Abstract:
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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 |