Emotional Competence Development in Graduate Education: The Differentiated Impact of a Self-Leadership Program Depending on Personality Traits

Adolfo Montalvo-Garcia, Margarita Martí-Ripoll, Josep Gallifa

Research output: Indexed journal article Articlepeer-review

4 Citations (Scopus)

Abstract

There is little research on the effectiveness of self-leadership programs (SLPs) in graduate education based on the progress in emotional competences development (ECD), and only a few of the studies incorporate its relationship with personality traits (PTs). This article studies the differentiated impact of an optional SLP, which has eight workshops with a learner-centered and experiential approach, depending on PTs. With a quasi-experimental ex post facto design, students' scores in EDC were analyzed according to their PT extremes: introversion, antagonism, lack of direction, neuroticism, and closed to experience. ANCOVA tests, with ECD pretest as a co-variable, were applied for each PT. The results indicated that the SLP presented a differentiated impact in ECD in four of the five PTs: neuroticism, introversion, antagonism, and lack of direction. These findings can be a key element for the participating students in SLPs because self-leadership requires self-knowledge. ECD can contribute to more integral learning in the graduate education experience, enhancing the preparation for the world of work.

Original languageEnglish
Article number666455
JournalFrontiers in Psychology
Volume12
DOIs
Publication statusPublished - 21 May 2021

Keywords

  • big five
  • emotional competence development
  • graduate education
  • personal growth
  • personality traits
  • self-leadership

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