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

doi:https://doi.org/10.3389/fpsyg.2021.666455

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RECERCAT Home > Universitat Ramon Llull > Facultat de Psicologia, Ciències de l'Educació i de l'Esport Blanquerna > Articles publicats en revistes > View document

Use this identifier to quote or link this document: http://hdl.handle.net/2072/521433

dc.contributor	Universitat Ramon Llull. Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna
dc.contributor	Universitat Ramon Llull. ESADE
dc.contributor.author	Montalvo García, Adolfo
dc.contributor.author	Martí, Margarita
dc.contributor.author	Gallifa, Josep
dc.date.accessioned	2022-02-22T16:14:04Z
dc.date.available	2022-02-22T16:14:04Z
dc.date.issued	2021
dc.identifier.uri	http://hdl.handle.net/2072/521433
dc.format.extent	14 p.
dc.language.iso	eng
dc.publisher	Frontiers
dc.relation.ispartof	Frontiers in Psychology, 2021, Vol. 12, article 666455
dc.rights	L'accés als continguts d'aquest document queda condicionat a l'acceptació de les condicions d'ús establertes per la següent llicència Creative Commons:http://creativecommons.org/licenses/by/4.0/
dc.rights	© L'autor/a
dc.source	RECERCAT (Dipòsit de la Recerca de Catalunya)
dc.subject.other	Competències emocionals
dc.subject.other	Creixament personal
dc.subject.other	Ensenyament universitari
dc.subject.other	Personalitat
dc.title	Emotional Competence Development in Graduate Education: The Differentiated Impact of a Self-Leadership Program Depending on Personality Traits
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.embargo.terms	cap
dc.identifier.doi	https://doi.org/10.3389/fpsyg.2021.666455
dc.rights.accessLevel	info:eu-repo/semantics/openAccess
dc.description.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

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