). On the other hand, case studies and investigations on joyful learning applied to tertiary educational contexts are rather more limited and scarcer than the aforementioned educational settings. This fact highlights a potential research gap that the present study aims to address. The teacher’s decision to establish a more inclusive and democratic classroom setting can significantly encourage students to express their thoughts openly and without hesitation (Boyd and Edmiston, 2021). In contrast, when a teacher demonstrates authoritarian tendencies, students may hesitate to respond thoughtfully or share their personal views (Willis, 2007). Thus, creating an inclusive and empowering classroom environment is a valuable strategy for cultivating leadership skills in students. Given the increasing demand for leadership skills among undergraduate and postgraduate students; the study is aimed at developing joyful learning pedagogy to cultivate students’ leadership skills. (Mourao, 2018) acknowledging importance of leadership in professional setting mentions that leadership has a direct correlation to the performance of an organisation, process of change, well-being of co-workers, commitment and job satisfaction. Highlighting the issue that most multinational companies face is of “developing and maintaining a properly qualified workforce” is still a challenge, the study concludes that professional development is directly connected to leadership style. Abdul Qawi Noori (2021) argues that universities still fall behind when it comes to developing leadership skills in its students. But, the study showed that students at the university have a positive perception about leadership course. (Uaikhanova, Zeinulina, Pshembayev, & Anesova , 2022) has tested similar pedagogy that allows development of leadership skills in an integrated manner through higher education. Selznick (2011), in his work quotes that leadership is extensively used in professional environment, especially in business, military operations, politics and education. And according to the place of work, goals and work culture of a professional setup, the leadership style may flex depending upon the nature of work (Atkočiūnienė et al., 2018; Tannenbaum & Schmidt, 2017; Gipson et al., 2017; Appelbaum et al., 2015; Renko et al., 2015; Senge, 2017; Priest & Gass, 2018; Marques, 2015; Noori, 2021). One of the main goals for the Universities is to provide a curriculum that enhances student’s achievement (Association of American Colleges & Universities, 2007) focusing majorly on social, moral, physical, intellectual and spiritual development (Chan, 2016), which greatly influences their thinking and decision-making abilities (Altan et al., 2019). According to Bowman (2010), students are also influenced by the curriculum they opt for in the universities, educational environment of the system they are in, curricular and co-curricular activities. Thus, making it even more important that the curriculum provided to a student is “meaning- making” (Esterhazy & Damşa, 2019). As King (1997, p.87) correctly highlights that the most challenging tasks in higher education is that of preparing the students to become the leader with integrity and character. Provided higher education’s role in developing leadership capacity in the younger generation, there is a greater focus on curriculum that caters to leadership courses (Astin, 1993; Astin & Astin, 2000; Morse, 1989,2004). Most of the universities today have already introduced curriculum that focuses on leadership development and have found the courses to be useful for all round development of the students. For example, Noori (2021), showed student’s experiences of their leadership development through a curriculum designed to cater leadership in professional environment. Li et al., 2018; Van et al., 2018; Kang & Keinonen, 2018; Han et al., 2017; Mushtaq & Khan, 2012; Hernandez, 2019; Trevino & DeFreitas, 2014; Alsubaie et al., 2019; Dennis et al., 2005; Rose, 2020 have conducted studies in the past that have highlighted the importance of university curriculum in developing student’s achievements. Moreira et al. (2020) added that deeper approaches to learning have higher impact than those adapting to surface learning. Koshkin et al. (2018) stated that students who are provided with appropriate resources and opportunities at university level, develop better than if those who did not have that kind of learning environment. However, it is important that these curriculums are also enjoyable and involves methods that are engaging and interesting to students. Joyful learning focuses on process rather than products. It includes engaging, inclusive, playful and purposeful learning experience in a loving and supportive environment to make learners enjoy and get happiness in the learning process. Research Methodology 1. Research Design This study adopts a quantitative research design to investigate the relationship between joyful learning pedagogy and students’ leadership skill development. A cross-sectional survey was employed, as it allows for the collection of data at a single point in time, making it suitable for assessing the perspectives of students regarding joyful learning experiences and their leadership development (Creswell, 2014). The focus on quantitative methods ensures objectivity and enables statistical analysis to identify trends and relationships within the data (Bryman, 2016). 2. Population The target population for this study consists of undergraduate and postgraduate students aged 18 and above at Curtin University Malaysia. 3. Data Collection Data were collected through an online questionnaire designed to capture students’ perspectives on leadership skills, behavioral influence, feedback reinforcement, and joyful learning experiences. The questionnaire comprised Likert-scale items grouped under the four constructs. This method was chosen for its efficiency and ability to reach participants remotely (Evans & Mathur, 2018). 4. Measures The questionnaire items were designed based on existing validated scales, modified to fit the context of joyful learning. Each construct was measured using multiple items to ensure reliability and validity. The constructs were as follows: Leadership Skills Development: Assessed through self-reported measures of leadership ability and growth. Behavioral Influence: Focused on the impact of peer and instructor behavior on the learning process. Feedback Reinforcement: Evaluated the role of timely and constructive feedback in enhancing learning outcomes. Joyful Learning Experience: Captured students’ perceptions of how enjoyable and engaging their learning experiences were. 5. Data Analysis The data were analyzed using SPSS software. Descriptive statistics were used to summarize the mean, standard deviation, minimum, and maximum scores for each construct. Pearson correlation analysis was conducted to examine the relationships between the constructs. Regression analysis was performed to identify the predictors of leadership skill development, while Cronbach’s alpha was calculated to assess the reliability of the scales. Statistical significance was determined at the 0.05 level (Field, 2018). 6. Ethical Considerations The study adhered to ethical research principles. Participants were informed about the purpose of the research and provided informed consent prior to participation. Confidentiality and anonymity were maintained throughout the study. Ethical approval was obtained from Curtin University Malaysia's ethics committee, ensuring compliance with institutional and international guidelines (Flick, 2018). Data Analysis 4.1 Descriptive Statistics This table presents descriptive statistics for the average scores across four constructs: Leadership Skills, Behavioral Influence, Feedback Reinforcement, and Joyful Learning Experience. The statistics provided are based on 40 participants and include the minimum, maximum, mean, and standard deviation for each construct. These values help us understand the general trends, variability, and range of responses for each construct. Table 2. Descriptive Statistics N Minimum Maximum Mean Std. Deviation Average Score for Leadership skill 40 3.33 7.00 5.4750 1.01593 Average Score for Behevioral Influence 40 3.86 7.00 5.5286 .82555 Average Score for Feedback Reinforcement 40 2.80 7.00 5.5400 1.03696 Average Score for Joyful Learning Experience 40 3.33 6.83 5.6000 .91971 The descriptive statistics provide an overview of participants' perceptions across the four constructs of Leadership Skills, Behavioral Influence, Feedback Reinforcement, and Joyful Learning Experience, based on a sample of 40 responses. The mean scores for each construct are all above 5 on a 7-point scale, indicating generally positive perceptions. Joyful Learning Experience received the highest mean score (5.60), suggesting participants found the experience enjoyable overall. In comparison, Leadership Skills had a mean of 5.48, Behavioral Influence a mean of 5.53, and Feedback Reinforcement a mean of 5.54. The range of scores (minimum to maximum) indicates variability in participants' experiences: Leadership Skills scores ranged from 3.33 to 7.00, Behavioral Influence from 3.86 to 7.00, Feedback Reinforcement from 2.80 to 7.00, and Joyful Learning Experience from 3.33 to 6.83. Standard deviations show that Behavioral Influence had the most consistent responses (SD = 0.83), while Feedback Reinforcement had the highest variability (SD = 1.04), indicating more diverse views in this area. Overall, these results suggest favorable experiences across all constructs, with slight differences in consistency and range of perceptions. 4.2 Correlations The table below shows Pearson correlation coefficients that quantify the relationships between four constructs: leadership skills, behavioral influence, feedback reinforcement, and joyful learning experience. The coefficients indicate the strength and direction of the linear relationships between each pair of constructs, while the significance levels (p-values) reveal the statistical reliability of these correlations. Table 3. Correlations Variables Average Score for Leadership skill Average Score for Behavioural Influence Average Score for Feedback Reinforcement Average Score for Joyful Learning Experience Average Score for Leadership skill 1 Average Score for Behavioural Influence .788 ** 1 Average Score for Feedback Reinforcement .864 ** .789 ** 1 Average Score for Joyful Learning Experience .889 ** .640 ** .852 ** 1 The correlation analysis shows significant positive relationships among all four constructs: Leadership Skills, Behavioral Influence, Feedback Reinforcement, and Joyful Learning Experience, each correlation being statistically significant at the 0.01 level. Leadership Skills is highly correlated with Behavioural Influence (r = 0.788), Feedback Reinforcement (r = 0.864), and Joyful Learning Experience (r = 0.889), indicating that participants who perceive strong leadership development also tend to view other aspects of the learning experience favorably. Behavioral Influence has a strong correlation with Feedback Reinforcement (r = 0.789) and a moderate correlation with Joyful Learning Experience (r = 0.640), suggesting that positive perceptions of behavioral influence are associated with more positive feedback experiences and a generally enjoyable learning environment. Additionally, Feedback Reinforcement is strongly correlated with Joyful Learning Experience (r = 0.852), implying that effective feedback contributes to an enjoyable learning experience. The strongest relationship observed is between Leadership Skills and Joyful Learning Experience (r = 0.889), suggesting that as participants develop leadership skills, their enjoyment of the learning process increases significantly. Overall, these high correlations reflect that the constructs are interrelated and mutually reinforcing, with improvements in one area likely contributing to positive perceptions in others. This interconnectedness provides a solid foundation for interpreting these constructs as integral components of a positive learning environment. 4.3 Regression Model 4.3.1 Model Summary The Model Summary table provides an overview of the strength and fit of the regression model. It includes the R, R Square, Adjusted R Square, and the Standard Error of the Estimate, which together indicate how well the independent variables predict the dependent variable. Table 4. Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .935 a .874 .863 .37568 4.3.2 ANOVA The ANOVA table presents the analysis of variance results, which test the overall significance of the regression model. The F-value and its associated significance level (p-value) show whether the model as a whole is statistically significant. Table 5. ANOVA b Model Sum of Squares df Mean Square F Sig. 1 Regression 35.172 3 11.724 83.069 .000 a Residual 5.081 36 .141 Total 40.253 39 4.3.3 Coefficients The Coefficients table displays the unstandardized and standardized coefficients (Beta) for each independent variable, along with their standard errors, t-values, and significance levels. These values show the individual contribution of each predictor variable to the dependent variable and whether each contribution is statistically significant. Table 6. Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) -.986 .454 -2.170 .037 Average Score for Behevioral Influence .409 .119 .332 3.434 .002 Average Score for Feedback Reinforcement .093 .139 .095 .670 .507 Average Score for Joyful Learning Experiance .658 .125 .596 5.250 .000 Interpretation of Results: The Model Summary shows an R value of 0.935, indicating a very strong positive correlation between the predictor variables (Behavioral Influence, Feedback Reinforcement, and Joyful Learning Experience) and the dependent variable. The R Square value is 0.874, meaning that 87.4% of the variance in the dependent variable can be explained by these three predictors, a high level of explanatory power. The Adjusted R Square (0.863) is also high, indicating that the model remains robust even after adjusting for the number of predictors. The ANOVA table shows an F-value of 83.069 with a p-value of 0.000, confirming that the regression model is statistically significant overall. This means that the combined effect of the predictor variables significantly predicts the dependent variable. In the Coefficients table, the constant has a coefficient of -0.986 with a p-value of 0.037, indicating that it is statistically significant. Among the predictor variables, Behavioral Influence (B = 0.409, p = 0.002) and Joyful Learning Experience (B = 0.658, p = 0.000) are both significant predictors of the dependent variable, as their p-values are below the 0.05 threshold. This suggests that for each unit increase in Behavioral Influence, the dependent variable increases by 0.409 units, while each unit increase in Joyful Learning Experience leads to a 0.658-unit increase in the dependent variable. However, Feedback Reinforcement (B = 0.093, p = 0.507) is not statistically significant, indicating that it does not contribute significantly to predicting the dependent variable in this model. Overall, the regression analysis indicates that behavioral influence and joyful learning experience are significant predictors, contributing positively to the dependent variable. However, Feedback Reinforcement does not show a statistically significant effect in this model. The high R Square value (87.4%) further emphasizes the strong predictive power of the model, highlighting the importance of Behavioral Influence and Joyful Learning Experience in relation to the dependent variable. 4. 4 Findings The findings from this study reveal insightful patterns regarding the role of joyful learning pedagogy in enhancing leadership skills among students at the institution of higher learning. Through descriptive statistics, correlation analysis, and regression analysis, we observe several key points regarding students' experiences and their relationship with leadership skill development. 4.4.1 Descriptive Statistics The descriptive statistics provide an overview of students’ perceptions across four constructs: leadership skills, behavioral influence, feedback reinforcement, and joyful learning experience. The mean scores across these constructs are consistently high, with Joyful Learning Experience having the highest mean score (M = 5.6000, SD = 0.91971). This suggests that students generally perceive the learning environment as engaging and enjoyable, which aligns with the central aim of joyful learning pedagogy. The relatively low standard deviations indicate minimal variability in student responses, reflecting a shared positive perception across the sample. Leadership Skills also showed a strong mean score (M = 5.4750, SD = 1.01593), suggesting that students believe their leadership skills are being positively influenced within this educational framework. The standard deviation suggests moderate variability in perceptions, meaning while most students viewed their leadership skills positively, there were some differences in individual experiences. Behavioural influence demonstrated a mean score (5.5286, SD = 0.82555), reflecting students' generally favorable perceptions of how peer and instructor behaviors impacted their learning experience. The relatively lower standard deviation for this construct suggests more consistency in responses, highlighting that participants commonly recognized the positive role of behavioral influence. Feedback reinforcement recorded a mean score (5.5400, SD = 1.03696), showing that students value the role of constructive feedback in enhancing their learning. However, the slightly higher standard deviation indicates a broader range of experiences regarding feedback. This suggests that while many students found feedback beneficial, perceptions varied more in this area compared to behavioral influence. 4.4.2 Correlation Analysis The correlation analysis reveals strong, positive relationships between Leadership Skills and the other constructs: behavioral influence, feedback reinforcement, and joyful learning experience. Specifically, the correlation between leadership skills and joyful learning experience is the highest (r = 0.889, p < 0.01), suggesting that an enjoyable and engaging learning environment may have a substantial impact on leadership skill development. This is followed by the correlations with Feedback Reinforcement (r = 0.864, p < 0.01) and Behavioral Influence (r = 0.788, p < 0.01), indicating that supportive feedback and positive behavioral interactions also play significant roles. All correlations are statistically significant, confirming that these constructs are interconnected and likely work synergistically to enhance students' leadership skills. This high level of intercorrelation implies that these aspects of joyful learning pedagogy reinforce each other in creating an environment conducive to leadership development. 4.4.3 Regression Analysis The regression analysis further clarifies the relationships by examining the predictive power of behavioral influence, feedback reinforcement, and joyful learning experience on leadership skills. The high R Square value of 0.874 indicates that approximately 87.4% of the variance in Leadership Skills can be explained by the combination of these three predictors, demonstrating a strong model fit. This is supported by the ANOVA, which confirms that the regression model is statistically significant (F = 83.069, p < 0.001), indicating that these factors collectively have a meaningful impact on leadership skills. In the coefficients table, Joyful Learning Experience emerges as the strongest predictor (B = 0.658, p < 0.001), suggesting that an enjoyable learning environment significantly fosters students' leadership capabilities. This finding aligns with the hypothesis that joyful learning can contribute to leadership development, as students who experience joy and engagement in learning may be more motivated and receptive to developing essential leadership qualities. Behavioral Influence is also a significant predictor (B = 0.409, p = 0.002), highlighting the role of positive interactions and encouragement in leadership growth. However, Feedback Reinforcement was not statistically significant (B = 0.093, p = 0.507), suggesting that feedback alone, without the support of an engaging and behaviorally positive environment, may not be sufficient to independently drive leadership development. This finding indicates that while feedback is valuable, it needs to be part of a broader pedagogical strategy that includes joyful learning and behavioural support. 4.4.4 Summary of Findings In summary, the findings suggest that joyful learning pedagogy, characterized by an engaging, enjoyable learning environment, plays a crucial role in cultivating leadership skills among students’ participants in the study at the study context. The strong positive correlations among the constructs and the high predictive power of joyful learning experience and behavioral influence on leadership skills underscore the effectiveness of this pedagogical approach. These insights indicate that students’ leadership skills are not solely enhanced through direct instruction but are deeply influenced by the learning environment’s overall enjoyment and positivity. This finding supports the view that leadership development in educational settings can benefit from a focus on joyful learning and interpersonal encouragement. 5.0 Implications and Conclusion 5.1 Theoretical contribution This study contributes to the growing body of literature on leadership education by highlighting the importance of joyful learning as a foundational element in leadership skill development. The results demonstrate that students who experience joy, engagement, and positive behavioral influences in their learning environment are more likely to develop leadership skills. Specifically, Joyful Learning Experience (JLE) emerged as the most influential factor, indicating that an enjoyable learning atmosphere significantly contributes to students’ leadership growth. This finding reinforces the idea that educational institutions aiming to cultivate leadership should prioritize creating an engaging and enjoyable learning environment. Furthermore, behavioural influence also played a significant role, suggesting that leadership skills are reinforced when students experience positive interactions and supportive behavior from instructors and peers. However, the non-significant result for Feedback Reinforcement implies that feedback alone may not drive leadership development without an engaging and behaviourally supportive context. This insight could guide educators to focus not just on providing feedback but on embedding feedback within a joyful and encouraging learning atmosphere. 5.2 Practical implications to teaching and learning and study context The practical implications of this research are valuable for institutions of higher learning, as the findings can inform the development of a leadership learning framework that prioritizes joyful learning. By integrating these elements, the university can enhance its pedagogical strategies, creating an educational environment that not only fosters leadership skills but also supports students’ overall motivation and well-being. Future research could further investigate these relationships by exploring different student groups or incorporating longitudinal designs to track the impact of joyful learning on leadership development over time. Additionally, this study establishes joyful learning pedagogy as a valuable framework for cultivating leadership skills in students. By creating an engaging and enjoyable learning environment, universities can enhance students’ emotional and cognitive development, better preparing them to meet the demands of the professional world. The strong predictive power of joyful learning experience highlights the role of positive emotions in fostering leadership capabilities, supporting the argument that education should address students' holistic development. While behavioural influences were also significant, the findings suggest that standalone feedback mechanisms are insufficient without the broader context of joy and inclusivity. Overall, this study underscores the potential of joyful learning pedagogy to transform leadership education and enrich students' learning journeys. Moreover, this study underscores the potential of joyful learning pedagogy as an effective approach to cultivating leadership skills in students. The findings suggest that fostering an enjoyable, engaging, and supportive learning environment can make a significant contribution to leadership education, providing a foundation for students’ personal and professional growth. Curtin University Malaysia can leverage these insights to establish a leadership learning framework that prioritizes joyful learning, ultimately contributing to the development of future leaders equipped with both the skills and motivation to excel in their fields. 5.3 Recommendations for future studies Future research can build on these findings by exploring the application of joyful learning pedagogy in diverse contexts. Expanding the study to include students from different universities backgrounds could provide a broader understanding of how joyful learning operates across various settings. Longitudinal research would be valuable in assessing the long-term effects of joyful learning on leadership development and career outcomes. Comparative analyses between joyful learning pedagogy and traditional methods could help identify the most effective practices for fostering leadership skills. 5.4 Conclusion This study explores the potential of joyful learning pedagogy to enhance students' leadership skills in undergraduate and postgraduate programs at a multinational university with campuses in six different countries. The research demonstrates that an engaging and enjoyable learning environment fosters leadership development by enhancing behavioral influence and supporting students’ emotional and cognitive engagement. Quantitative methods, including descriptive statistics, correlation, and regression analyses, reveal a strong relationship between joyful learning experiences and leadership skills. Among the predictors examined, Joyful Learning Experience emerged as the most significant contributor to leadership development, while behavioural influence also showed a meaningful impact. However, feedback reinforcement alone did not significantly predict leadership outcomes, underscoring the need for a holistic approach to pedagogy. These findings highlight the importance of integrating joy, positivity, and supportive interactions into educational strategies to better equip students for professional and personal success. Declarations Author Contribution [1]. SAO - Developed the research questions, research objectives, questionnaires, abstract, final report, editing, and submission to the journal.[2]. N Ik Y -Suggested the research topic, contributed to the literature review, and questionnaires. [3]. MS - Contributed to the introduction and literature review[4]. DGA - Introduction, theoretical framework and literature review[5]. AMI - Design methodology, data collection, data analysis and report References Alsubaie MM, Stain HJ, Webster LA, Wadman R (2019) The role of sources of social support on depression and quality of life for university students. Int J Adolescence Youth 24(4):484–496 Altan S, Lane JF, Dottin E (2019) Using habits of mind, intelligent behaviors, and educational theories to create a conceptual framework for developing effective teaching dispositions. J Teacher Educ 70(2):169–183 Anggoro S, Sopandi W, Sholehuddin M (2017) Influence of Joyful Learning on Elementary School Students’ Attitudes Toward Science. Journal of Physics . Conference Series , 812(1), 12001-. https://doi.org/10.1088/1742-6596/812/1/012001 Appelbaum SH, Degbe MC, MacDonald O, Nguyen-Quang TS (2015) Organizational outcomes of leadership style and resistance to change (Part One). Industrial and Commercial Training Astin AW (1993) What matters in college: Four critical years revisited. Jossey-Bass, San Francisco Astin AW, Astin HS (eds) (2000) Leadership Reconsidered: Engaging Higher Education in Social Change. W.K. Kellogg Foundation, Battle Creek, MI Atkočiūnienė V, Vaznonienė G, Aleksandravičius A (2018) The role of rural development administrators in rural institutions. Manage Theory Stud Rural Bus Infrastructure Dev 40(2):143–154 Bakri F, Rodhiyah A, Nurindrasari M, Pratiwi S, Muliyati D (2020) The Design of Physics Learning Video as Joyful-Based Learning Media Enrichment by Powtoon. Journal of Physics. Conference Series , 1491(1), 12061-. https://doi.org/10.1088/1742-6596/1491/1/012061 Balogh A, Benedek A, Vidékiné-Reményi J (2013) Who is the joy of learning important for? The Joy of Learning Bowman NA (2010) The development of psychological well-being among first-year college students. J Coll Student Dev 51(2):180–200 Boyd MP, Edmiston B (2021) Creating Democratic Classroom Communities with Morning Meeting Humanizing Social Practices. A Response to The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education. Democracy Educ 29(1):6 Bryman A (2016) Social Research Methods, 5th edn. Oxford University Press Chan RY (2016) Understanding the purpose of higher education: An analysis of the economic and social benefits for completing a college degree. J Educ Policy Plann Adm 6(5):1–40 Creswell JW (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th edn. Sage Dennis JM, Phinney JS, Chuateco LI (2005) The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. J Coll Student Dev 46(3):223–236 Egle DK (2023) Joyful Leadership amidst tragedy and triumph: A qualitative Phenomenological Study of the attributes and impact of joyful leadership in work and life. Regent University ProQuest Dissertations & Theses Esterhazy R, Damşa C (2019) Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments. Stud High Educ 44(2):260–274 Etikan I, Musa SA, Alkassim RS (2016) Comparison of convenience sampling and purposive sampling. Am J Theoretical Appl Stat 5(1):1–4 Evans JR, Mathur A (2018) The value of online surveys. Internet Res 28(4):616–635 Farley S (2023) Joyful learning: tools to infuse your 6–12 classroom with meaning, relevance, and fun. Routledge Field A (2018) Discovering Statistics Using IBM SPSS Statistics, 5th edn. Sage Flick U (2018) An Introduction to Qualitative Research, 6th edn. Sage Gipson AN, Pfaff DL, Mendelsohn DB, Catenacci LT, Burke WW (2017) Women and leadership: Selection, development, leadership style, and performance. Journal Appl Behav Science 53(1):32–65 Green SB (1991) How many subjects does it take to do a regression analysis? Multivar Behav Res 26(3):499–510 Han CW, Farruggia SP, Moss TP (2017) Effects of academic mindsets on college students' achievement and retention. J Coll Student Dev 58(8):1119–1134 Hansel L (2018) Joyful Learning in Kindergarten: The Beginning of Lifelong Learning. YC Young Child 73(1):4–5 Hasan N (2016) Joyful learning: A step towards the positive classroom. Int J Educ Manage Stud 6(1):133 He J, Lee Y, Young B, Chiang FK (2017), December A Study on the effect of joyful learning application upon undergraduate English vocabulary learning. In 2017 International Conference of Educational Innovation through Technology (EITT) (pp. 288–292). IEEE Hernandez JC (2019) Leaking pipeline: Issues impacting Latino/a college student retention. Minor student Retent, 99–122 Heywood P (2005) Learning joyfully: An emotional and transformative experience. Melbourne Stud Educ 46(1):33–44. https://doi.org/10.1080/17508480509556414 https:// Jadal MM (2012) Increasing the achievement of students by using the activity based joyful learning approach. J Arts Cult 3(2):92 Joyful Learning Network (2020) http://www.joyfullearningnetwork.com/what-is-joyful-learning.html Kang J, Keinonen T (2018) The effect of student-centered approaches on students’ interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches. Res Sci Educ 48(4):865–885 Kasner YMG (2023) Joyful learning matters: Teacher practices in amplifying Joyful Learning experiences for Chinese English language learners. ProQuest Dissertations & Theses Kasner YMG (2023) Joyful Learning Matters: Teacher Practices in Amplifying Joyful Learning Experiences for Chinese English Language Learners. ProQuest Dissertations & Theses King PM (1997) Character and civic education: What does it take? Educational Record, 78 (3,4), 87–90 Kolb DA (1984) Experiential learning: Experience as the source of learning and development Koshkin AP, Abramov RA, Rozhina EY, Novikov AV (2018) Role of social representations in student motivation for acquiring further education. Interchange 49(3):313–341 Li J, Han X, Wang W, Sun G, Cheng Z (2018) How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learn Individual Differences 61:120–126 Marques J (2015) The changed leadership landscape: What matters today. J Manage Dev McGregor L (2001) Improving the quality and speed of decision making. J Change Manage 2(4):344–356 Meneses R (2018) Rare leadership, 4 uncommon habits for increasing trust, joy, and engagement in the people you lead. J Appl Christ Leadersh 12(2):113–115 Meruyert Uaikhanova A, Zeinulina MP, Albina Anesova (2022) Developing leadership skills in university students. Cogent Educ 9(1):2143035. https://doi.org/10.1080/2331186X.2022.2143035 Moreira PA, Inman RA, Rosa I, Cloninger K, Duarte A, Cloninger R, C (2020) The psychobiological model of personality and its association with student approaches to learning: Integrating temperament and character. Scandinavian J Educational Res, 1–17 Morse SW (1989) Renewing civic capacity: Preparing college students for service and citizenship. ASHE-ERIC Higher Education Report No. 8. George Washington University, Washington, DC Morse SW (2004) Smart communities: How citizens and local leaders can use strategic thinking to build a brighter future. Jossey-Bass, San Francisco Mourão L (2018) The Role of Leadership in the Professional Development of Subordinates. Leadersh intechopen. https://doi.org/10.5772/intechopen.76056 Mushtaq I, Khan SN (2012) Factors affecting Students academic performance. Global J Manage Bus Res, 12(9) Nathan LF (2020) Joyful learning at scale: Immersing students in the arts. Phi Delta Kappan 101(8):8–14. https://doi.org/10.1177/0031721720923514 National Leadership Council for Liberal Education and America's Promise (2007) College learning for the new global century. Association of American Colleges and Universities, Washington, DC Noori AQ (2021) Students’ Experiences of their Leadership Development through the Leadership Subject Taught in Universiti Teknologi Malaysia. J World Englishes Educational Practices 3(8):01–09. https://doi.org/10.32996/jweep.2021.3.8.1 Perlo J, Feeley D (2018) Why focusing on professional burnout is not enough. J Healthc Manag 63(2):85–89. https://doi.org/10.1097/JHM-D-18-00003 Potkay A (2010) Narrative possibilities of happiness, unhappiness, and joy. Social Research: Int Q 77(2):523–544 Priest S, Gass M (2018) Effective leadership in adventure programming, 3E. Human Kinetics Renko M, El Tarabishy A, Carsrud AL, Brännback M (2015) Understanding and measuring entrepreneurial leadership style. J Small Bus Management 53(1):54–74 Rose H, Curle S, Aizawa I, Thompson G (2020) What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Stud High Educ 45(11):2149–2161 Schnitker SA, Ratchford JL, Lorona RT (2020) How can joy escape jingle-jangle? Virtue and telos conceptualizations as alternative approaches to the scientific study of joy. J Posit Psychol 15(1):44–48. https://doi.org/10.1080/17439760.2019.1685572 Selznick P (2011) Leadership in administration: A sociological interpretation. Quid Pro Books Senge PM (2017) The leaders new work: Building learning organizations. Routledge, pp 51–67 Sigit R et al (2022) Building Joyful Learning to Enhance Students Motivation in Studying English. Attractive: Innovative Educ J 4(2):138–143 Tannenbaum R, Schmidt WH (2017) How to choose a leadership pattern. Routledge, pp 75–84 Trevino NN, DeFreitas SC (2014) The relationship between intrinsic motivation and academic achievement for first generation Latino college students. Soc Psychol Educ 17(2):293–306 Van-Rooij EC, Jansen EP, van de Grift WJ (2018) First-year university students’ academic success: the importance of academic adjustment. Eur J Psychol Educ 33(4):749–767 Waterworth P (2020) Creating Joyful Learning within a Democratic Classroom. J Teach Learn Elementary Educ 3(2):109–116 Willis J (2007) The neuroscience of joyful education. Educational Leadersh 64(9):1–5 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6652888","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":497428413,"identity":"5a08c384-6f1d-4723-9fa8-8fb88a63a23d","order_by":0,"name":"Samuel Adeyinka-Ojo","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABDElEQVRIiWNgGAWjYNCCAiA+wMD4AMRmAxE8BLUYgLUwgygJkrSwSYC0MBDSIt9+Ok3igwGDPN/xHrOKn2336vikGxgfvG1jiDY4gMP8M7nbJGcYMBjOPHPG7GZvW7EEm8wBZsO5bQy5G3BpYcjdJs1jwMC44UaO2W3GtgQJNokENmlePFrk+99uk/5jwGC/4f4bs2KoFvbf+LQw3ADaArQrccMNHjNmmC3M+LQY3Hi72bLHQCJ55pm0YsmecwmSbRKJzZJzzknkzsTpsNyNN35U2Nj2HT+88cOPsgR++RnJBz+8KbPJ7cPlMAgAxQaHAZTD2AAWUcCvBQTYH6A5oIGgllEwCkbBKBgZAABaIlr1cvWzMQAAAABJRU5ErkJggg==","orcid":"","institution":"Curtin University Malaysia","correspondingAuthor":true,"prefix":"","firstName":"Samuel","middleName":"","lastName":"Adeyinka-Ojo","suffix":""},{"id":497428414,"identity":"74e45677-f6c1-41aa-8933-2eb9cc7e8621","order_by":1,"name":"Ngu Ik Ying","email":"","orcid":"","institution":"Swinburne University of Technology Sarawak Campus","correspondingAuthor":false,"prefix":"","firstName":"Ngu","middleName":"Ik","lastName":"Ying","suffix":""},{"id":497428415,"identity":"97e5f8fb-d181-4b99-8527-6e6664e3c8af","order_by":2,"name":"Marcelo Schellini","email":"","orcid":"","institution":"Universiti Brunei Darussalam","correspondingAuthor":false,"prefix":"","firstName":"Marcelo","middleName":"","lastName":"Schellini","suffix":""},{"id":497428416,"identity":"90a154d4-cc91-4247-b53a-3fce928afe27","order_by":3,"name":"Dhanashree Giri Amatya","email":"","orcid":"","institution":"Curtin University Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Dhanashree","middleName":"Giri","lastName":"Amatya","suffix":""},{"id":497428417,"identity":"ef98e1fb-c361-4234-be3c-21ba894cfea7","order_by":4,"name":"Abduljalal Mukhtar Imam","email":"","orcid":"","institution":"Curtin University Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Abduljalal","middleName":"Mukhtar","lastName":"Imam","suffix":""}],"badges":[],"createdAt":"2025-05-13 07:53:28","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6652888/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6652888/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":98622764,"identity":"350dacbd-9469-4ac4-8a36-ee61f808dd75","added_by":"auto","created_at":"2025-12-19 17:02:02","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":619058,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6652888/v1/09a0f5fe-0d54-46da-9c32-7b8ce2190ecb.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Developing Joyful Learning Pedagogy to Cultivate Students’ Leadership Skills","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe concept of joyful learning proposes unique learning experiences where teachers and learners engage in interactive and enjoyable activities (Kasner, 2023; Hassan, 2016), and forms a positive environment that can significantly enhance students’ learning motivation (Sigit, et al., 2022). Joy is often associated with healthiness, relationship and well-being (Trampe et al., 2015; Balogh et al., 2013). However, the limited studies on joyful learning has caused researchers to look beyond the lens of emotions when they study joy more than just emotion (Schnitker et al., 2020). While joyful learning appears repeatedly in the non-academic literature, including social media posts, there is a limited academic reference to how joyful learning is relative to university students’ leadership. This article intends to explore and understand the fundamental attributes of learning with joy and the impact of joyful learning has on the students’ leadership building during their undergraduate and postgraduate studies. By exploring and understanding these gaps, academics are able to align joy and leadership with the teaching and learning experiences.\u003c/p\u003e\n\u003cp\u003eIn studying the attributes of leadership, it is important to understand emotional maturity that includes joy (McGregor, 2001). Recent research on the growing significance of employee emotional engagement within the leadership context (Perlo \u0026amp; Freeley, 2018) and the importance of emotional intelligence in developing leadership with joy (Meneses, 2018) have made the continual attempts to define leadership meaningful. In addition, the lack of leadership skills among generation Z has prohibited graduates from finding jobs and excelling in the workplace and thus it is essential for them to learn these skills at university. This study integrates joy and leadership in the learning journey and explores its relations with other constructs such as student’s behaviour and teachers’ feedback. This study is focused on one main research question: How does joyful learning pedagogy\u0026nbsp;foster leadership skills among university students? Therefore, this study aims\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;to contribute to the enhancement of leadership skills through joyful learning, leveraging students' insights to refine educational approaches and methodologies.\u003c/p\u003e"},{"header":"Theoretical Framework","content":"\u003cp\u003eThe underpinning theory for \u0026ldquo;Developing learning pedagogy to cultivate students\u0026rsquo; leadership skills\u0026rdquo; is experiential learning theory (ELT). David (1984) developed the experiential learning theory as a holistic model of the learning process that focuses attention on the unique role of experience in learning and development. The ELT is rooted in the firm belief that learning is a process where knowledge is created based on transformation experience. According to Kolb (1984), ELT is made up of four phases in a cyclical model. However, this is modified in Table 1.\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"data:image/png;base64,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\"\u003e\u003c/p\u003e\n\u003cp\u003e[a] Concrete experience: involves participating in specific activities or experiences. This stage emphasizes active engagement and immersion; [b] Reflective observation: learners reflect on their experiences, identifying patterns or insights to deepen their understanding; [c] abstract conceptualization: learners create theories or frameworks based on their reflections to make sense of their experiences; [d] active experimentation: learners apply their newly formed concepts in real-world situations, testing their validity and gaining further experiences. This theory is more relevant to the joyful learning practice because ELT prioritizes hands-on and immersive learning, such as leadership learning and development skills, where learners need to integrate theory with practice.\u003c/p\u003e\n\u003cp\u003eNotably as presented in the Kolb model, four different learning styles have been identified. These include diverging, assimilating, converging, and accommodating (DACA). This is based on a combination of the learner\u0026rsquo;s preferences in the experiential learning cycle. Kolb (1984) suggests that DACA will help instructional leaders to develop learning experiences that addresses diverse student learning needs.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003eFinding methods and refining approaches to improve teaching and learning in educational environments is an evergreen concern for educationists and active teachers. Throughout time, specific discussions have focused on providing a stimulating atmosphere to overcome the obstacles that stand in the way of effective teaching methods. Classroom attitudinal approaches and activities are set up to minimize stress, anxiety, and other emotional adverse factors that impair learners’ performance and impoverish their educational experiences and engagement (Waterworth, 2020). Some of these innovative approaches have placed significant value on creating an enjoyable educational environment (Hasan, 2016). As an example, joyful learning is an approach that refers to pleasant educational experiences where teachers and learners engage in activities and enjoyable episodes aiming for long-lasting learning outcomes (Kasner, 2023; Bakri et al., 2020; Waterworth, 2020; Jandal, 2012).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEtymologically, the word \"joy\" originates from the Latin gaudia, the plural of gaudium, and was incorporated into English through Old French and Middle English as joie (Potkay, 2010). The word \"joy\" refers to the state of happiness and pleasure, but more than a fleeting emotion, joy also encompasses inner satisfaction, comfort, and well-being (Balogh et al., 2013). In educational environments, joy is mainly related to learners’ satisfaction with learning and cognitive growth; therefore, it involves meaningful satisfaction and well-being in their learning process when they find themselves in a safe and secure educational environment where they are encouraged to take the initiative and mistakes are accepted as a necessary part of learning process (Nathan, 2020; Heywood, 2005).\u003c/p\u003e\n\u003cp\u003eJoyful learning enhances learners' personalities, emotions, and senses, fostering positive and lasting educational outcomes (Waterworth, 2020). Heywood (2005, p.35) suggests that an effective education process entails the interconnectedness between emotion and cognitive processes, asserting that the emotional environment inside classrooms significantly impacts student’s learning outcomes. Accordingly, joy is an essential educational component as cognition and affect inform each other, suggesting that emotional experiences shape how the brain learns and acquires knowledge (Willis, 2007; Heywood, 2005).\u003c/p\u003e\n\u003cp\u003eOver the last years, joyful learning has increasingly attracted scholarly attention from academic researchers and educators (He et al., 2017). Joyful learning pedagogy can be applied effectively in children's school or adult learning contexts (Waterworth, 2020). However, most published studies focus on joyful learning pedagogy practices in kindergarten, primary and secondary educational settings (Farley, 2023; Hansel, 2018; Anggoro et al., 2017). On the other hand, case studies and investigations on joyful learning applied to tertiary educational contexts are rather more limited and scarcer than the aforementioned educational settings. This fact highlights a potential research gap that the present study aims to address.\u003c/p\u003e\n\u003cp\u003eThe teacher’s decision to establish a more inclusive and democratic classroom setting can significantly encourage students to express their thoughts openly and without hesitation (Boyd and Edmiston, 2021). In contrast, when a teacher demonstrates authoritarian tendencies, students may hesitate to respond thoughtfully or share their personal views (Willis, 2007). Thus, creating an inclusive and empowering classroom environment is a valuable strategy for cultivating leadership skills in students.\u003c/p\u003e\n\u003cp\u003eGiven the increasing demand for leadership skills among undergraduate and postgraduate students; the study is aimed at developing joyful learning pedagogy to cultivate students’ leadership skills. (Mourao, 2018)\u0026nbsp; \u0026nbsp;acknowledging importance of leadership in professional setting mentions that leadership has a direct correlation to the performance of an organisation, process of change, well-being of co-workers, commitment and job satisfaction. Highlighting the issue that most multinational companies face is of “developing and maintaining a properly qualified workforce” is still a challenge, the study concludes that professional development is directly connected to leadership style.\u0026nbsp;Abdul Qawi Noori (2021) argues that universities still fall behind when it comes to developing leadership skills in its students. But, the study showed that students at the university have a positive perception about leadership course. \u003cem\u003e\u003cu\u003e(Uaikhanova, Zeinulina, Pshembayev, \u0026amp; Anesova , 2022)\u003c/u\u003e\u003c/em\u003e has tested similar pedagogy that allows development of leadership skills in an integrated manner through higher education. Selznick (2011), in his work quotes that leadership is extensively used in professional environment, especially in business, military operations, politics and education. And according to the place of work, goals and work culture of a professional setup, the leadership style may flex depending upon the nature of work (Atkočiūnienė et al., 2018; Tannenbaum \u0026amp; Schmidt, 2017; Gipson et al., 2017; Appelbaum et al., 2015; Renko et al., 2015; Senge, 2017; Priest \u0026amp; Gass, 2018; Marques, 2015; Noori, 2021). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOne of the main goals for the Universities is to provide a curriculum that enhances student’s achievement (Association of American Colleges \u0026amp; Universities, 2007) focusing majorly on social, moral, physical, intellectual and spiritual development (Chan, 2016), which greatly influences their thinking and decision-making abilities (Altan et al., 2019). According to Bowman (2010), students are also influenced by the curriculum they opt for in the universities, educational environment of the system they are in, curricular and co-curricular activities. Thus, making it even more important that the curriculum provided to a student is “meaning- making” (Esterhazy \u0026amp; Damşa, 2019). As King (1997, p.87) correctly highlights that the most challenging tasks in higher education is that of preparing the students to become the leader with integrity and character. Provided higher education’s role in developing leadership capacity in the younger generation, there is a greater focus on curriculum that caters to leadership courses (Astin, 1993; Astin \u0026amp; Astin, 2000; Morse, 1989,2004).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMost of the universities today have already introduced curriculum that focuses on leadership development and have found the courses to be useful for all round development of the students. For example, Noori (2021), showed student’s experiences of their leadership development through a curriculum designed to cater leadership in professional environment. Li et al., 2018; Van et al., 2018; Kang \u0026amp; Keinonen, 2018; Han et al., 2017; Mushtaq \u0026amp; Khan, 2012; Hernandez, 2019; Trevino \u0026amp; DeFreitas, 2014; Alsubaie et al., 2019; Dennis et al., 2005; Rose, 2020 have conducted studies in the past that have highlighted the importance of university curriculum in developing student’s achievements. Moreira et al. (2020) added that deeper approaches to learning have higher impact than those adapting to surface learning.\u0026nbsp;Koshkin et al. (2018) stated that students who are provided with appropriate resources and opportunities at university level, develop better than if those who did not have that kind of learning environment.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHowever, it is important that these curriculums are also enjoyable and involves methods that are engaging and interesting to students. Joyful learning focuses on process rather than products. It includes engaging, inclusive, playful and purposeful learning experience in a loving and supportive environment to make learners enjoy and get happiness in the learning process.\u003c/p\u003e"},{"header":"Research Methodology","content":"\u003cp\u003e\u003cstrong\u003e1. Research Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study adopts a quantitative research design to investigate the relationship between joyful learning pedagogy and students’ leadership skill development. A cross-sectional survey was employed, as it allows for the collection of data at a single point in time, making it suitable for assessing the perspectives of students regarding joyful learning experiences and their leadership development (Creswell, 2014). The focus on quantitative methods ensures objectivity and enables statistical analysis to identify trends and relationships within the data (Bryman, 2016).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. Population\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe target population for this study consists of undergraduate and postgraduate students aged 18 and above at Curtin University Malaysia.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. Data Collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData were collected through an online questionnaire designed to capture students’ perspectives on leadership skills, behavioral influence, feedback reinforcement, and joyful learning experiences. The questionnaire comprised Likert-scale items grouped under the four constructs. This method was chosen for its efficiency and ability to reach participants remotely (Evans \u0026amp; Mathur, 2018).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. Measures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe questionnaire items were designed based on existing validated scales, modified to fit the context of joyful learning. Each construct was measured using multiple items to ensure reliability and validity. The constructs were as follows:\u003c/p\u003e\n\u003cp\u003eLeadership Skills Development: Assessed through self-reported measures of leadership ability and growth.\u003c/p\u003e\n\u003cp\u003eBehavioral Influence: Focused on the impact of peer and instructor behavior on the learning process.\u003c/p\u003e\n\u003cp\u003eFeedback Reinforcement: Evaluated the role of timely and constructive feedback in enhancing learning outcomes.\u003c/p\u003e\n\u003cp\u003eJoyful Learning Experience: Captured students’ perceptions of how enjoyable and engaging their learning experiences were.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5. Data Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data were analyzed using SPSS software. Descriptive statistics were used to summarize the mean, standard deviation, minimum, and maximum scores for each construct. Pearson correlation analysis was conducted to examine the relationships between the constructs. Regression analysis was performed to identify the predictors of leadership skill development, while Cronbach’s alpha was calculated to assess the reliability of the scales. Statistical significance was determined at the 0.05 level (Field, 2018).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6. Ethical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study adhered to ethical research principles. Participants were informed about the purpose of the research and provided informed consent prior to participation. Confidentiality and anonymity were maintained throughout the study. Ethical approval was obtained from Curtin University Malaysia's ethics committee, ensuring compliance with institutional and international guidelines (Flick, 2018).\u003c/p\u003e"},{"header":"Data Analysis","content":"\u003cp\u003e\u003cstrong\u003e4.1 Descriptive Statistics\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis table presents descriptive statistics for the average scores across four constructs: Leadership Skills, Behavioral Influence, Feedback Reinforcement, and Joyful Learning Experience. The statistics provided are based on 40 participants and include the minimum, maximum, mean, and standard deviation for each construct. These values help us understand the general trends, variability, and range of responses for each construct.\u003c/p\u003e\n\u003cp\u003eTable 2. Descriptive Statistics\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"633\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003eMinimum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003eMaximum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 81px;\"\u003e\n \u003cp\u003eStd. Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eAverage Score for Leadership skill\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e7.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e5.4750\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 81px;\"\u003e\n \u003cp\u003e1.01593\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eAverage Score for Behevioral Influence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e7.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e5.5286\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 81px;\"\u003e\n \u003cp\u003e.82555\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eAverage Score for Feedback Reinforcement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e2.80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e7.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e5.5400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 81px;\"\u003e\n \u003cp\u003e1.03696\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 293px;\"\u003e\n \u003cp\u003eAverage Score for Joyful Learning Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e3.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e6.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e5.6000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 81px;\"\u003e\n \u003cp\u003e.91971\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe descriptive statistics provide an overview of participants\u0026apos; perceptions across the four constructs of Leadership Skills, Behavioral Influence, Feedback Reinforcement, and Joyful Learning Experience, based on a sample of 40 responses. The mean scores for each construct are all above 5 on a 7-point scale, indicating generally positive perceptions. Joyful Learning Experience received the highest mean score (5.60), suggesting participants found the experience enjoyable overall. In comparison, Leadership Skills had a mean of 5.48, Behavioral Influence a mean of 5.53, and Feedback Reinforcement a mean of 5.54. The range of scores (minimum to maximum) indicates variability in participants\u0026apos; experiences: Leadership Skills scores ranged from 3.33 to 7.00, Behavioral Influence from 3.86 to 7.00, Feedback Reinforcement from 2.80 to 7.00, and Joyful Learning Experience from 3.33 to 6.83. Standard deviations show that Behavioral Influence had the most consistent responses (SD = 0.83), while Feedback Reinforcement had the highest variability (SD = 1.04), indicating more diverse views in this area. Overall, these results suggest favorable experiences across all constructs, with slight differences in consistency and range of perceptions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2 Correlations\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe table below shows Pearson correlation coefficients that quantify the relationships between four constructs: leadership skills, behavioral influence, feedback reinforcement, and joyful learning experience. The coefficients indicate the strength and direction of the linear relationships between each pair of constructs, while the significance levels (p-values) reveal the statistical reliability of these correlations.\u003c/p\u003e\n\u003cp\u003eTable 3. Correlations\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Variables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eAverage Score for Leadership skill\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eAverage Score for Behavioural Influence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eAverage Score for Feedback Reinforcement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003eAverage Score for Joyful Learning Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eAverage Score for Leadership skill\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eAverage Score for Behavioural Influence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e.788\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eAverage Score for Feedback Reinforcement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e.864\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e.789\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eAverage Score for Joyful Learning Experience\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e.889\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e.640\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e.852\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 133px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe correlation analysis shows significant positive relationships among all four constructs: Leadership Skills, Behavioral Influence, Feedback Reinforcement, and Joyful Learning Experience, each correlation being statistically significant at the 0.01 level. Leadership Skills is highly correlated with Behavioural Influence (r = 0.788), Feedback Reinforcement (r = 0.864), and Joyful Learning Experience (r = 0.889), indicating that participants who perceive strong leadership development also tend to view other aspects of the learning experience favorably. Behavioral Influence has a strong correlation with Feedback Reinforcement (r = 0.789) and a moderate correlation with Joyful Learning Experience (r = 0.640), suggesting that positive perceptions of behavioral influence are associated with more positive feedback experiences and a generally enjoyable learning environment.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAdditionally, Feedback Reinforcement is strongly correlated with Joyful Learning Experience (r = 0.852), implying that effective feedback contributes to an enjoyable learning experience. The strongest relationship observed is between Leadership Skills and Joyful Learning Experience (r = 0.889), suggesting that as participants develop leadership skills, their enjoyment of the learning process increases significantly. Overall, these high correlations reflect that the constructs are interrelated and mutually reinforcing, with improvements in one area likely contributing to positive perceptions in others. This interconnectedness provides a solid foundation for interpreting these constructs as integral components of a positive learning environment.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.3 Regression Model\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.3.1 Model Summary\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Model Summary table provides an overview of the strength and fit of the regression model. It includes the R, R Square, Adjusted R Square, and the Standard Error of the Estimate, which together indicate how well the independent variables predict the dependent variable.\u003c/p\u003e\n\u003cp\u003eTable 4. Model Summary\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 320px;\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eR Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eAdjusted R Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003eStd. Error of the Estimate\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 320px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.935\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.874\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003e.863\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.37568\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e4.3.2 ANOVA\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe ANOVA table presents the analysis of variance results, which test the overall significance of the regression model. The F-value and its associated significance level (p-value) show whether the model as a whole is statistically significant.\u003c/p\u003e\n\u003cp\u003eTable 5. ANOVA\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 303px;\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eSum of Squares\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 224px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eRegression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e35.172\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e11.724\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e83.069\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.000\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eResidual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e5.081\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e40.253\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003e4.3.3 Coefficients\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Coefficients table displays the unstandardized and standardized coefficients (Beta) for each independent variable, along with their standard errors, t-values, and significance levels. These values show the individual contribution of each predictor variable to the dependent variable and whether each contribution is statistically significant.\u003c/p\u003e\n\u003cp\u003eTable 6. Coefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" rowspan=\"2\" valign=\"top\" style=\"width: 212px;\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 192px;\"\u003e\n \u003cp\u003eUnstandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003eStandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 128px;\"\u003e\n \u003cp\u003eB\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003eStd. Error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003eBeta\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp\u003e(Constant)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 128px;\"\u003e\n \u003cp\u003e-.986\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.454\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e-2.170\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.037\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp\u003eAverage Score for Behevioral Influence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 128px;\"\u003e\n \u003cp\u003e.409\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.119\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e.332\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e3.434\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.002\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp\u003eAverage Score for Feedback Reinforcement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 128px;\"\u003e\n \u003cp\u003e.093\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.139\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e.095\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.670\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.507\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp\u003eAverage Score for Joyful Learning Experiance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 128px;\"\u003e\n \u003cp\u003e.658\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 91px;\"\u003e\n \u003cp\u003e.596\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e5.250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eInterpretation of Results:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Model Summary shows an R value of 0.935, indicating a very strong positive correlation between the predictor variables (Behavioral Influence, Feedback Reinforcement, and Joyful Learning Experience) and the dependent variable. The R Square value is 0.874, meaning that 87.4% of the variance in the dependent variable can be explained by these three predictors, a high level of explanatory power. The Adjusted R Square (0.863) is also high, indicating that the model remains robust even after adjusting for the number of predictors.\u003c/p\u003e\n\u003cp\u003eThe ANOVA table shows an F-value of 83.069 with a p-value of 0.000, confirming that the regression model is statistically significant overall. This means that the combined effect of the predictor variables significantly predicts the dependent variable.\u003c/p\u003e\n\u003cp\u003eIn the Coefficients table, the constant has a coefficient of -0.986 with a p-value of 0.037, indicating that it is statistically significant. Among the predictor variables, Behavioral Influence (B = 0.409, p = 0.002) and Joyful Learning Experience (B = 0.658, p = 0.000) are both significant predictors of the dependent variable, as their p-values are below the 0.05 threshold. This suggests that for each unit increase in Behavioral Influence, the dependent variable increases by 0.409 units, while each unit increase in Joyful Learning Experience leads to a 0.658-unit increase in the dependent variable. However, Feedback Reinforcement (B = 0.093, p = 0.507) is not statistically significant, indicating that it does not contribute significantly to predicting the dependent variable in this model.\u003c/p\u003e\n\u003cp\u003eOverall, the regression analysis indicates that behavioral influence and joyful learning experience are significant predictors, contributing positively to the dependent variable. However, Feedback Reinforcement does not show a statistically significant effect in this model. The high R Square value (87.4%) further emphasizes the strong predictive power of the model, highlighting the importance of Behavioral Influence and Joyful Learning Experience in relation to the dependent variable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. 4 Findings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe findings from this study reveal insightful patterns regarding the role of joyful learning pedagogy in enhancing leadership skills among students at the institution of higher learning. \u0026nbsp;Through descriptive statistics, correlation analysis, and regression analysis, we observe several key points regarding students\u0026apos; experiences and their relationship with leadership skill development.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4.1 Descriptive Statistics\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe descriptive statistics provide an overview of students\u0026rsquo; perceptions across four constructs: leadership skills, behavioral influence, feedback reinforcement, and joyful learning experience. The mean scores across these constructs are consistently high, with Joyful Learning Experience having the highest mean score (M = 5.6000, SD = 0.91971). This suggests that students generally perceive the learning environment as engaging and enjoyable, which aligns with the central aim of joyful learning pedagogy. The relatively low standard deviations indicate minimal variability in student responses, reflecting a shared positive perception across the sample. Leadership Skills also showed a strong mean score (M = 5.4750, SD = 1.01593), suggesting that students believe their leadership skills are being positively influenced within this educational framework. The standard deviation suggests moderate variability in perceptions, meaning while most students viewed their leadership skills positively, there were some differences in individual experiences.\u003c/p\u003e\n\u003cp\u003eBehavioural influence demonstrated a mean score (5.5286, SD = 0.82555), reflecting students\u0026apos; generally favorable perceptions of how peer and instructor behaviors impacted their learning experience. The relatively lower standard deviation for this construct suggests more consistency in responses, highlighting that participants commonly recognized the positive role of behavioral influence. Feedback reinforcement recorded a mean score (5.5400, SD = 1.03696), showing that students value the role of constructive feedback in enhancing their learning. However, the slightly higher standard deviation indicates a broader range of experiences regarding feedback. This suggests that while many students found feedback beneficial, perceptions varied more in this area compared to behavioral influence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4.2 Correlation Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe correlation analysis reveals strong, positive relationships between Leadership Skills and the other constructs: behavioral influence, feedback reinforcement, and joyful learning experience. Specifically, the correlation between leadership skills and joyful learning experience is the highest (r = 0.889, p \u0026lt; 0.01), suggesting that an enjoyable and engaging learning environment may have a substantial impact on leadership skill development. This is followed by the correlations with Feedback Reinforcement (r = 0.864, p \u0026lt; 0.01) and Behavioral Influence (r = 0.788, p \u0026lt; 0.01), indicating that supportive feedback and positive behavioral interactions also play significant roles. All correlations are statistically significant, confirming that these constructs are interconnected and likely work synergistically to enhance students\u0026apos; leadership skills. This high level of intercorrelation implies that these aspects of joyful learning pedagogy reinforce each other in creating an environment conducive to leadership development.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4.3 Regression Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe regression analysis further clarifies the relationships by examining the predictive power of behavioral influence, feedback reinforcement, and joyful learning experience on leadership skills. The high R Square value of 0.874 indicates that approximately 87.4% of the variance in Leadership Skills can be explained by the combination of these three predictors, demonstrating a strong model fit. This is supported by the ANOVA, which confirms that the regression model is statistically significant (F = 83.069, p \u0026lt; 0.001), indicating that these factors collectively have a meaningful impact on leadership skills.\u003c/p\u003e\n\u003cp\u003eIn the coefficients table, Joyful Learning Experience emerges as the strongest predictor (B = 0.658, p \u0026lt; 0.001), suggesting that an enjoyable learning environment significantly fosters students\u0026apos; leadership capabilities. This finding aligns with the hypothesis that joyful learning can contribute to leadership development, as students who experience joy and engagement in learning may be more motivated and receptive to developing essential leadership qualities. Behavioral Influence is also a significant predictor (B = 0.409, p = 0.002), highlighting the role of positive interactions and encouragement in leadership growth. However, Feedback Reinforcement was not statistically significant (B = 0.093, p = 0.507), suggesting that feedback alone, without the support of an engaging and behaviorally positive environment, may not be sufficient to independently drive leadership development. This finding indicates that while feedback is valuable, it needs to be part of a broader pedagogical strategy that includes joyful learning and behavioural support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.4.4 Summary of Findings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn summary, the findings suggest that joyful learning pedagogy, characterized by an engaging, enjoyable learning environment, plays a crucial role in cultivating leadership skills among students\u0026rsquo; participants in the study at the study context. \u0026nbsp;The strong positive correlations among the constructs and the high predictive power of joyful learning experience and behavioral influence on leadership skills underscore the effectiveness of this pedagogical approach. These insights indicate that students\u0026rsquo; leadership skills are not solely enhanced through direct instruction but are deeply influenced by the learning environment\u0026rsquo;s overall enjoyment and positivity. This finding supports the view that leadership development in educational settings can benefit from a focus on joyful learning and interpersonal encouragement.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.0 Implications and Conclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e5.1 Theoretical contribution\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis study contributes to the growing body of literature on leadership education by highlighting the importance of joyful learning as a foundational element in leadership skill development. The results demonstrate that students who experience joy, engagement, and positive behavioral influences in their learning environment are more likely to develop leadership skills. Specifically, Joyful Learning Experience (JLE) emerged as the most influential factor, indicating that an enjoyable learning atmosphere significantly contributes to students\u0026rsquo; leadership growth. This finding reinforces the idea that educational institutions aiming to cultivate leadership should prioritize creating an engaging and enjoyable learning environment.\u003c/p\u003e\n\u003cp\u003eFurthermore, behavioural influence also played a significant role, suggesting that leadership skills are reinforced when students experience positive interactions and supportive behavior from instructors and peers. However, the non-significant result for Feedback Reinforcement implies that feedback alone may not drive leadership development without an engaging and behaviourally supportive context. This insight could guide educators to focus not just on providing feedback but on embedding feedback within a joyful and encouraging learning atmosphere.\u003c/p\u003e\n\u003cp\u003e5.2 \u003cem\u003ePractical\u003c/em\u003e\u003cem\u003e\u0026nbsp;implications to teaching and learning and study context\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe practical implications of this research are valuable for institutions of higher learning, as the findings can inform the development of a leadership learning framework that prioritizes joyful learning. By integrating these elements, the university can enhance its pedagogical strategies, creating an educational environment that not only fosters leadership skills but also supports students\u0026rsquo; overall motivation and well-being. Future research could further investigate these relationships by exploring different student groups or incorporating longitudinal designs to track the impact of joyful learning on leadership development over time.\u003c/p\u003e\n\u003cp\u003eAdditionally, this study establishes joyful learning pedagogy as a valuable framework for cultivating leadership skills in students. By creating an engaging and enjoyable learning environment, universities can enhance students\u0026rsquo; emotional and cognitive development, better preparing them to meet the demands of the professional world. The strong predictive power of joyful learning experience highlights the role of positive emotions in fostering leadership capabilities, supporting the argument that education should address students\u0026apos; holistic development. While behavioural influences were also significant, the findings suggest that standalone feedback mechanisms are insufficient without the broader context of joy and inclusivity. Overall, this study underscores the potential of joyful learning pedagogy to transform leadership education and enrich students\u0026apos; learning journeys.\u003c/p\u003e\n\u003cp\u003eMoreover, this study underscores the potential of joyful learning pedagogy as an effective approach to cultivating leadership skills in students. The findings suggest that fostering an enjoyable, engaging, and supportive learning environment can make a significant contribution to leadership education, providing a foundation for students\u0026rsquo; personal and professional growth. Curtin University Malaysia can leverage these insights to establish a leadership learning framework that prioritizes joyful learning, ultimately contributing to the development of future leaders equipped with both the skills and motivation to excel in their fields.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e5.3 Recommendations for future studies\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFuture research can build on these findings by exploring the application of joyful learning pedagogy in diverse contexts. Expanding the study to include students from different universities backgrounds could provide a broader understanding of how joyful learning operates across various settings. Longitudinal research would be valuable in assessing the long-term effects of joyful learning on leadership development and career outcomes. Comparative analyses between joyful learning pedagogy and traditional methods could help identify the most effective practices for fostering leadership skills.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e5.4 Conclusion\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis study explores the potential of joyful learning pedagogy to enhance students\u0026apos; leadership skills in undergraduate and postgraduate programs at a multinational university with campuses in six different countries. The research demonstrates that an engaging and enjoyable learning environment fosters leadership development by enhancing behavioral influence and supporting students\u0026rsquo; emotional and cognitive engagement. Quantitative methods, including descriptive statistics, correlation, and regression analyses, reveal a strong relationship between joyful learning experiences and leadership skills. Among the predictors examined, Joyful Learning Experience emerged as the most significant contributor to leadership development, while behavioural influence also showed a meaningful impact. However, feedback reinforcement alone did not significantly predict leadership outcomes, underscoring the need for a holistic approach to pedagogy. These findings highlight the importance of integrating joy, positivity, and supportive interactions into educational strategies to better equip students for professional and personal success.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003e[1]. SAO - Developed the research questions, research objectives, questionnaires, abstract, final report, editing, and submission to the journal.[2]. N Ik Y -Suggested the research topic, contributed to the literature review, and questionnaires. [3]. MS - Contributed to the introduction and literature review[4]. DGA - Introduction, theoretical framework and literature review[5]. AMI - Design methodology, data collection, data analysis and report\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlsubaie MM, Stain HJ, Webster LA, Wadman R (2019) The role of sources of social support on depression and quality of life for university students. Int J Adolescence Youth 24(4):484\u0026ndash;496\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAltan S, Lane JF, Dottin E (2019) Using habits of mind, intelligent behaviors, and educational theories to create a conceptual framework for developing effective teaching dispositions. J Teacher Educ 70(2):169\u0026ndash;183\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAnggoro S, Sopandi W, Sholehuddin M (2017) Influence of Joyful Learning on Elementary School Students\u0026rsquo; Attitudes Toward Science. \u003cem\u003eJournal of Physics\u003c/em\u003e. \u003cem\u003eConference Series\u003c/em\u003e, 812(1), 12001-. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1088/1742-6596/812/1/012001\u003c/span\u003e\u003cspan address=\"10.1088/1742-6596/812/1/012001\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAppelbaum SH, Degbe MC, MacDonald O, Nguyen-Quang TS (2015) Organizational outcomes of leadership style and resistance to change (Part One). Industrial and Commercial Training\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAstin AW (1993) What matters in college: Four critical years revisited. Jossey-Bass, San Francisco\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAstin AW, Astin HS (eds) (2000) Leadership Reconsidered: Engaging Higher Education in Social Change. W.K. Kellogg Foundation, Battle Creek, MI\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAtkočiūnienė V, Vaznonienė G, Aleksandravičius A (2018) The role of rural development administrators in rural institutions. Manage Theory Stud Rural Bus Infrastructure Dev 40(2):143\u0026ndash;154\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBakri F, Rodhiyah A, Nurindrasari M, Pratiwi S, Muliyati D (2020) The Design of Physics Learning Video as Joyful-Based Learning Media Enrichment by Powtoon. \u003cem\u003eJournal of Physics. Conference Series\u003c/em\u003e, 1491(1), 12061-. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1088/1742-6596/1491/1/012061\u003c/span\u003e\u003cspan address=\"10.1088/1742-6596/1491/1/012061\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBalogh A, Benedek A, Vid\u0026eacute;kin\u0026eacute;-Rem\u0026eacute;nyi J (2013) Who is the joy of learning important for? The Joy of Learning\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBowman NA (2010) The development of psychological well-being among first-year college students. J Coll Student Dev 51(2):180\u0026ndash;200\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBoyd MP, Edmiston B (2021) Creating Democratic Classroom Communities with Morning Meeting Humanizing Social Practices. A Response to The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education. Democracy Educ 29(1):6\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBryman A (2016) Social Research Methods, 5th edn. Oxford University Press\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChan RY (2016) Understanding the purpose of higher education: An analysis of the economic and social benefits for completing a college degree. J Educ Policy Plann Adm 6(5):1\u0026ndash;40\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eCreswell JW (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th edn. Sage\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDennis JM, Phinney JS, Chuateco LI (2005) The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. J Coll Student Dev 46(3):223\u0026ndash;236\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEgle DK (2023) Joyful Leadership amidst tragedy and triumph: A qualitative Phenomenological Study of the attributes and impact of joyful leadership in work and life. Regent University ProQuest Dissertations \u0026amp; Theses\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEsterhazy R, Damşa C (2019) Unpacking the feedback process: an analysis of undergraduate students\u0026rsquo; interactional meaning-making of feedback comments. Stud High Educ 44(2):260\u0026ndash;274\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEtikan I, Musa SA, Alkassim RS (2016) Comparison of convenience sampling and purposive sampling. Am J Theoretical Appl Stat 5(1):1\u0026ndash;4\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eEvans JR, Mathur A (2018) The value of online surveys. Internet Res 28(4):616\u0026ndash;635\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFarley S (2023) Joyful learning: tools to infuse your 6\u0026ndash;12 classroom with meaning, relevance, and fun. Routledge\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eField A (2018) Discovering Statistics Using IBM SPSS Statistics, 5th edn. Sage\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFlick U (2018) An Introduction to Qualitative Research, 6th edn. Sage\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGipson AN, Pfaff DL, Mendelsohn DB, Catenacci LT, Burke WW (2017) Women and leadership: Selection, development, leadership style, and performance. Journal Appl Behav Science 53(1):32\u0026ndash;65\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGreen SB (1991) How many subjects does it take to do a regression analysis? Multivar Behav Res 26(3):499\u0026ndash;510\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHan CW, Farruggia SP, Moss TP (2017) Effects of academic mindsets on college students' achievement and retention. J Coll Student Dev 58(8):1119\u0026ndash;1134\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHansel L (2018) Joyful Learning in Kindergarten: The Beginning of Lifelong Learning. YC Young Child 73(1):4\u0026ndash;5\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHasan N (2016) Joyful learning: A step towards the positive classroom. Int J Educ Manage Stud 6(1):133\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHe J, Lee Y, Young B, Chiang FK (2017), December A Study on the effect of joyful learning application upon undergraduate English vocabulary learning. In 2017 International Conference of Educational Innovation through Technology (EITT) (pp. 288\u0026ndash;292). IEEE\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHernandez JC (2019) Leaking pipeline: Issues impacting Latino/a college student retention. Minor student Retent, 99\u0026ndash;122\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHeywood P (2005) Learning joyfully: An emotional and transformative experience. Melbourne Stud Educ 46(1):33\u0026ndash;44. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/17508480509556414\u003c/span\u003e\u003cspan address=\"10.1080/17508480509556414\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ehttps://\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e\u003c/span\u003e\u003cspan address=\"http://www.proquest.com/dissertations-theses/joyful-leadership-amidst-tragedy-triumph/docview/2869892741/se-2\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJadal MM (2012) Increasing the achievement of students by using the activity based joyful learning approach. J Arts Cult 3(2):92\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eJoyful Learning Network (2020) \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.joyfullearningnetwork.com/what-is-joyful-learning.html\u003c/span\u003e\u003cspan address=\"http://www.joyfullearningnetwork.com/what-is-joyful-learning.html\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKang J, Keinonen T (2018) The effect of student-centered approaches on students\u0026rsquo; interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches. Res Sci Educ 48(4):865\u0026ndash;885\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKasner YMG (2023) Joyful learning matters: Teacher practices in amplifying Joyful Learning experiences for Chinese English language learners. ProQuest Dissertations \u0026amp; Theses\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKasner YMG (2023) Joyful Learning Matters: Teacher Practices in Amplifying Joyful Learning Experiences for Chinese English Language Learners. ProQuest Dissertations \u0026amp; Theses\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKing PM (1997) Character and civic education: What does it take? Educational Record, 78 (3,4), 87\u0026ndash;90\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKolb DA (1984) Experiential learning: Experience as the source of learning and development\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKoshkin AP, Abramov RA, Rozhina EY, Novikov AV (2018) Role of social representations in student motivation for acquiring further education. Interchange 49(3):313\u0026ndash;341\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLi J, Han X, Wang W, Sun G, Cheng Z (2018) How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learn Individual Differences 61:120\u0026ndash;126\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMarques J (2015) The changed leadership landscape: What matters today. J Manage Dev\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMcGregor L (2001) Improving the quality and speed of decision making. J Change Manage 2(4):344\u0026ndash;356\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMeneses R (2018) Rare leadership, 4 uncommon habits for increasing trust, joy, and engagement in the people you lead. J Appl Christ Leadersh 12(2):113\u0026ndash;115\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMeruyert Uaikhanova A, Zeinulina MP, Albina Anesova (2022) Developing leadership skills in university students. Cogent Educ 9(1):2143035. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/2331186X.2022.2143035\u003c/span\u003e\u003cspan address=\"10.1080/2331186X.2022.2143035\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMoreira PA, Inman RA, Rosa I, Cloninger K, Duarte A, Cloninger R, C (2020) The psychobiological model of personality and its association with student approaches to learning: Integrating temperament and character. Scandinavian J Educational Res, 1\u0026ndash;17\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMorse SW (1989) Renewing civic capacity: Preparing college students for service and citizenship. ASHE-ERIC Higher Education Report No. 8. George Washington University, Washington, DC\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMorse SW (2004) Smart communities: How citizens and local leaders can use strategic thinking to build a brighter future. Jossey-Bass, San Francisco\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMour\u0026atilde;o L (2018) The Role of Leadership in the Professional Development of Subordinates. Leadersh intechopen. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.5772/intechopen.76056\u003c/span\u003e\u003cspan address=\"10.5772/intechopen.76056\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMushtaq I, Khan SN (2012) Factors affecting Students academic performance. Global J Manage Bus Res, 12(9)\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eNathan LF (2020) Joyful learning at scale: Immersing students in the arts. Phi Delta Kappan 101(8):8\u0026ndash;14. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/0031721720923514\u003c/span\u003e\u003cspan address=\"10.1177/0031721720923514\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eNational Leadership Council for Liberal Education and America's Promise (2007) College learning for the new global century. Association of American Colleges and Universities, Washington, DC\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eNoori AQ (2021) Students\u0026rsquo; Experiences of their Leadership Development through the Leadership Subject Taught in Universiti Teknologi Malaysia. J World Englishes Educational Practices 3(8):01\u0026ndash;09. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.32996/jweep.2021.3.8.1\u003c/span\u003e\u003cspan address=\"10.32996/jweep.2021.3.8.1\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePerlo J, Feeley D (2018) Why focusing on professional burnout is not enough. J Healthc Manag 63(2):85\u0026ndash;89. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1097/JHM-D-18-00003\u003c/span\u003e\u003cspan address=\"10.1097/JHM-D-18-00003\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePotkay A (2010) Narrative possibilities of happiness, unhappiness, and joy. Social Research: Int Q 77(2):523\u0026ndash;544\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePriest S, Gass M (2018) Effective leadership in adventure programming, 3E. Human Kinetics\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eRenko M, El Tarabishy A, Carsrud AL, Br\u0026auml;nnback M (2015) Understanding and measuring entrepreneurial leadership style. J Small Bus Management 53(1):54\u0026ndash;74\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eRose H, Curle S, Aizawa I, Thompson G (2020) What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Stud High Educ 45(11):2149\u0026ndash;2161\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSchnitker SA, Ratchford JL, Lorona RT (2020) How can joy escape jingle-jangle? Virtue and telos conceptualizations as alternative approaches to the scientific study of joy. J Posit Psychol 15(1):44\u0026ndash;48. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/17439760.2019.1685572\u003c/span\u003e\u003cspan address=\"10.1080/17439760.2019.1685572\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSelznick P (2011) Leadership in administration: A sociological interpretation. Quid Pro Books\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSenge PM (2017) The leaders new work: Building learning organizations. Routledge, pp 51\u0026ndash;67\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSigit R et al (2022) Building Joyful Learning to Enhance Students Motivation in Studying English. Attractive: Innovative Educ J 4(2):138\u0026ndash;143\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eTannenbaum R, Schmidt WH (2017) How to choose a leadership pattern. Routledge, pp 75\u0026ndash;84\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eTrevino NN, DeFreitas SC (2014) The relationship between intrinsic motivation and academic achievement for first generation Latino college students. Soc Psychol Educ 17(2):293\u0026ndash;306\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eVan-Rooij EC, Jansen EP, van de Grift WJ (2018) First-year university students\u0026rsquo; academic success: the importance of academic adjustment. Eur J Psychol Educ 33(4):749\u0026ndash;767\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWaterworth P (2020) Creating Joyful Learning within a Democratic Classroom. J Teach Learn Elementary Educ 3(2):109\u0026ndash;116\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWillis J (2007) The neuroscience of joyful education. Educational Leadersh 64(9):1\u0026ndash;5\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Joyful learning, leadership skills, experiential learning theory","lastPublishedDoi":"10.21203/rs.3.rs-6652888/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6652888/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe purpose of this study is to highlight the importance of joyful learning pedagogy in fostering leadership skills in teaching and learning environment. Over the last years, joyful learning has increasingly attracted scholarly attention from academic researchers and educators. However, case studies and investigations on joyful learning applied to tertiary educational contexts are rather more limited and scarcer than the aforementioned educational settings. This fact highlights a potential research gap that the present study aims to address. The underpinning theory for this study is the experiential learning theory (ELT). ELT is a holistic model of the learning process that focuses attention on the unique role of experience in learning and development. This study adopts a quantitative research design. A cross-sectional survey was employed, as it allows for the collection of data at a single point in time, making it suitable for assessing the perspectives of students regarding joyful learning experiences and their leadership development. The findings from this study reveal insightful patterns regarding the role of joyful learning pedagogy in enhancing leadership skills among students at the higher institutions of learning. Through descriptive statistics, correlation analysis, and regression analysis, we observe several key points regarding students' experiences and their relationship with leadership skill development. This study contributes to the growing body of literature on leadership education by highlighting the importance of joyful learning as a foundational element in leadership skill development. The results demonstrate that students who experience joy, engagement, and positive behavioral influences in their learning environment are more likely to develop leadership skills. The practical implications are valuable for institutions of higher learning in terms of enhancing its pedagogical strategies, creating an educational environment that not only fosters leadership skills but also supports students\u0026rsquo; overall motivation and well-being. Recommendations for future studies suggest longitudinal research would be valuable in assessing the long-term effects of joyful learning on leadership development and career outcomes. Comparative analyses between joyful learning pedagogy and traditional methods could help identify the most effective practices for fostering leadership skills.\u003c/p\u003e","manuscriptTitle":"Developing Joyful Learning Pedagogy to Cultivate Students’ Leadership Skills","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-13 15:57:43","doi":"10.21203/rs.3.rs-6652888/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"dedd263f-7100-4bab-acf7-f88c7f6f35d6","owner":[],"postedDate":"August 13th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":52840611,"name":"Business and commerce/Business and management"},{"id":52840612,"name":"Social science/Business and management"},{"id":52840613,"name":"Social science/Sociology"}],"tags":[],"updatedAt":"2025-12-15T12:25:00+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-13 15:57:43","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6652888","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6652888","identity":"rs-6652888","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}