Dissertation/Thesis Abstract

Emotional intelligence: A qualitative study of the development of emotional intelligence of community college students enrolled in a leadership development program
by Carter, Stevie Dawn, Ph.D., Colorado State University, 2015, 138; 3720382
Abstract (Summary)

This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students’ emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.

Indexing (document details)
Advisor: Strathe, Marlene
Commitee: Anderson, Sharon, Orsi, Rebecca, Peila-Shuster, Jackie
School: Colorado State University
Department: Education (School of )
School Location: United States -- Colorado
Source: DAI-A 77/01(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Community college education, Educational leadership
Keywords: Community college, Emotional intelligence, Higher education, Leadership development, Leadership training, Student development
Publication Number: 3720382
ISBN: 978-1-339-01364-0
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest