Abstract
Brief Literature Review The researcher reviewed Astin’s (1985, 1993, 1999) theory of Involvement and I-E-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). 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.