Development of the Emotional Stability Seen as a Personal Leadership Quality Using the Acmeological Approach in the Master’s Students
The purpose of this study was to identify how the leadership training programme based on the acmeological approach for the Master’s students influences the students’ emotional stability and how that programme was perceived by graduates. The study used both qualitative and quantit...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
RU Publications
2021-01-01
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| Series: | European Journal of Educational Research |
| Subjects: | |
| Online Access: |
https://eu-jer.com/EU-JER_10_1_275.pdf |
| Summary: | The purpose of this study was to identify how the leadership training programme based on the acmeological approach for the Master’s students influences the students’ emotional stability and how that programme was perceived by graduates. The study used both qualitative and quantitative methods to yield data. The dimensions of emotional stability such as behavioural self-awareness, communication and conflict management, emotional and behavioural self-efficacy, adaptability, and self-programming of a positive mental attitude were used as variables in the study. Three qualitative and quantitative tools were used in the study. Those were the adapted and modified Emotional Stability Scale in the leadership context, the focus group interview, and the Linguistic Inquiry and Word Count software. The IBM SPSS Statistics (25.0.0.1) was used to compute the yielded data. The study found that the train-the-trainer leadership programme entitled “Crisis-driven Leadership” based on the acmeological approach fostered a statistically significant improvement in the Master’s students’ emotional stability. Moreover, the graduates perceived the programme positively and could more or less accurately explain how it enhanced their experience. The study upgraded the concept of leadership training by focusing on the development of the students’ emotional stability. The latter was trained using the combination of the age psychology and cross-disciplinary games (gamified activities, simulations), online and offline personality-development-purpose learning, a project method, collaborative learning technologies. It increased substantially the effectiveness of both development of the students’ emotional stability and leadership training. The study has brought a new psychological perspective to developing emotional stability in the students aged 20-22. |
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| ISSN: | 2165-8714 2165-8714 |