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
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