Introversion and Emotional Competence Development Based on a Self-Leadership Program at University

Abstract

University learners are usually unaware of the implications of an introverted vs extroverted personality for the development of their own self-leadership. This research’s objective is to analyze the effects of a Self-Leadership Program that consists of eight workshops targeted at master’s level students who are identified as having an introverted personality trait, so that they can benefit from a more effective and comprehensive learning experience and development.  The purpose is to better prepare them for the world of work, by providing an experiential approach to impact on their Emotional Competence Development. To achieve this, using a quasi-experimental design and an ex post facto design (n=126), the extraversion subscale of the Big 5 Model is administered, while the Bisquerra and Pérez-Escoda Model is used to assess the Emotional Competencies. Four types of students are compared: trained extraverts and introverts, and non-trained extraverts and introverts. Two groups of results are obtained: those based on the ANOVA test and those based on the ANCOVA test. The results of those based on the ANOVA test concluded that the trained introverts get lower scores than the trained extroverts, although the trained introverts have reduced the gap as compared to the non-trained extroverts (Control Group) in Emotional Autonomy and Emotional Well-being. The results of those based on the ANCOVA test concluded a positive and differentiated impact for the group of trained introverts versus the group of non-trained introverts in Total Emotional Competencies, Emotional Awareness, and Emotional Regulation.