EMOTIONAL INTELLIGENCE ASSESSMENT OF UNDERGRADUATE STUDENTS INVOLVED IN STUDENT ORGANIZATIONS AT A RESEARCH1 INSTITUTION IN NORTHERN CALIFORNIA A Thesis Presented to the faculty of Graduate and Professional Studies in Education California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Education (Higher Educational Leadership) by Danielle Eckert SPRING 2014 © 2014 Danielle Eckert ALL RIGHTS RESERVED ii EMOTIONAL INTELLIGENCE ASSESSMENT OF UNDERGRADUATE STUDENTS INVOLVED IN STUDENT ORGANIZATIONS AT A RESEARCH1 INSTITUTION IN NORTHERN CALIFORNIA A Thesis by Danielle Eckert Approved by: __________________________________, Committee Chair José Chávez, Ed.D. __________________________________, Second Reader Geni Cowan, Ph.D. Date iii Student: Danielle Eckert I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. , Chair Susan Heredia, Ph.D. Date Graduate and Professional Studies in Education iv Abstract of EMOTIONAL INTELLIGENCE ASSESSMENT OF UNDERGRADUATE STUDENTS INVOLVED IN STUDENT ORGANIZATIONS AT A RESEARCH1 INSTITUTION IN NORTHERN CALIFORNIA by Danielle Eckert Brief Literature Review The researcher reviewed Astin’s (1985, 1993, 1999) theory of Involvement and IE-O model, Mayer and Salovey’s (1993, 1995) theory of emotional intelligence, and Shankman, Allen, and Facca’s (2010) emotionally intelligent leadership theory. Student involvement is the investment of psychological and physical energy a student devotes to the academic experience. Involvement affects students’ cognitive and non-cognitive outcomes (Astin, 1993). Involvement in student organizations provide space for learning and personal development (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005; Thompson, Clark, Walker, & Whyatt, 2013). Student involvement also affects their development of soft skills including emotional intelligence. Emotional intelligence improves one’s ability to recognize personal and other’s emotions and use it to resolve conflicts and problems and improve interactions with others (Brown, 1999). v Statement of Purpose The purpose of this study was to identify the effects of involvement in student organizations on undergraduate students’ emotional intelligence. The researcher hopes that identification of the effects and benefits from involvement in student organizations can lead to educating students on how to better articulate and utilize their development of soft skills for future successes in employment opportunities. Methodology An online questionnaire was distributed to undergraduate students involved in student organizations at a research1 institution in Northern California. There were 178 respondents who participated in the survey. A large portion of respondents, 47.4% and 24.4%, were upper class persons, Juniors or Seniors. A majority of respondents was aged 18-24 (96.1%) and identified as female (75.2%). Conclusions and Recommendations The research in this study supported a correlation between student involvement in student organizations, and development of emotional intelligence. Respondents identified that their involvement impacted their ability to understand and interpret emotions. This information should lead to resource development that will prepare students in applying, working, and succeeding in employment opportunities. , Committee Chair José Chávez, Ed.D. Date vi DEDICATION I would like to dedicate my thesis to all of my past, present, and future students. You all are my motivation for pursing a career in Higher Education and Student Affairs. It has been such an honor working with students who are passionate about their experiences and involvement in education. vii ACKNOWLEDGMENTS This process has been a long, tiresome journey that would not have been possible without amazing support systems in various outlets of my life. There have been so many folks who have contributed to my work and sanity. I am so grateful for all of the encouragement that has kept me motivated for the past two years. I would like to first acknowledge Dr. José Chávez, Thesis Advisor and Dr. Geni Cowan, Graduate Coordinator for providing me with the opportunity to be a part of this amazing program. Thank you for sharing your knowledge and wisdom. I have learned so much since first stepping into class and have realized that this program really challenged every aspect of my being. I remember walking into class the first day and hearing Dr. Cowan say “I am trying to scare you out of the program.” Initially, I secondguessed myself if this program was right for me; however, looking back now I realize that this tactic is so important to finding the folks who are in it for the long haul. Thank you both for scaring and supporting me through this program. I am confident in saying that I did not just graduate, I grew. Dr. Chávez, thank you for providing me with a foundation for success. I absolutely cherished our Temple Coffee meetings where I always asked you “Am I on track?” and it always surprised me that you said “Yes.” I am one of my harshest critics and I relied on you to provide me with that confidence boost I always needed. Thank you for allowing me to flood your inbox with multiple emails and questions. I am very lucky to have had an advisor who was so supportive and positive about my work. viii This journey would not have been possible without the support from my ELDP Cohort 2012-2014. When I first came into this program, I underestimated how much time and energy would be spent understanding and finishing assignments. I think we all had moments of…”so this is why they call it grad school.” Thank you to everyone who went out of their way to email the cohort to clarify assignments, remind us of deadlines and even ask our professors the awkward question of “can we just get extra credit for this?” I think we have all done a tremendous job of looking out for each other and making sure that we all succeed. Special thanks to Flash, Aaron, Michele and Heather, you have all been a huge support network not only with class assignments but with that much needed kick in the butt to keep working. Flash and Heather thank you for always letting me email you random questions and vent about my progress. In a program and journey like this it is essential to have folks who know what you are going through and who are able to provide you with much needed encouragement or reality check. I want to acknowledge my colleagues from Center for Student Involvement at UC Davis. Anne, Paul, Lyndon and Heather you have been great cheerleaders for me in this journey. Whenever I have felt defeated or needed to vent about this process you have always given me hope and motivation to continue on. Anne, thank you so much for allowing me to host a survey through the department. Without this opportunity I do not think this product would have been possible. I do hope that CSI can use this research in the future to help educate students on how to articulate their involvement when applying for jobs. Paul, as always you have been a mentor, friend, and confidant. I am so thankful ix for our relationship as I would not have applied to this program nor thought a future in Student Affairs was possible. I would like to thank Lyndon who has been invaluable in putting up with my consistent nagging and grammatical errors. I honestly do not know what I would do without you giving me counsel on life, education, and mental fortitude. Thank you for allowing me to send you 25 pages, giving you two days to look it over and then resend you final copies for your proof. You have a huge heart and I really appreciate all the time and effort you have put into my development as a masters student and as a student affairs practitioner. One of the most important aspects of this process has been balancing education, work, and play. Thank you to all of my family members and friends who have reminded me that if I can take a break…take a break. Without having getaway moments where I can turn everything off, I do not think I would have made it this far. Special thanks to my roommate/best friend Dana who despite her “let’s go out” tendencies has always understood that graduating and completing this project comes first. I cherish our Crepeville study sessions where I forced myself to write a page while you worked on job applications. Keeping a routine and always looking forward to dinner at Crepeville kept me motivated to press on. I am so happy that now I can honestly say “let’s go out” without hesitation. Lastly, I would like to say thank you to all of my family members for supporting me in my pursuit for higher education. I am so thankful to have parents who provided me x with financial support to seek more knowledge and experience. You have both been tremendous role models and have taught me how to value working hard, perseverance and dedication. When the going gets tough, never make a knee jerk reaction and give up. Try your hardest, do everything you can, stay focused, stay positive and you will find the light at the end of the tunnel. xi TABLE OF CONTENTS Page Dedication ........................................................................................................................ vii Acknowledgments........................................................................................................... viii List of Figures ................................................................................................................. xiv Chapter 1. INTRODUCTION ....................................................................................................... 1 Background .......................................................................................................... 1 Statement of the Problem ..................................................................................... 3 Definition of Terms.............................................................................................. 4 Limitations ........................................................................................................... 5 Significance of the Study ..................................................................................... 6 Organization of the Remainder of the Thesis ...................................................... 7 2. REVIEW OF RELATED LITERATURE .................................................................. 9 Introduction .......................................................................................................... 9 Effects of Student Involvement ......................................................................... 10 Emotional Intelligence ....................................................................................... 17 Impact of Emotional Intelligence....................................................................... 20 Rationale for the Study ...................................................................................... 26 Summary ............................................................................................................ 28 3. METHODOLOGY .................................................................................................... 30 Introduction ........................................................................................................ 30 Setting of the Study............................................................................................ 30 Research Design................................................................................................. 31 Summary ............................................................................................................ 35 4. DATA ANALYSIS AND FINDINGS ...................................................................... 36 Introduction ........................................................................................................ 36 xii Data Analysis and Findings ............................................................................... 37 Summary of Findings ......................................................................................... 58 5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ............................ 59 Summary ............................................................................................................ 59 Conclusion ......................................................................................................... 62 Recommendations .............................................................................................. 64 Appendix A. Survey Instrument ....................................................................................... 67 Appendix B. Information and Consent Letter................................................................... 79 References ......................................................................................................................... 80 xiii LIST OF FIGURES Figures Page 1. Classification......................................................................................................... 38 2. Gender ................................................................................................................... 39 3. Reported age ......................................................................................................... 40 4. Ethnic identity ....................................................................................................... 41 5. Hours dedicated to organization ........................................................................... 42 6. Becoming an effective leader................................................................................ 44 7. Interpreting situations and the networks of organizations and communities ........ 46 8. Identifying emotions and reactions ....................................................................... 47 9. Moderating emotions and reactions ...................................................................... 48 10. Balanced sense of self ........................................................................................... 49 11. Transparent and trustworthy ................................................................................. 50 12. Ability to understand others' perspectives ............................................................ 52 13. Ability to motivate others towards a shared vision ............................................... 53 14. Enhance others’ skills and abilities ....................................................................... 54 15. Seeking and working towards new directions ...................................................... 55 16. Creating connections ............................................................................................. 56 17. Build on assets with differences from others ........................................................ 57 xiv 1 Chapter 1 INTRODUCTION Background George Kuh (1993) researched the impact of extra-curricular opportunities on students' development in the realm of higher education. The purpose of this study was to determine the impact of students' involvement in experiences outside the classroom on their academic and personal development. Participants in this study were classified as seniors who were either highly active leaders on campus or students with average campus involvement. Qualitative interviews were conducted and this researcher found 60% of the respondents chose at least one of the following outcome domains as a result of their participation as leaders on campus: social competence, reflective thought, altruism, autonomy, knowledge acquisition, confidence, practical competence, and self-awareness. Altruism, reflective thought, and social competences were among the most frequent reported outcomes. While in the higher education, college students can explore their leadership capacity and emotional intelligence (EI), both of which impact their ability to successfully influence and lead groups. Developing emotional intelligence will provide students with skills, capacities, and competencies that equip them with an ability to confront a situation with balance and maturity (Lynch, 2012). Emotional intelligence plays an important role in work environment, job satisfaction, and job performance. 2 Researchers Sy, Tram, and O’Hara (2005) examined the relationships between employees' emotional intelligence, managers' emotional intelligence, and job satisfaction. The researchers found employees with high emotional intelligence experienced higher job satisfaction. These employees were able to understand emotional context and cope successfully with these situations. Additionally, these employees were better equipped to maintain quality relationships with their managers, which influenced job performance (Sy et al., 2005). Involvement in co-curricular activities, specifically student organizations, affects students' capacity for successful leadership. Rutherford, Townsend, Briers, Cummins, and Conrad (2002) found members of organizations were more often perceived as possessing leadership ability than non-members were. More developmental opportunities were present for members involved in leadership positions within their student organization. As organizations and companies downsize, individuals become more visible, and the importance of innovation and efficiency increases. Accenture, a management, consulting, technology, and outsourcing services company, recently surveyed 2011 and 2012 graduates in a College Graduate Employment Survey (2013). The results indicated 66% of the 1,010 students believed that in addition to their education, they needed more training to develop soft skills to acquire the jobs they wanted. Graduates leave school with general skills; however, more training is needed to develop specialized soft skills like emotional intelligence to assure potential workers success in the workplace. 3 Undergraduate student involvement in student organizations can prepare these individuals for success after college. Student involvement in extra-curricular activities can greatly contribute to students' development in social competence, reflective thought, altruism, and selfawareness (Kuh, 1993). Such opportunities foster student development of the “soft skills” employers are seeking in new applicants (Goleman, 1998). Emotional intelligence is a soft skill that is essential to workplace and group dynamics. Individuals with emotional intelligence have the ability to identify and utilize emotional information and then use that knowledge to manage relationships and solve problems (Mayer, Caruso, Panter, & Salovey, 2012). Whether working at a collaborative company or on a team project, a person with emotional intelligence can utilize interpersonal and negotiation skills to form successful interactions in the workplace (Carnevale, Gainer & Meltzer, 1988). Statement of the Problem To increase student success after graduation, a Research1 institution in Northern California that will be referred to as University A for the remainder of the study needs to determine the impact of undergraduate student involvement in student organizations on emotional intelligence. This study sought to identify the effects of involvement in student organizations on undergraduate students’ emotional intelligence. Results from 4 this study will provide data to administrators concerning the degree of engagement of cocurricular involvement and its effects on emotional intelligence. Definition of Terms Center for Student Involvement The campus department through which student groups register to become a student organization on campus. Co-curricular or Extracurricular Activities Refer to the activities, programs, and/or groups a student experiences outside of the classroom Emotional Intelligence (EI) Refers to the ability to engage in sophisticated information processing about one’s own and others’ emotions and the ability to use this information as a guide to thinking and behavior Emotionally Intelligent Leadership (EIL) A core awareness and regulation of emotions in self/others. EIL involves consciousness of context, self, and others. 5 GenderQueer A person’s whose gender identity or expression falls outside of the cultural norm for their assigned sex OrgSync An online community that fosters effective communication and collaboration by connecting campus entities including students, staff, and faculty Registered Student Organization (RSO) Refers to a student group comprising both graduates and undergraduates recognized by the University and thus entitled to a variety of services and support Student Involvement The amount of physical and psychological energy a student devotes to his or her academic experience Two Spirit Many Native Americans use this term when referring to dual gendered people; however there are many different traditions associated with the word gender in Native American culture Limitations This study was created to determine the effects of student involvement in student organizations on students' emotional intelligence. The researcher identified approximately 3,000 eligible participants through user data collected by the Center for Student Involvement OrgSync online portal. The questionnaire was sent through the 6 Center for Student Involvement’s weekly bulletin to eligible participants and achieved an 8% return rate. There were 244 eligible respondents; however, this number dropped to 234 for the remainder of the demographics and general involvement section. Additionally, the number dropped to 178 respondents for the remainder of the study. The researcher contacted SurveyMonkey to determine the error in the response rate and found the error was caused either by “skip logic,” which occurs when the respondent is able to skip questions, or because the respondent simply never finished the survey. Respondents were also able to self-report their behaviors, creating opportunities for inaccuracies to occur, or biases to arise from question format or social desirability. Furthermore, questionnaires cannot clarify misunderstandings. Significance of the Study In a 2007-2008 Baccalaureate Degree Recipient survey by University A’s Student Affairs Research and Information, researchers found the 2008 graduating class was less likely than earlier classes to be employed full-time or continue onto postgraduate education (Butler, 2010). While University A’s percentages are higher than the national average, the university must prioritize students’ development of emotional intelligence by providing opportunities for involvement and training on articulating their learned experiences for future employment. According to The Association of American Colleges and Universities (AACU; 2006), business executives most value teamwork skills, critical thinking, analytical reasoning, and communication skills when considering potential 7 hires. Overall, the ability to collaborate with diverse groups of people is one of the top skills employers look for. Employers also believe universities should place greater emphasis on developing a “360,” a complete candidate who not only has technical skills and a strong work ethic, but broader skills like teamwork, communication, and problemsolving abilities. Sparkman, Maulding and Roberts (2012) studied the level of emotional intelligence in different populations: not enrolled, enrolled, and graduated from higher education. They found students who had graduated from an institution have the best subscales of emotional intelligence. These students are more likely to have empathy, and therefore, can more easily read others people’s emotions and needs. If administrators at University A do not analyze and assess the effects of involvement on capacities of emotional intelligence, then they cannot determine methods to better foster the development of students outside the classroom, a development that will enhance their professional or graduate endeavors. College graduates and employers think institutions should help students develop the ability to apply their knowledge to real world settings (AACU 2006). Organization of the Remainder of the Thesis The study is organized into five chapters. Chapter 2 provides a review of the literature and existing research. Chapter 3 describes the research methodology and procedures of collecting and analyzing the data. Chapter 4 analyzes the collected data 8 from the questionnaire. Chapter 5 provides a summary of the literature and study along with a conclusion and recommendations. 9 Chapter 2 REVIEW OF RELATED LITERATURE Introduction Institutions of higher education consider the development of strong leaders a key outcome for undergraduate students. University A identified this unit of student development as an educational objective for undergraduate students. For research purposes, leadership skills were defined as “the ability to stimulate and direct collaborative learning and collaborative action” (University of California, Davis [UCD], 2013a, section 5). Leadership development is a multi-faceted process influenced by the experiences, context, and interactions of undergraduate students. Leadership development is an outcome of involvement in extra-curricular activities. Researchers Komives et al. (2005) examined students' leadership development processes in higher education and found students' views about their personal leadership identity shifted from a leader-centric view to one embracing collaboration and relations. Emotional intelligence can play a large role in the success of our student leaders at the institutional and career level. Current employers look for employees who are able to understand, analyze, and react to situations and people. The purpose of Chapter 2 is to review the existing literature on emotional intelligence, including involvement, its interaction with leadership, and its influence on group dynamics, personal development, and future implications for students. 10 Effects of Student Involvement Defining Student Involvement The environment of a higher education institution has a substantial effect on student development. To better understand the effects of the environment on student development, Astin (1993) developed the Inputs-Environment-Outcomes (I-E-O) model. Inputs are defined as the characteristics of the student upon entry into the institution. Environment refers to the programs, people, and experiences to which a student is exposed. Outcomes are defined as the student’s characteristics after exposure to the environment. Specifically, this model is used to assess the various outcomes of students by looking at the impact of various environmental conditions. Involvement in student organizations is a type of environmental experience that effects student development. Astin (1999) defined involvement as the amount of physical and psychological energy a student devotes to his or her academic experience, including both commitment to academics and broader experiences like participating in student organizations or peerto-peer interactions. Involvement is an active term. While motivation is an important component of involvement, the behavioral aspects are critical to defining involvement. Additionally, involvement is easier to observe and measure than motivation. Astin’s Theory of Involvement closely resembles the Freudian concept of cathexis. Freud believed all people invest psychological energy to subjects outside themselves, including peers, family, school, jobs, activities, etc. (Astin 1985). Astin’s Involvement Theory has five basic postulates: 11 1. Involvement refers to the investment of physical and psychological energy in various objects. The objects may be highly generalized (the student experience) or highly specific (preparing for a chemistry examination). 2. Regardless of its object, involvement occurs along a continuum; that is, different students manifest different degrees of involvement in a given object, and the same student manifests different degrees of involvement in different objects at different times. 3. Involvement has both quantitative and qualitative features. The extend of a student's involvement in academic work, for instance, can be measured quantitatively (how many hours the student spends studying) and qualitatively (whether the student reviews and comprehends reading assignments or simply stares at the textbook and day dreams). 4. The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program. 5. The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement. (p. 519) One of the most important aspects of this theory is the more time students invest in involvement and academic experience, the more time they can devote to their educational development (Astin 1985). Students come into the institution with “inputs,” 12 their personal history and characteristics. Involvement in campus programs and activities is the environment students interact with. The interaction between inputs and environment can transform students’ pre-existing skills, thoughts, and characteristics (Astin, 1999). Astin (1985) explained that students learn by becoming involved. Involvement Outcomes Astin (1993) classified outcomes into cognitive and non-cognitive domains. Cognitive outcomes are related to the educational objectives of students, and noncognitive outcomes refer to students' attitudes, values, self-concept, and everyday behavior. Involvement in extra-curricular activities affects both cognitive and noncognitive outcomes of students. Academic performance is a cognitive outcome affected by involvement in cocurricular activities. Thompson, Clark, Walker, and Whyatt (2013) suggested involvement in extracurricular activities can negatively influence study if balance is not achieved by students prioritizing their time. In the past, people believed involvement in co-curricular activities to have negative effects on academic performance. In a study to negate these claims, Baker (2007) examined first-year students from 28 U.S. colleges who were randomly selected to participate in a study designed to measure effects of cocurricular involvement on their academic performance. This study specifically targeted under-represented students, selecting only Black and Latino students. The sample included 1,907 students (991 Black and 916 Latino). The independent variables examined were involvement in a sports/IM team, sorority/fraternity, political group, 13 religious group, and art/music/theatre group. Researchers examined the level/type of involvement and GPA to determine effects. Overall results showed involvement in extracurricular activities did not significantly affect academic performance for participants. However, membership in a political organization was identified as the most beneficial type of involvement for the academic performance of minority college students. This study supported the theory that involvement does not necessarily have a negative effect on academic performance. Huang and Chang (2004) also looked at the relationship between academics and co-curricular involvement. They sought to answer the following research questions: 1. Does getting involved in one area increase or reduce the likelihood of getting involved in others? 2. What are the optimal amounts and combinations of different forms of involvement for students' cognitive and affective growth? (p. 391) Their study used the "College Experiences Survey," which elicited demographic information as well as college experiences, perceptions, and evaluations of personal change. The survey was conducted using multistage cluster sampling with a total of 2,836 participants, all students in Taiwan. Results indicated the relationship between academic and co-curricular involvement is linear and contradicts the widely held assumption co-curricular involvement distracts students from academics. Results for the second research question showed gains in cognitive and communication skills from academic and co-curricular involvement. Gains in self-confidence and interpersonal 14 skills were primarily associated with co-curricular involvement. This study indicated cocurricular involved is not only associated with effective growth, but with cognitive growth. Involvement experiences help clarify personal values and foster personal development of both hard and soft skills. According to Thompson et al. (2013), ECAs provide students with a way to have fun, cope, contribute to society, learn, and develop skills. Structured opportunities like student organizing provide space for critical reflection and learning (Komives et al., 2005). These reflective learning opportunities provide students with a conscious framework and language to both understand and articulate their development. “Students are aware of the value of extracurricular activities for employability, developing confidence, character social skills, planning and organization” (Thompson et al., 2013, p. 142). Students involved in extracurricular activities engage with fellow students, staff, and faculty on a regular basis. This involvement greatly enhances interpersonal competence. According to Kuh, Douglas, Lund, and Ramin-Gyarneck (1994), out-ofclass experiences contribute to cognitive complexity, critical thinking, knowledge acquisition, inter/intra personal competence, and practical competence. Rubin, Bommer, Baldwin (2002) also looked at the effects of involvement in co-curricular (extracurricular) activities by testing the following hypotheses: 15 1. Students who are members of on-campus clubs/organizations, fraternities/sororities, and/or sports teams will exhibit superior interpersonal skills compared to students who are not members in the aforementioned groups. 2. Students who hold leadership positions within extracurricular activities will display better interpersonal skills than students who do not hold officer positions. (p. 443) Participants first completed a weekly, online survey measuring their participation in three areas of extra-curricular activities: fraternities/sororities, clubs/organizations, and sports teams. These participants, who were undergraduate students from a large Midwestern university, then took part in four exercises at an assessment center where raters scored each performance. All participants engaged in group tasks and problem solving. Results showed students who were members of clubs/organizations or fraternity/sororities exhibited strong interpersonal skills, decision making, teamwork, and communication. The results also supported the researchers' hypothesis that leaders of organizations display stronger interpersonal skills than do regular members. Results also indicated a positive relationship between officer status in a club or organization and interpersonal skill dimensions of communication, decision making, and teamwork skills. Student involvement and interaction with faculty, staff, and peers affects student development in a variety of ways. Komarraju, Musulkin, and Bhattacharya (2010) determined interactions between students and faculty can be crucial in developing a student’s self-concept, thus helping the student be motivated and achieve. Student-to- 16 student interactions positively correlate to growth in leadership abilities, public speaking, critical thinking, problem-solving skills, cultural awareness, and preparation for graduate school and or professional opportunities (Astin, 1993). Future Implications College graduates who plan to enter the professional world can use their cocurricular involvement advantageously when applying to positions. The resume provides the employer with essential information regarding academic and related work experience; however, co-curricular involvement can also provide the employer with insight into how the applicant has managed multiple activities while serving in different leadership positions. Nemanick and Clark (2002) studied the effects of listing co-curricular involvement and activities on resumes during candidate evaluations. They found resumes with a greater number of activities achieved higher ratings than those with a lesser number of activities. The resumes of applicants who listed leadership positions also rated significantly higher. Candidates who appear to be more well-rounded elevate themselves above candidates who lack similar experiences. Co-curricular involvement or involvement in extracurricular activities provides a wide range of opportunities for student development; however, engagement does not guarantee employability benefits (Thompson et al., 2013). 17 Emotional Intelligence Defining Emotional Intelligence Students are receiving a wealth of knowledge they can apply to their careers or academic decisions during college. In the past, graduates could obtain a secure, highpaying job solely with a degree; however, graduates are now pressured to possess hard and soft skills in addition to a degree in order to obtain and secure employment. Soft skills, including social and emotional intelligence, are now considered essential to workplace success. Goleman (1998) identified five basic emotional and social competencies that matter in work life: self-awareness, self-regulation, motivation, empathy, and social skills. Emotional intelligence is a soft skill that can help individuals navigate social contexts. To understand emotional intelligence, emotions must first be examined. Emotions are internal responses coordinating psychological subsystems. They commonly arise in response to a person’s changing relationships with people and environments (Mayer, Caruso, & Salovey, 2000). Emotional intelligence is defined as a person's capacity to process emotional information accurately and efficiently (Mayer & Salovey, 1995). Emotional intelligence consists of personal competence, how one manages emotions, and social competence, how one deals with the emotions of others (Bradberry, & Greaves, 2005). Emotional intelligence concerns verbal and nonverbal appraisal and expression of emotions, the regulation of emotion, and the utilization of emotion in problem solving (Mayer & Salovey, 1993). Emotional intelligence is the intersection 18 between cognitive and emotional systems. Emotional reactions best characterized as sophisticated or logical are examples of emotional intelligence (Mayer & Salovey, 1995). Instead of emotionally reacting unchecked, people with emotional intelligence engage in thoughtful processing prior to displaying a response. Mayer, Salovey, and Caruso (2004) suggested a four-branch model separating emotional intelligence into the abilities to: Perceive emotion Use emotion to facilitate internal thoughts Comprehend emotions Manage emotions. Individuals with emotional intelligence have the ability to identify and reason with emotional information and then use that knowledge to solve life problems (Mayer et al., 2012). The Bar-On Model (2010) defined emotional-social intelligence as an array of interrelated emotional and social competencies, how individuals understand and express their emotions, and how they understand and relate to others' emotions. From a career perspective, emotional intelligence gives one the ability to recognize personal and others' emotions and successfully use that information to resolve conflicts, solve problems, and improve interactions (Brown, 1999). Emotional Intelligence and Leadership Emotionally Intelligent Leadership Theory considers the role and management of emotion important to the success of leaders. The use of team-based learning or involvement can facilitate the development of emotionally intelligent leaders. The 19 Emotionally Intelligent Leadership Theory combines cognitive processes, personality traits, behaviors, and competences interacting with one another to predict critical outcomes in leadership situations. Unlike other traditional models of leadership, Emotionally Intelligent Leadership Theory stresses the importance of the followers and context in leadership development. Shankman, Allen, and Facca (2010) identified three primary factors contributing to Emotionally Intelligent Leadership: context, self, and others. The context of the environment is a combination of the setting and situation; "self" refers to knowing one's nature, one's strengths, and how one's actions affect other people; "others" describes an awareness of individuals besides one's self. Context, self, and others are interrelated, and according to the Emotionally Intelligent Leadership model, they predict student leader behaviors and individual, group, and organization outcomes (Allen, Shankman, & Miguel, 2012). Barbuto and Bugenhagen (2009) studied the impact of leaders' emotional intelligence on Leader-Member Exchange theory (LMX). The study involved elected community officials and their employees completing emotional intelligence and leadermember exchange (LMX) measures. Results indicated a significant, positive relationship between emotional intelligence and follow LMX. The more emotional intelligence a leader possesses, the more likely he or she is to develop positive relationships with those being led. Alston (2009) studied the relationship between emotional intelligence factors and leadership. The following factors were tested on Fortune 500 human resource professionals: 20 1. The Appraisal of Emotion in Self and Others 2. The Expression of Emotion 3. The Regulation of Emotion in Self and Others 4. The Utilization of Emotion in Problem Solving (p. 4) The results indicated a correlation between the participant’s results from the Leadership Practices Inventory (LPI) and the Schutte Self Report Emotional Intelligence Test (SSEIT); however, the appraisal of emotion in self or others is significantly related to leadership. Individuals who are able to understand their own and other’s emotions are better equipped to successfully interact with people in a leadership role. The following sections explain the major effects of emotional intelligence on students' interactions with their peers, personal development, and future experiences in the workplace. Impact of Emotional Intelligence Peer-to-Peer Interactions For students interacting with their peers on a daily basis, having a high level of emotional intelligence will help them navigate their experiences within and outside the context of the institution. Leaders with high emotional intelligence are not only better at creating relationships, but are also more successful in fostering the flow of information, the sharing of influence, increased confidence and concern for followers (Barbuto & Bugenhagen, 2009). They also are more likely to have highly communicative followers. Emotionally intelligent leaders often inspire and motivate followers, especially when 21 working in groups. They are also better equipped to handle conflict and manage relationships (Allen et al., 2012). Emotionally intelligent leaders are able to establish trust and rapport, which are necessary to persuade groups or make a recommendation (Goleman, 1998). Researchers Facca and Allen (2011) assessed students' leadership skills using the Emotionally Intelligent Leadership Students Inventory (Shankman et al., 2010) as a means to identify clusters of students and how they ranked on EIL factors: context, self, and others. Participants were asked to provide their involvement and leadership role information. Three clusters were identified: less involved/less others-oriented, selfimprovers, and involved leaders of others. The analysis results of the involved leaders of others differed significantly from the rest due to the group's high involvement in student organizations. This cluster was identified as having a strong focus on working with others to resolve conflicts, team building, considering the needs of others in the group, and the thoughtful processing of how they might improve their abilities and establish a shared goal. Emotionally intelligent individuals are more successful working in groups because of their ability to understand and communicate effectively with others. Within the context of small groups, emotional intelligence can be associated with leadership emergence. Côte, Lopes, Salovey, and Miners (2010) studied the relationship between emotional intelligence and leadership emergence within groups and found emotional intelligence was a better predictor of leadership emergence than other predictors such as gender, agreeableness, and extraversion. 22 Personal Development One of the benefits of emotional intelligence is its relationship to a critical thinking disposition. One key component of a critical thinking disposition is the ability to live reasonably through the construction of personal thoughts that are clear, accurate, relevant, and logical (Paul & Elder, 2013). Additionally, purposeful thinking requires both critical and creative thinking. Individuals who can integrate these two things will better succeed in achieving goals (Paul & Elder, 2013). Leaders must learn how to think critically in order to solve problems. Stedman and Andenoro (2007) studied the relationship between a critical thinking disposition and emotional intelligence. The purpose of this study was to determine the relationship of these two factors on cognitive maturity, engagement, and innovativeness. Cognitive maturity refers to one’s awareness of complex problems and his or her openness to other points of view, biases, and predispositions. This correlation study identified undergraduates enrolled in a leadership course. Researchers found a moderate positive relationship between cognitive maturity and total emotional intelligence. They found moderate correlation between social awareness and cognitive maturity. Cognitively mature individuals are aware of others’ emotions and the effect of their own emotions on others. Emotional intelligence has a positive relationship with cognitive maturity, which impacts how successful individuals are in solving problems and building relationships (Stedman & Andeonoro, 2007). Emotional intelligence impacts one’s reasoning ability. 23 Aside from having the ability to inspire others, emotional leaders have the ability to read body language, adapt their own body language, and positively project messages to their followers. Managing conflict and facilitating conversations is a common role for any leader, but leaders tuned into their emotions are able to in any context determine how they feel about a situation the moment it happens and proceed effectively (Ingram & Cangemi, 2012). Emotionally intelligent leaders have the ability to engage in sophisticated information processing about their own emotions and their group’s emotions, and use this insight to guide both their thinking and behavior (Mayer, Salovey, & Caruso, 2008). Due to the diverse populations in higher education, conflicts and disagreements frequently occur. Emotional leaders are able to contain and control their own emotions, making them better able to manage conflict (Ingram & Cangemi, 2012). Future Implications for Emotionally Intelligent Students As organizations and companies downsize, individuals become more visible and the importance of innovation increases. Competitiveness in the marketplace has swayed companies to value employee training, specifically soft skills like emotional intelligence. Whether working for a collaborative company or on a team project, interpersonal skills, negotiation skills, and a shared purpose are necessary for successful interaction (Carnevale et al., 1988). Emotional Intelligence is on the rise given the current trend of employers seeking applicants having both hard and soft skills. Personality, character, and competence are qualities employers have overlooked until now (Goleman, 1998). Society is embracing a marketplace in which increased technology demands efficient 24 production. Students seeking entry-level positions must employ creative thinking and problem solving (Carnevale et al., 1988) to succeed in this competitive marketplace where innovation and strategy are essential. Graduates with emotional intelligence improve their ability to speak up, be heard, and relate to others (Goleman, 1998). Emotional intelligence provides these individuals the essential traits to think creatively, gain support and feedback from co-workers, and implement innovative plans benefitting their companies. New graduates will not only need to be competent in the basic skills required to do their job, but must learn to thrive in a social marketplace. Goleman (1998) suggested the more mentally complex a job is, the more emotional intelligence matters to executing the job successfully. Emotional intelligence determines one’s potential for learning the following practical skills: self-awareness, motivation, self-regulation, empathy, and adeptness in relationships. Employers want employees who have high self-esteem, are creative thinkers, are understanding and responsive to customers and co-workers, and are able to work with others to achieve a goal (Carnevale et al., 1988). Having a high IQ is not enough to succeed; employees must also possess personal and social competence. Group intelligence is becoming increasingly important to collaboration in the workplace. Groups that have the ability to harmonize with one another are successful and productive (Goleman, 1998). Employers seem to be placing increased demand on hiring workers having strong interpersonal communication skills (Graves, 1999). In a world where work is done in teams, especially research and development, social 25 intelligence matters (Goleman, 1998). Higher education institutions emphasize a holistic approach to career counseling, including teaching students emotional intelligence skills, communication, conflict management, acceptance of diversity, and instilling enhanced self-esteem (Liptak, 2005). Career Convergence Web Magazine (Helfand, 2003) posted a book review about a UC Berkeley career counselor who has many years of experience working with students, recruiters, and employers and who discusses the 10 skills all graduates need to learn to succeed. Some of the essential skills Coplin identified are focused on interpersonal intelligence and interaction: communicating verbally, working directly with people, influencing people, asking and answering the right questions, and solving problems. These essential skills, specifically emotional intelligence, increase the success of employees during the hiring and selection process. Graves (1999) studied the relationship between emotional intelligence and job-related performance by simulating an actual employee selection process. The results of this study indicated a correlation between performance and emotional intelligence that has the potential to increase the utility of a selection process. Emotional intelligence and cognitive ability accounted for 10%, 13%, and 17% of the variance in the peer, assessor, and combined performance composites. According to Cole and Rozell (2011), emotional intelligence also enhances impression management. Emotionally intelligent individuals understand others' feelings and can use impression management strategies to achieve a desired outcome. Employees 26 with emotional intelligence are able to better consider others' personal feelings to resolve conflicts (Cole & Rozell, 2011). People who display increased emotional intelligence are more likely to have high self-esteem, enjoy success in everything they do, and perform better at work or achieve greater personal productivity (Lynch, 2012). Emotional intelligence allows one to grasp the subtleties of his or her career and make deft changes, thus maximizing job satisfaction (Goleman, 1998). Especially in social situations, emotional intelligence can determine how well one understands and expresses their personal emotions, relates to others, and copes with daily challenges (Bar-On, 2010). Emotional intelligence improves a person’s ability to positively engage in a social environment by communicating effectively, relating well to others, and being cooperative and supportive of others (Cole & Rozell, 2011; Liptak, 2011). Rationale for the Study Higher education institutions are tasked with educating, shaping, and training students to become knowledgeable and valuable members of society. The development of students both inside and outside the classroom is integral to the success of students post-graduation. University A’s policies were designed to emphasize academic achievement in college, yet the school's involvement outside the classroom has no standardized expectations from University A itself. The University A’s Principles of Community were created to inspire and support excellence for success and engagement 27 of all constituents to learn and achieve to their full potential both individually and collectively (UC Davis, 2013a). How students reach their full potential is influenced by both their academic engagement and their involvement in extra-curricular activities. Student involvement in extra-curricular activities can effectively develop social competence, reflective thought, altruism, and self-awareness (Kuh, 1993). The holistic development of students committed to service, caring, personal relationships, and collaborative and thoughtful work are key components of University A’s mission (The Regents of the University of California, 2013). An emotional intelligence assessment of students in student organizations provided the institution with data on whether involvement in registered student organizations outside the classroom contributes to the development of students who are prepared to work successfully in social environments post-graduation. One reason for this study was to determine if involvement affects one’s emotional intelligence development. One of the main goals identified in University A’s mission statement is to create individuals who are committed to building relationships and collaborative effort, so the development of a policy requiring students to be involved in at least one registered student organization on campus would help support the holistic development of students (The Regents of the University of California, 2013). Students at University A are required to fulfill general education requirements in arts and humanities, science and engineering, social sciences, social-cultural diversity, and writing experience to graduate from the institution in addition to major requirements. This emotional 28 intelligence assessment provides data concerning the effect of involvement in student organizations and may motivate the administration to engage in future research and broader implementation. Discussions about implementing an additional requirement for undergraduate students can be aided by this researcher's study of emotional intelligence. The proposed policy would add a general requirement of involvement in a student organization for at least one academic year. Student Affairs would oversee this requirement and track the involvement of students through the Center for Student Involvement Department. This policy would be added to the general education requirements under the Core Literacies Component of social and emotional literacy. Additionally, clarification of the role of Student Affairs in managing student involvement in student organizations must be revised in Chapter 270 (Properties Use and Extracurricular Activities) and 280 (Student Affairs) of University A’s Policy manuals. This policy would improve the campus by expanding the breadth of education students receive at University A, and would foster the holistic development of students inside and outside the classroom. Additionally, it would help administrators create comprehensive programming to instill in students social and emotional skills. Summary Student involvement is the amount of psychological and physical energy one devotes to a particular aspect of college life, including student clubs, and organizations. 29 Involvement including social relationships or peer-to-peer interactions can greatly improve student behaviors and cognitive processes. Specifically, students who engage regularly in these experiences are more likely to develop emotional intelligence. Emotional intelligence refers to the ability to understand one’s emotions, others' emotions, and how to properly respond and interact within an environment. Graduating students possessing emotional intelligence are far more likely to obtain successful employment. Cole and Rozell (2011) found emotional intelligence improves one’s ability to communicate, relate, and support others. Having the ability to successfully engage in group contexts is essential to the workplace (Graves, 1999). Preparing students for success post-graduation requires more than just a degree; rather, it means providing the student with involvement opportunities to develop critical thinking, communication, and leadership skills. 30 Chapter 3 METHODOLOGY Introduction The purpose of this study was to identify the effect of involvement in student organizations on undergraduates' emotional intelligence. The research methodology for this study utilized a quantitative design with purposeful sampling to answer the following research question: 1. What impact does involvement in student organizations have on the development of emotional intelligence in undergraduate students? This chapter describes the setting, population, sample, data-collection instruments, and data analysis procedures. Setting of the Study This current research study was conducted at University A, a large California public institution located in Davis, a city of Yolo County. The City of Davis estimates a population of 65, 622, with about 26.2% between the ages of 20 and 24 (Davis Quickfacts, 2010). University A is affiliated with the Western Association of Schools and Colleges (WASC) and has been fully accredited since 1954 by the Commission for Senior Colleges and Universities. University A is 1 of 10 campuses within the University of California (UC) system. University A strives to promote the generation, advancement, 31 and application of knowledge to California residents and our global society (University of California, Davis, 2010). University A boasts four colleges and six professional schools with over 99 undergraduate majors and 90 graduate programs offered. University A enrolled 26,503 undergraduate students as of the fall 2014 census, reported for the 2013/14 academic year. Of this group, 14,934 students identified as females and 11,569 identified as males (UC Davis, 2013b). Research Design Population and Sample This researcher's study examined the effect of involvement in student organizations on undergraduate students' development of emotional intelligence. The study involved a self-assessment of the undergraduate population who are involved in student organizations and thus registered users of University A’s OrgSync portal, an online community connecting student organizations to campus resources. University currently has 624 registered student organizations with over 3,200 students on the OrgSync Portal. The population was selected through purposeful sampling of the OrgSync Portal where all users were involved in group activities and or served in leadership roles. The sample included only continuing or returning undergraduate students who responded to the electronic survey. Their information was available through OrgSync because all users have control over their notification and privacy preferences. This study was specific to current undergraduate students at University A 32 involved in at least one or more student organizations on campus. This study excluded subjects under the age of 18 years, prisoners, and adults unable to consent. Participation was completely voluntary, and subjects could withdraw from the study at any time. There was a total of 178 subjects who participated in all sections of the survey. Design of the Study To best assess the emotional intelligence of undergraduate students enrolled in a large, public institution, the researcher applied a quantitative method of study, survey research using descriptive statistics. This method was a one-time survey applied to undergraduate students' experiences in student organizations and concerned their emotional intelligence (see Appendix A). Respondents were recruited through the Center for Student Involvement (CSI) OrgSync management system, which sends out weekly bulletin announcements to all members of the portal. This survey design was efficient and studied a moderate number of students with minimal cost and effort. Incomplete submissions and participant withdraws did not affect the research study design. Descriptive statistics are used to describe a sample drawn from a population (Cowan, 2007). The descriptions cannot be applied to the population because the nonrandom sample is not representative of the population. Data Collection Procedures Contact with the sample subjects was established and pre-approved through the UCD and California State University, Sacramento Institutional Review Boards (IRB). All potential subjects were emailed the survey announcement through the CSI’s weekly 33 bulletin (see Appendix B). All survey respondents were required to consent to the survey by responding to an initial yes/no question, which would then either allow the student to continue to the survey if a “Yes” answer was given, or direct him or her away from the site if a “No” answer given. No identifying information was collected in order to preserve the confidentiality of participants. Data were obtained using SurveyMonkey®, an online data-collection instrument, and the researcher used a published research guide presented in the EDLP 230 course to guide data analysis procedures (Cowan, 2007). Instrumentation A quantitative survey on the web-based application Survey Monkey® was utilized to collect data from undergraduate students who participate in various campus organizations, including, but not limited to academic, performance, recreational, religious, and ethnic/cultural groups. The survey questionnaire was adapted from a pre-existing self-assessment, Emotionally Intelligent Leadership for Students Inventory (Shankman et al., 2010). Survey questions were developed and edited with the researcher’s fellow student affairs staff members and thesis chair from California State University, Sacramento (CSUS). The questionnaire focused on the following areas: Demographic Information Consciousness of Context Consciousness of Self Consciousness of Others 34 Thirty-one questions based on the four areas of focus were developed. To ensure consent from participants, a “yes” response was required for Question 1. The questionnaire was divided into four sections relating to (a) A set of nine questions (1, 2, 3, 4, 5, 6, 7, 8, 9) on respondents' general demographics and involvement experience; (b) A set of two questions (10, 11) on students' consciousness of context; (c) A set of nine questions (12, 13, 14, 15, 16, 17, 18, 19, 20) on students' consciousness of self; and (d) A set of 10 questions (21, 22, 23, 24, 25, 26, 27, 28, 29, 30) on students' consciousness of others. Sections B, C, and D were designed utilizing a 5-point Likert-type scale of measurement and were related to research questions about the effect of involvement in student organizations on emotional intelligence in undergraduate students. Data Analysis Procedures Survey responses were collected over a two-week time frame, ending on February 4, 2014 and analyzed applying basic descriptive statistics using functions available through SurveyMonkey®. The researcher was able to use these statistics to determine any patterns among respondents as well as form any connections to existing literature on this topic. Limitations of the Study The questionnaire was sent out to approximately 3,000 participants with only 244 eligible respondents. Beginning at question three, this number dropped to 234 for the remainder of the demographics and general involvement question section. For the last three sections of the questionnaire, the response rate decreased to 178. After consulting 35 with SurveyMonkey®, the error could have been caused by using “skip logic” in the survey design, occurring when a participant may have skipped past a required question or respondents never finished the survey so the questions were marked as “skipped.” In this survey, students self-reported their behaviors, so there were opportunities for inaccuracies or bias from question format or social desirability. Misunderstandings cannot be clarified in questionnaires. Summary Chapter 3 was written to provide insight on the research design, population, sample, and data analysis procedures used to conduct the emotional intelligence assessment. The researcher conducted the study at a Research1 Institution and used a quantitative method to survey a population of undergraduate students involved in student organizations. The survey was adapted by a pre-existing emotionally intelligent leadership self-assessment that identified three capacities of emotional intelligence, consciousness of context, self and others (Shankman et al., 2010). The data was analyzed using basic descriptive statistics available through SurveyMonkey®. Chapter 4 provides a more in-depth explanation and review of the findings. 36 Chapter 4 DATA ANALYSIS AND FINDINGS Introduction The purpose of this study was to investigate the following research question: How does involvement in student organizations affect the development of emotional intelligence in undergraduate students? The focus of this study was undergraduate students at University A involved in one or more student organizations on campus. The data reported in this chapter were collected through quantitative survey research, and data results are organized by level of involvement, satisfaction of involvement, classification, gender, age, ethnic identity, and the three fundamental facets of the emotionally intelligent leadership dynamic as identified by authors Shankman et al. (2010). In the fall of 2013, University A had an enrollment of 26,533 undergraduate students (UC Davis, 2013b). The researcher was able to identify approximately 3,200 students this study was applicable to through the Center for Student Involvement’s OrgSync portal, where all student organizations are registered. Due to the abbreviated content analysis, not all 31 questions were analyzed and discussed in this chapter. Questions representing the major themes from this study have supported findings and tables in this chapter. 37 Data Analysis and Findings The first level of analysis determined whether respondents were representative of the population under study. Only participants who were undergraduate students, were involved in one or more student organizations, and consented to participation completed the survey. Further analysis by demographic variables of classification, gender, ethnic identity, age level of involvement, and involvement satisfaction was discussed for this survey research. Classification The student sample consisted of 244 participants out of the approximated 3,200 students to which the survey applied, for a return rate of 8%. Participants consisted of 9.5% freshman, 18.8% sophomores, 24.4% juniors, and 47.4% seniors (see Figure 1). This finding indicates the majority of respondents were juniors are seniors. This suggests the longer an individual is at an institution, the more likely they are to be engaged in student organizations and involvement. Additionally, this result could also suggest juniors and seniors are more likely to read the weekly bulletin sent by Center for Student Involvement because they understand this bulletin to contain useful information that helps them navigate through the institution. 38 Figure 1 Classification Gender Respondents identified their gender identity by choosing one of the following options: woman, man, transgender, genderqueer, Two Spirit, transwoman, transman, or other. University A does not use these categories to study demographics of students rather these categories were provided by the researcher to offer respondents more inclusive options to not discourage respondents who identified outside of the binary man or woman gender. There were 75.2% respondents who identified as female, 23.9% male, and .85% genderqueer. Genderqueer is a term that is used to describe someone whose gender identity or gender expression/roles fall outside of the cultural norm for their assigned sex (Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual Resource Center 2014). In comparison to University A’s (2013b) fall census, the undergraduate population consisted of 56% females and 43% males. Genderqueer was not represented 39 in University A’s figures, as there was no other gender category outside of male and female (see Figure 2). This finding suggests there are more women involved in student organizations than men. This result could be explained simply because there are more women than men enrolled at University A; however, there could be other factors affecting this outcome. Figure 2 Gender Age Findings of participants’ ages reported 96.1% were 18-23 years, 2.1% were 24-27 years, and 1.7% were 28 years or over (see Figure 3). The majority of participants were representative of the traditional college-aged student, 18-23 years old. This finding suggests more traditional students participate in student organizations. This could be explained because nontraditional students are more likely to have already formed 40 connections outside of the institution, work full-time, or have a family and do not have time to engage in involvement activities. Figure 3 Reported age Ethnic Identity Out of the 234 respondents, 47.01% were white, 7.26% Hispanic or Latino, 3.85% Black or African American, 0.85% Native American or American Indian, 28.21% Asian/Pacific Islander, 9.40% more than one ethnic identity, and 3.42% other. University A’s largest population as of the fall 2013 census was 42.4% Asian/Pacific Islander and second largest was 32.4% White (see Figure 4). This finding could be explained because traditionally, the first organizations were fraternity-based organizations that were predominately white (Komives & Woodard, 2003). While this is the historical background of organizations, the increasing numbers of the Asian/Pacific Islander 41 population could suggest more organizations exist to help support the growing populations of other communities. Figure 4 Ethnic identity Level of Involvement Level of involvement was analyzed by responses to three questions regarding each participant’s number of memberships in student organizations, hours per week dedicated to student organizations, and classification of membership. Of the 248 respondents, 39.1% reported they were involved in three or more organizations, 36.7% two, and 1.6% one. The majority of respondents were not only involved in multiple student organizations, but they dedicated a substantial amount of time to their organization per week. Thirty-two and nine-tenths percent (32.9%) reported six or more hours per week dedicated to their organization while 32% dedicated four to five hours, 42 29.1% dedicated one to three hours, and 5.9% dedicated less than one hour (see Figure 5). The importance of these results is that involved students are highly engaged individuals in multiple organizations who commit themselves to their experience. This could suggest highly engaged respondents who spend much time in their organizations are more likely to develop emotional intelligence. A high percentage of respondents (63.3%) classified themselves as officers of an organization and 35.0% classified themselves as regular members. This finding is important because it identifies the majority of respondents as leaders. According to the literature, emotionally intelligent leaders are successful at motivating and communicating with their followers (Goleman, 1998). The importance of this finding will be explained in the data analysis summary. Figure 5 Hours dedicated to organization 43 Involvement Satisfaction Overall, participants had more positive responses to questions about their satisfaction with involvement in student organization experiences with 39.74% as strongly satisfied, 46.15% somewhat satisfied, 8.12% neutral, 5.13% somewhat dissatisfied, and 0.85% strongly dissatisfied. These findings suggest that since most respondents were satisfied with their involvement, they are more likely to continue their involvement into their junior and senior years and get involved in multiple organizations during their time at the institution. Taking initiative and seeking out other opportunities are capacities of emotional intelligence (Shankman et al., 2010). Leadership In the following sections, the sample size decreased from 234 to 178 respondents due to possible errors in the survey design of the study or technical errors using SurveyMonkey®. These limitations are discussed in Chapter 3. Out of the 178 respondents, 53.25% strongly agreed their involvement in a student organization impacted their ability to serve as an effective leader. In addition to the strongly agreed group, 31.46% somewhat agreed, 11.80% neutral, 3.37% somewhat disagreed, and 1.12% strongly disagreed (see Figure 6). These results indicate participants' involvement impacted their ability to successfully lead groups more positively than negatively. According to Astin (1993), student-student interaction has strong positive correlations with leadership personality measure and self-reported growth in leadership abilities. Not only does involvement impact leadership abilities, but leaders with emotional intelligence 44 also are more likely to develop positive relationships with followers (Barbuto & Bugenhagen, 2009). Figure 6 Becoming an effective leader Emotional Intelligence To best interpret the data regarding the effects of involvement in student organizations on each student's emotional intelligence, the researcher used three facets of emotional intelligence to organize and analyze data: (a) consciousness of context, (b) self and (c) others. Student involvement refers to the amount of psychological energy one puts into his or her institutional environment (Astin, 1993). This involvement results in outcomes that affect each student’s development of non-cognitive outcomes including emotional intelligence. The development of emotional intelligence can be seen through one’s consciousness of context, referring to the setting and situation; consciousness of self, knowing one’s own emotions and how that can affect others; and consciousness of 45 others, awareness, and attunement to whom one is working with (Shankman et al., 2010). Individuals who positively associate their experiences to development in the capacities associated with these three facets display stronger sense of emotional intelligence. Consciousness of Context Consciousness of context refers to the setting and situation with which a person interacts. Different contexts require a different set of skills, knowledge, and abilities (Shankman et al., 2010). Question 11 asked respondents to list their level of agreement or disagreement to the statement, “My involvement in a student organization has helped me intentionally think about the environment of a leadership situation.” Of the 178 respondents, 59.55% strongly agreed, 26.65% somewhat agreed, 8.99% were neutral, 1.69% somewhat disagreed, and 1.12% strongly disagreed (see Figure 7). The findings of this question highlight respondents' recognition of how the environment affected their leadership. Emotionally intelligent individuals are better able to understand contexts, personal emotions, and others' emotions. This finding supports the assumption involved individuals are better able to understand and engage with their environment. College campuses are composed of very diverse communities, and findings from Question 12 support the notion students engaged in student organizations develop interpersonal skills that help them succeed in communication and problem solving in diverse groups. Over half the respondents, 57.87%, strongly agreed their involvement in an organization helped them interpret situations and networks of organizations and communities. The literature suggests emotionally intelligent individuals are better able to manage social 46 competence, which relates to how one interacts in a social environment (Bradberry & Greaves, 2005). This finding supports the idea that involved individuals are better at understanding setting and situations. Figure 7 Interpreting situations and the networks of organizations and communities Consciousness of Self According to the Higher Education Research Institute (1996), consciousness of self refers to an awareness of the beliefs, values, attitudes, and emotions motivating one to take action. Thinking is a key to emotions and feelings. Thirty-nine and nine-tenths percent (39.9%) strongly agreed and 33.7% agreed their involvement in student organizations has helped them identify emotions, reactions, and how those emotions and reactions affect them individually. Additionally, not only were respondents able to identify emotions, but 29.2% strongly agreed and 33.7% agreed they were able to consciously moderate emotions and reactions. While over half of combined participants 47 agreed they have this ability, 21.4% remained neutral (see Figure 8). According to Elder (1996), the human mind comprises three functions: thoughts, feelings, and desires. The cognitive portion of the brain acts by inferring, contrasting, evaluating, and thinking. Students who have emotional intelligence engage in active thinking, which affects our ability to think and feel. The findings from these questions support the notion students with emotional intelligence develop higher critical thinking skills than others. Figure 8 Identifying emotions and reactions 48 Figure 9 Moderating emotions and reactions Some researchers consider student involvement to have a negative impact on students' academics if students are unable to prioritize their time (Thompson et al., 2013). Respondents were asked to rate how their involvement in student organizations has created a balanced sense of self. Twenty-eight and seven-tenths percent (28.7%) strongly agreed, 34.3% agreed, 25.3% were neutral, and less than 11% disagreed or strongly disagreed (see Figure 10). This finding suggests students are still trying to find balance in managing their holistic involvement. 49 Figure 10 Balanced sense of self Another area composing consciousness of self is one’s ability to be transparent and trustworthy. Leaders with emotional intelligence are more likely to develop positive relationships with their followers and are better equipped to handle conflict and manage relationships (Barbuto & Bugenhagen, 2009; Shankman et al., 2012). The sample size had 63.3% respondents who identified themselves as officers or holding a leadership position. A key component of effective leadership is the follower trusts the leader. Empowering others by letting them know their judgment is trusted helps magnify one’s power to lead (Gaiter, 2013). Results from Question 17 indicate 37.6% strongly agreed and 31% agreed their involvement had improved their ability to be transparent and trustworthy (see Figure 11). This finding supports the literature in how emotionally 50 intelligent leaders create positive leader-follower relationships. Barbuto and Bugenhagen (2009) found the more emotional intelligence one has, the more likely one is to develop a positive relationship with his or her followers. Figure 11 Transparent and trustworthy Almost half the respondents, 49%, strongly agreed their involvement in a student organization had driven them to improve according to their own personal standards. According to Shankman et al. (2010), this concept is related to one’s consciousness of self, a facet of emotional intelligence. Individuals with more emotional intelligence are more likely to have higher self-esteem, higher work performance, and greater personal productivity (Lynch, 2012). 51 The last question related to consciousness of self had very mixed responses; 25.3% strongly agreed, 40% agreed, 20% were neutral, 10.7% disagreed, and 3.4% strongly disagreed their involvement in student organizations improved their ability to stay positive. These results are related to the effects of involvement in working with diverse teams. While individuals with high emotional intelligence are more successful in navigating group contexts, findings on this factor of consciousness of self is inconclusive. Consciousness of Others The final set of questions related to the consciousness of others. One of the first major findings of this section is related to the findings of the demographics question about how many organizations in which respondents were involved. Results indicated over 80% of respondents either strongly agreed or agreed their involvement in student organizations has driven them to seek out other opportunities. One of the most important findings of this section was Question 22, “My involvement in a student organization has improved my ability to understand others perspectives.” About 44.9% of respondents strongly agreed their involvement has had a positive impact on their ability to successfully work with others (see Figure 12). This finding correlates with the literature that emotional intelligence has a positive relationship with cognitive maturity, which impacts how successful individuals are in solving problems and building relationships (Stedman & Andeonoro, 2007). Involved students are better able to sense and comprehend others' emotions. 52 Figure 12 Ability to understand others' perspectives One of the most important aspects of leadership is being responsible for others and the group. A huge benefit to having emotional intelligence is the development of purposeful thinking, which aides in producing achievement to goals (Paul & Elder, 2013). Especially for students serving in leadership capacities in student organizations, it is important to recognize 57.3% of respondents strongly agreed and 31% agreed their involvement made them recognize and fulfill a responsibility for the group. Respondents were asked to identify how much their involvement has improved their ability to motivate and move others toward a shared vision. Findings indicate 46.6% strongly agreed with, 34.8% agreed with, and 12.4% were neutral to this statement 53 (see Figure 13). Individuals who have high emotional intelligence are more likely to inspire and motivate followers (Shankman et al., 2012). Figure 13 Ability to motivate others towards a shared vision Another similar construct of emotional intelligence is one’s ability to persuade others. The results indicated 27.5% strongly agreed, 39.3% somewhat agreed their involvement had an impact on this ability while 21.4% were neutral to the idea (see Figure 14). This finding is consistent with Goleman’s (1998) research on emotional intelligence having a positive impact on one’s ability to establish trust and establish rapport, which helps with persuasion and recommendations. Students serving in leadership positions in student organizations often work closely with others on accomplishing group goals and objectives. Similar to another 54 consciousness of others construct, motivating others is one’s ability to help others enhance their skills and capabilities. The findings were consistent with responses about a student’s ability to motivate others toward a shared vision if not more positively represented. Over half the respondents either strongly agreed or agreed their involvement had affected their ability to help others enhance their skills and abilities. Figure 14 Enhance others’ skills and abilities Individuals with emotional intelligence are more successful at working directly with people, influencing them, asking and answering questions, and solving problems (Helfand, 2006). Findings from Question 27 highlight respondents’ abilities to seek out and work with others in new directions. There were 40.5% who strongly agreed with an additional 28.7% who agreed their involvement in student organizations affected their drive in new directions (see Figure 15). This is consistent with the literature in that 55 people with more emotional intelligence are able to not only successfully work in teams, but could successfully accomplish goals and solve problems, which could launch them or their groups into new experiences. Figure 15 Seeking and working towards new directions Another consistent finding is the majority of involved students/respondents selfselected they were able to identify and resolve problems or issues with others. Only a small percentage, about 7%, somewhat or strongly disagreed with this statement. Results from this concept are supported by the research on emotional intelligence stating that individuals who possess emotional intelligence are more successful in managing conflict and communicating with others (Cole & Rozell, 2011; Liptak, 2011). 56 By far, the most significant result from this study was from Question 30, “My involvement in a student organization has created connections between and with people.” About 77% of respondents strongly agreed their involvement affected their ability to build relationships with others (see Figure 16). This finding is related to the concepts of involvement and emotional intelligence. One of the benefits of involvement is the opportunity for students to make connections with others (Schlossberg, 1989). Additionally, Barbuto and Bugenhagen (2009) found individuals with high emotional intelligence are stronger in creating relationships. This is attributed to these individuals' abilities to understand, communicate, and relate to others better than those without emotional intelligence. Figure 16 Creating connections 57 Another finding reinforcing the idea of emotionally intelligent individuals being able to work successfully in teams can be seen through the 54.9% who strongly agreed and 28.1% who somewhat agreed their involvement improved their ability to work effectively with others in a group. The last construct of consciousness of others looks at how respondents build on assets with differences from others. Individuals with emotional intelligence are skilled at processing their own emotions, interpreting others emotions, and managing communication within a group. Especially in diverse contexts, like a student organization, involved individuals seem to agree they are prepared to be successful even when working with a diverse group of people. Figure 17 depicts this finding where the top responses were 39.9% strongly agree, 42.1% somewhat agree, and 15.7% neutral. Figure 17 Build on assets with differences from others 58 Summary of Findings The Emotional Intelligence Assessment of Undergraduate Students at University A Survey uncovered the effects of student involvement on students’ emotional intelligence, particularly their consciousness of context, self, and others. Analysis of the 21 capacities of emotionally intelligent leadership, as presented in Shankman et al. (2010) contributed to the findings of the research question. The findings of this survey support the notion that students involved in student organizations recognize their involvement contributes to their development of certain capacities related to emotional intelligence. For both capacities of consciousness of context, overall respondents positively agreed their involvement affected their ability to understand and interpret environments. Student responses also provided evidence to the effects of involvement on one’s consciousness of self. Strengths of students in this capacity of emotional intelligence were centered around one’s ability to identify and monitor his or her own emotions as well as motivating him- or herself to seek out other opportunities. Similar findings were also seen for consciousness of others responses, where the ability to understand others and work effectively in a group were salient amongst the majority of respondents. The survey data revealed the majority of respondents who self-assessed the effects of their involvement generally agreed their involvement contributed to their development. These results support the hypothesis that involvement in student organizations does affect one’s capacity for emotional intelligence. 59 Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary Student involvement in organizations provides students with structured opportunities to develop, learn, and obtain new skills and abilities that will help them succeed in social environments and workplace. Astin (1985) defined involvement as the amount of physical and psychological energy one devotes to objects or activities. Involvement interacts with one’s inputs or personal characteristics and results in outcomes or changes in a person. Outcomes can be cognitive, hard skills and noncognitive, soft skills. In the current global marketplace for employment, graduates must have more experience with hard and soft skills to be competitive for positions. According to the College Graduate Employment Survey (2013) by Accenture, recent graduates believed they needed more soft skill development to be competitive candidates. The demand for employees to be better equipped to work in teams and social contexts is generating more literature on student development of soft skills while at the University. One soft skill that has been publicized as impacting individual success is emotional intelligence. Emotional intelligence involves how one understands, manages, and responds to their own and others’ emotions. Emotional intelligence is key to students’ success while working in group contexts, building relationships, leading others, and seeking out opportunities. Emotional intelligence also impacts one’s success in the 60 workplace by playing a large role in successful interpersonal and negotiation skills (Carnevale et al., 1988). The literature review supported the purpose of this study, which was to determine the effects of involvement in student organizations on undergraduate student’s emotional intelligence. For purposes of obtaining information from undergraduate students at the large public institution, University A, this study sought to determine the effects of involvement in student organizations on the development of student emotional intelligence. The results of this data should be used to guide administration in establishing more opportunities and support systems for student development of soft skills, such as emotional intelligence. Opportunities for students to engage, lead, interact with others, and build students’ skills and abilities and provide them with experiences and opportunity to develop essential skills that can be used in their future employment. The researcher collected data from approximately 178 participants who were involved in at least one or more student organization. Results from the demographics identified respondents to be majority female, traditional-aged college students and identified as either juniors or seniors. A majority of respondents was also involved in multiple organizations and held a leadership role as opposed to being a regular member. Additionally, over half the respondents were also strongly or somewhat satisfied with their involvement experience. This finding suggests that since students are satisfied with their experiences, they are more likely to get involved in more than one organization, dedicate multiple hours, and have a leadership position, which explains earlier findings. 61 The quantitative survey was split into three sections: consciousness of context, self, and others. Survey questions in these categories sought to determine respondents’ self-assessment of how involvement in student organizations had impacted capacities of emotional intelligence. Consciousness of context refers to the setting and situation with which a person interacts (Shankman et al., 2010). Overall, respondents positively agreed that their involvement in a student organization has helped them better identify situations and understand how environment impacts their decision making as a leader. Results from the consciousness of self section indicated respondents positively agreed that because of their involvement they were better able to identify their emotions and moderate their emotions and reactions. One major component to one’s consciousness of self relates to how one is able to conduct themselves as a leader. A majority of respondents indicated their involvement has positively impacted their ability to be transparent and trustworthy. Additionally, almost half the respondents strongly agreed that their involvement has driven them to improve their personal standards. This finding suggests that involved students are more likely to strive for improvement in their personal development. The final section of the survey centered around one’s consciousness of others. For college graduates it is important to be able to work well in teams in the workplace. Carnevale et al. (1988) found that emotional intelligence plays a large role in successful interpersonal and negotiation skills in the workplace. Similar to the findings in the consciousness of self section, a majority of respondents positively agreed that their 62 involvement has impacted their ability to understands others’ perspectives and emotions. Another important finding in this section related to respondents’ abilities to motivate others toward a shared vision. Over half of respondents either strongly or somewhat agreed that their involvement impacted this ability. Employers want candidates who have strong interpersonal, critical thinking skills and who are able to motivate themselves and others to a shared goal (Carnevale et al., 1988). The survey data support the research question of whether students acknowledge the idea that involvement has contributed to their development of emotional intelligence capacities or not. Conclusion A review of the existing literature and findings from this study suggest that undergraduate students recognized the effects of involvement in student organizations on their personal development. Students who interacted with others, took on leadership roles, and worked in teams toward a common goal exhibit positive capacities of emotional intelligence. The first facet of emotional intelligence, consciousness of context, was positively associated with student involvement in student organizations. Students acknowledged the environment shapes the context of a situation and they are better able to interpret these situations. Having the skills and abilities to navigate the diverse setting of college institution is important for student success in their development and satisfaction with their involvement. Most respondents were highly satisfied with their involvement in 63 student organizations and got involved in multiple organizations and leadership positions. Involved students also display positive consciousness of self. They are better able to interpret and moderate their own emotions. While students may understand their own emotions, they are still working toward creating a balanced sense of self and staying positive in their thoughts. Experiences in student organizations also effects student consciousness of others. Not only are students likely to build relationships and connections with others, but they are able to work successfully in groups. Students self-reported that their involvement has impacted their ability to motivate others toward a common goal or vision. Many students agreed their involvement impacted their ability to understand and interpret their own and others’ emotions. This key tenet of emotional intelligence is integral to one’s success while working in collaborative environments. The findings from this study support the research question that involvement in student organizations affects undergraduate students’ development of emotional intelligence. Undergraduate students self-reported that their involvement has impacted their ability to interpret contexts, self, and others. A majority of respondents positively identified that their involvement in student organizations positively impacted their ability to understand and manage their own and others’ emotions. One of the major tenets of emotional intelligence is one’s ability to manage their emotions and social competence, how one deals with the emotions of others (Bradberry & Greaves, 2005). Undergraduate students self-reported that their involvement impacted their ability to interpret contexts, 64 self, and others. The study also found that the majority of respondents positively agreed their involvement impacted their ability to work effectively in teams. It is important for students to have opportunities to engage, lead, and interact with others. Through these opportunities, students can develop essential skills and abilities that can be used in their future employment (Mayer, Salovey, & Caruso, 2004). Recommendations It is recommended that future researchers capture a consistent population for the entire study. Additionally, the findings are not an accurate depiction of the ethnic makeup of the institution. Future research can focus on sampling a population that is an accurate representation of the population in study. Future research can focus on the differences in responses between respondents’ identities by separating out responses from particular sub populations. It is also recommended that future researchers conduct qualitative research in conjunction with quantitative to find more concrete examples of how involvement has affected students’ development of emotional intelligence. While this study found a correlation between involvement in student organizations and effects on emotional intelligence, the researcher was unable to determine causation. It is strongly recommended that future researchers evaluate the effects and impact of student involvement in organizations on their development of emotional intelligence. Those at institutions striving to improve success rates of students should identify and improve opportunities for students to get involved. While many 65 students engage in involvement, it is important for institutions to help students understand and articulate their learned experiences, skills, and abilities for success postgraduation. Employers are looking for candidates who not only possess hard skills like academic knowledge, but also possess soft skills like emotional intelligence. It is recommended institutions better prepare students by educating them on how to articulate their involvement on both their resume and in an interview. It is important to not only to retain students while in the institution but help develop them for success in the job market post-graduation. 66 APPENDICES 67 APPENDIX A Survey Instrument Survey Question 1: Consent to Participate in Research PURPOSE OF THE RESEARCH: You will be participating in a research investigation titled “Emotional Intelligence Assessment of Undergraduate Students Involved in Student Organizations at a Research1 Institution in Northern California” under the direction and supervision on Dr. Jose Chavez. WHAT YOU WILL DO IN THE RESEARCH: You will be asked to respond to a series of questions that will help us better understand your experiences with emotional intelligence and involvement in student organizations. TIME REQUIRED: The online survey will take approximately 10- 15 minutes. BENEFITS AND COMPENSATION: There are no direct benefits; however, you may find it rewarding to reflect on your experience with student organizations. CONFIDENTIALITY: Your responses will be kept anonymous. When research results are reported, responses will be aggregated (added together) and described in a summary. PARTICIPATION AND WITHDRAWAL: Your participation in this survey is completely voluntary, and you are free to discontinue participation in the investigation at any time. TO CONTACT THE RESEARCHER: If you have any questions about the research, please contact: Danielle Eckert, dmeckert@ucdavis.edu. You may also contact the 68 faculty member supervising this work: Dr. Jose Chavez (916.278.5221). You could also contact the Institutional Review Board (IRB) at University of California, Davis at (916.703.9151). ELECTRONIC CONSENT: Please select your choice below. Clicking on the “agree” button indicates that: - You have read the above information - You voluntarily agree to participate - You are at least 18 years of age If you do not wish to participate in the research study, please decline participation by clicking on the “disagree” button. - Agree - Disagree Please print a copy or save a copy of this form for your records. Dr. Chavez and his student will not make the results public by identifying the researcher by name. Data collected will not include personal identifying information. Survey Question 2: How many on-campus student organizations have you been involved in during your time at UC Davis? 0 1 2 3 or more 69 Survey Question 3: What type of student would you classify yourself as? Freshman (0-44.99 units) Sophomore (45-89.99 units) Junior (90-134.99 units) Senior (135 units or above) Survey Question 4: Gender Woman Man Transgender Genderqueer Two Spirit Transwoman Transman Other Survey Question 5: What is your age? 18-23 years old 24-27 years old 28 years and over Prefer not to answer Survey Question 6: Ethnic Identity White 70 Hispanic or Latino Black or African American Native American or American Indian Asian/Pacific Islander More than one ethnic identity Other Survey Question 7: Approximately, how many hours per week do you dedicate towards your organization? 1 hour 1-3 hours 4-5 hours 6 or more hours Survey Question 8: How would you describe your level of involvement in your organization? Member Officer Other None of the Above Survey Question 9: How satisfied are you with your student organization experience(s)? Strongly Satisfied Somewhat Satisfied 71 Neutral Somewhat Dissatisfied Strongly Dissatisfied Survey Question 10: My involvement in a student organization has impacted my ability to serve as an effective leader. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 11: My involvement in a student organization has helped me intentionally think about the environment of a leadership situation. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 12: My involvement in a student organization has helped me interpret situations and the networks of organizations and communities I am a part of. Strongly Agree Somewhat Agree 72 Neutral Somewhat Disagree Strongly Disagree Survey Question 13: My involvement in a student organization has helped me identify emotions, reactions and how they impact me. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 14: My involvement in a student organization has made me aware of my strengths and limitations. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 15: My involvement in a student organization has created a balance sense of self. Strongly Agree Somewhat Agree 73 Neutral Somewhat Disagree Strongly Disagree Survey Question 16: My involvement in a student organization has improved my ability to consciously moderate my emotions and reactions. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 17: My involvement in a student organization has improved my ability to be transparent and trustworthy. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 18: My involvement in a student organization has improved my ability to be open and adaptive to challenging situations. Strongly Agree Somewhat Agree 74 Neutral Somewhat Disagree Strongly Disagree Survey Question 19: My involvement in a student organization has driven me to improve according to my own personal standards. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 20: My involvement in a student organization has improved my ability to stay positive. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 21: My involvement in a student organization has driven me to seek out other opportunities. Strongly Agree Somewhat Agree 75 Neutral Somewhat Disagree Strongly Disagree Survey Question 22: My involvement in a student organization has improved my ability to understand others perspectives. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 23: My involvement in a student organization has made me recognize and fulfill my responsibility for others and the group. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 24: My involvement in a student organization has improved my ability to motivate and move others towards a shared vision. Strongly Agree Somewhat Agree 76 Neutral Somewhat Disagree Strongly Disagree Survey Question 25: My involvement in a student organization has improved my ability to persuade others. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 26: My involvement in a student organization has improved my ability to help others enhance their skills and abilities. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 27: My involvement in a student organization has driven me to seek out and work with others towards new directions. Strongly Agree Somewhat Agree 77 Neutral Somewhat Disagree Strongly Disagree Survey Question 28: My involvement in a student organization has improved my ability to identify and resolve problems or issues with others. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 29: My involvement in a student organization has created connections between and with people. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree Survey Question 30: My involvement in a student organization has improved my ability to work effectively with others in a group. Strongly Agree Somewhat Agree 78 Neutral Somewhat Disagree Strongly Disagree Survey Question 31: My involvement in a student organization has improved my ability to build on assets that come from differences with others. Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree 79 APPENDIX B Information and Consent Letter Hello, We are doing a survey to identify experiences of undergraduate students involved in student organizations at University A. You are invited to participate in a brief survey. All you have to do is: 1) Be a current undergraduate student at University A 2) Be involved in at least one or more student organizations on campus. If you are interested in this survey please click on the following link: Participation in this survey is voluntary and the information will be utilized to provide information to better serve University A students. Thank you for your participation! 80 REFERENCES Accenture. (2013). College graduate employment survey [Data file]. Retrieved from http://www.accenture.com/SiteCollectionDocuments/PDF/Accenture-2013College-Graduate-Employment-Survey.pdf Allen, S. J., Shankman, M., & Miguel, R. F. (2012). 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