Date of Award

5-2025

Document Type

Thesis

Degree Name

Master of Arts (MA)

College/School

College of Humanities and Social Sciences

Department/Program

Psychology

Thesis Sponsor/Dissertation Chair/Project Chair

Valerie Sessa

Committee Member

Jennifer Bragger

Committee Member

Catrina Notari

Abstract

This study examines the impact of on-campus and off-campus employment on college students’ leadership development, focusing on three proximal indices: leader self-efficacy (LSE), motivation to lead (MTL), and leader identity. Drawing from the Hexagon Theory of leadership, the study utilized secondary longitudinal data from a sample of students enrolled in leadership development programs across five universities, tracked over six years from freshman year through two years post-college. A series of two-step linear regressions were conducted to assess the predictive value of employment type on each leadership construct. Results revealed that neither on-campus nor off-campus employment significantly predicted LSE, MTL, or leader identity at the final time point. Despite the lack of statistically significant findings, the study offers valuable insights into the nuanced role of employment experiences in student leadership development. The results suggest that how students engage with and make meaning of their work roles may be just as important as the roles themselves in fostering leadership development.

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