Effects of leadership experiences on psychosocial development
Presentation Type
Abstract
Faculty Advisor
Valerie Sessa
Access Type
Event
Start Date
25-4-2025 9:00 AM
End Date
25-4-2025 9:59 AM
Description
This study investigates the relationship between leadership experiences and psychosocial development in college students. Leadership development, encompassing roles in student organizations, leadership courses, and extracurricular activities, has been linked to enhanced skills such as emotional intelligence, adaptability, and communication. Using the Student Developmental Task and Lifestyle Assessment (SDTLA), within a secondary longitudinal data measured psychosocial development across five dimensions: emotional autonomy, interdependence, tolerance, peer relationships, and instrumental autonomy. Participants from five institutions completed surveys over four years, reporting on their leadership experiences and psychosocial growth. Findings show significant positive correlations between leadership experiences and interdependence, emotional autonomy, and tolerance by the fourth year, emphasizing leadership's role in fostering social responsibility, independence, and inclusivity. However, peer relationships and practical autonomy showed no significant relationship with leadership involvement, suggesting other factors may influence these areas. The study contributes to understanding how leadership roles impact college students' developmental trajectories and provides practical implications for designing leadership programs that promote well-rounded personal growth. Future research should explore the differential effects of formal and informal leadership roles and consider the long-term outcomes of leadership experiences beyond the college years.
Effects of leadership experiences on psychosocial development
This study investigates the relationship between leadership experiences and psychosocial development in college students. Leadership development, encompassing roles in student organizations, leadership courses, and extracurricular activities, has been linked to enhanced skills such as emotional intelligence, adaptability, and communication. Using the Student Developmental Task and Lifestyle Assessment (SDTLA), within a secondary longitudinal data measured psychosocial development across five dimensions: emotional autonomy, interdependence, tolerance, peer relationships, and instrumental autonomy. Participants from five institutions completed surveys over four years, reporting on their leadership experiences and psychosocial growth. Findings show significant positive correlations between leadership experiences and interdependence, emotional autonomy, and tolerance by the fourth year, emphasizing leadership's role in fostering social responsibility, independence, and inclusivity. However, peer relationships and practical autonomy showed no significant relationship with leadership involvement, suggesting other factors may influence these areas. The study contributes to understanding how leadership roles impact college students' developmental trajectories and provides practical implications for designing leadership programs that promote well-rounded personal growth. Future research should explore the differential effects of formal and informal leadership roles and consider the long-term outcomes of leadership experiences beyond the college years.
Comments
Poster presentation at the 2025 Student Research Symposium.