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EMOTIONAL INTELLIGENCE: A QUALITATIVE STUDY OF THE
DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF COMMUNITY
COLLEGE STUDENTS ENROLLED IN A LEADERSHIP DEVELOPMENT
PROGRAM
DISSERTATION DEFENSE
STEVIE BLAKELY
COLORADO STATE UNIVERSITY
WEDNESDAY, JUNE 3RD 2015
RESEARCH QUESTIONS
Determine the impact of formal leadership training on the emotional intelligence development of community college students.
Purpose of the Study
1. How do community college students’ experiences in a formal leadership training program impact their development of emotional intelligence?
2. How do students demonstrating the greatest gains on the ESAP-A/B perceive that their participation in a leadership training program impacted their growth of emotional intelligence?
3. What curriculum/design components of a leadership training program do participants perceive as having the greatest impact on their personal development?
LITERATURE REVIEW
• Research regarding Student Development Theory• We know they develop through in-classroom and out-of-classroom
experiences, but how do they develop through leadership training specifically?
• Research regarding Emotional Intelligence• As higher education, specifically community colleges, focus on
workforce development, it is important to research the experiences which develop EI in students.
• Research regarding EI and Higher Education• Strong research base discussing the connections between EI and
academic achievement, but not EI and student development.
This study fills the gap in the research, exploring how leadership training can impact student EI development.
THEORETICAL FRAMEWORK
Emotional Competency Areas Emotional Skills
Interpersonal Communication
1. Assertion
Personal Leadership Skills
1. Comfort2. Empathy3. Decision Making4. Leadership
Self-Management Skills
1. Drive Strength2. Time Management3. Commitment Ethic
Intrapersonal Skills 1. Self Esteem2. Stress Management
Problem Areas
1. Aggression2. Deference3. Change Orientation
Figure 1: Emotional Skills Assessment Process (Low et al., 2004; Nelson, Low, & Vela, 2003)
METHODOLOGY
Phase 1: Pre-test using the ESAP-A instrument (August/September)
Phase 2: Focus Groups with each program (February/March)
Phase 3: Post-test using the ESAP-B instrument (April)
Phase 4: Interviews with 12 students demonstrating the most growth (April/May)
DATA RELIABILITY & TRUSTWORTHINESSRESEARCHER BIAS
• Reflexive Journaling• Colleague assistance for pre-test• Member checking of transcripts• Peer debriefing of coding
DEMOGRAPHICSCampus:
• Enrollment: 8,698
• Majority Female (65%)
• Average Age 27
• Ethnicity:• White 45%
• Black/African American 17.5%
• Unknown 15%
• Hispanic/Latino 13.4%
• Other 9.1%
Sample:
• Enrollment: 37 (n=30 for data)
• Majority Female (73%)
• Average Age 24
• Ethnicity:• Hispanic/Latino 33.3%
• Black/African American 26.7%
• White 16.7%
• Other 16.7%
• Asian American 6.7%
FINDINGS- RESEARCH QUESTION 1
Theme: Self-confidence and Self-esteem“When I started in this program, I was intimidated by the other students. They were older and knew more than me. I was just quiet, sitting in the back. Now I feel like I can contribute. That I participate in class and have something to say. I found my voice. In a
way, I found myself.
Theme: Out of Comfort Zone“By putting yourself in the situation where you are uncomfortable, it helps you. It’s what helped me.”
FINDINGS- RESEARCH QUESTION 2
Experience: Public Speaking“Well I feel like without leading the orientation, I wouldn’t have been able to stand up in front of a group of people and present myself because I am
normally kind of shy.”
Experience: Communication“You bond with the team in coming up with ideas on what we should do and what we should not do and
how everything was going to work out.”
FINDINGS- RESEARCH QUESTION 3
Top Components:1. Workshops2. Teamwork3. Being in a Cohort4. Networking5. Orientation**
ADDITIONAL FINDINGS
1. Overall EI growth outliers (+95%/-19%)
-comprehension
-self-reported/mood influence
2. Identity Development
IMPLICATIONS FOR RESEARCH AND POLICY
• Research• Use larger samples with the ESAP-A/B to determine EI
growth in college students
• Use larger sample sizes to determine demographic differences in EI scores and development
• Deeper investigation is needed regarding the “comfort zone” experiences and the impact that these have on college student development and EI growth
• Deeper exploration of cohort experiences, specifically co-curricular, and the impact these have on student development
THANK YOU!