Beyond the tipping point: Determining the optimal balance between leadership roles and student well-being
Presentation Type
Abstract
Faculty Advisor
Valerie Sessa
Access Type
Event
Start Date
25-4-2025 12:00 PM
End Date
25-4-2025 1:00 PM
Description
Leadership, characterized as the capacity to empower individuals or groups in pursuit of similar goals, has a profound impact on both employee engagement and overall well-being, as evidently shown in the current literature (Skakon et al., 2010). However, there is a significant gap in the literature examining leadership development in college students and their overall well-being. This study aims to address this gap by examining the overall relationship between leadership development and the well-being of student leaders. Leadership development and well-being were evaluated in 73 undergraduate students across four years from five institutions offering Leadership Development Programs (LDPs). Institutions varied in size, standing as public/private, and Carnegie classification. Participants were 32% male and 68% female, with diverse racial demographics (49% Caucasian, 14% Asian, 14% Hispanic, 8% African American, 15% other/multiple identities). Regression analyses will be conducted to better understand this relationship. The results of the analyses that will be presented will assist in identifying at which point leadership positions will have negative implications towards student wellbeing rather than positive outcomes.
Beyond the tipping point: Determining the optimal balance between leadership roles and student well-being
Leadership, characterized as the capacity to empower individuals or groups in pursuit of similar goals, has a profound impact on both employee engagement and overall well-being, as evidently shown in the current literature (Skakon et al., 2010). However, there is a significant gap in the literature examining leadership development in college students and their overall well-being. This study aims to address this gap by examining the overall relationship between leadership development and the well-being of student leaders. Leadership development and well-being were evaluated in 73 undergraduate students across four years from five institutions offering Leadership Development Programs (LDPs). Institutions varied in size, standing as public/private, and Carnegie classification. Participants were 32% male and 68% female, with diverse racial demographics (49% Caucasian, 14% Asian, 14% Hispanic, 8% African American, 15% other/multiple identities). Regression analyses will be conducted to better understand this relationship. The results of the analyses that will be presented will assist in identifying at which point leadership positions will have negative implications towards student wellbeing rather than positive outcomes.
Comments
Poster presentation at the 2025 Student Research Symposium.