Development of the Emotional Stability Seen as a Personal Leadership Quality Using the Acmeological Approach in the Master’s Students
Yevheniia M. Provorova
,
Tamara P. Ivakhnenko
,
Nataliіa A. Oliinyk
,
Olha L. Tamarkina
,
Tetiana O. Atroshchenko
The purpose of this study was to identify how the leadership training programme based on the acmeological approach for the Master’s students inf.
- Pub. date: January 15, 2021
- Pages: 275-284
- 1128 Downloads
- 1753 Views
- 0 Citations
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.
Keywords: Emotional stability, leadership, acmeological approach, master's students.
References
Abdel-Fattah, H. M. M. (2020). Emotional intelligence and emotional stability in crises. Journal of Psychiatry and Psychiatric Disorders, 4(2), 56-62. https://doi.org/10.26502/jppd.2572-519x0090
Alcañiz, M., Rodríguez, A., Rey, B., & Parra, E. (2014). Using serious games to train adaptive emotional regulation strategies. In Meiselwitz G. (Ed.), SCSM 2014: Social Computing and Social Media (pp. 541-549). Springer. https://doi.org/10.1007/978-3-319-07632-4_51
Alhebaishi, S. M. (2019). Investigation of EFL student teachers’ emotional responses to affective situations during practicum. European Journal of Educational Research, 8(4), 1201-1215. https://doi.org/10.12973/eu-jer.8.4.1201
Boyle, M., & Hall, C. (2016). Teaching Don Quixote in the digital age: Page and screen, visual and tactile. Hispania, 99(4), 600-614. https://doi.org/10.1353/hpn.2016.0106
Conte, R., Hegselmann, R., & Terna, P. (Eds.). (2013). Simulating social phenomena (Vol. 456). Springer Science & Business Media.
Duygulu, S., & Kublay, G. (2011). Transformational leadership training programme for charge nurses. Journal of Advanced Nursing, 67(3), 633-642. https://doi.org/10.1111/j.1365-2648.2010.05507.x
Eraldemir-Tuyan, S. (2019). An emotional literacy improvement (ELI) program for EFL teachers: Insiders’ views. European Journal of Educational Research, 8(4), 1113-1125. https://doi.org/10.12973/eu-jer.8.4.1113
Goudreau, J. (2015, October 8). The top 3 personality traits of effective leaders. World Economic Forum. https://www.weforum.org/agenda/2015/10/the-top-3-personality-traits-of-effective-leaders/
Huang, S., Zhang, L., & Zhang, Y. (2016). The relationship between professional commitment and teachers’ professional maturity in normal college students. DEStech Publications, Inc. https://doi.org/10.12783/dtssehs/mess2016/9688
Irwing, P., Booth, T., & Hughes, D. J. (Eds.) (2018). The Wiley handbook of psychometric testing. Wiley-Blackwell. https://doi.org/10.1002/9781118489772
Jameson, A., Carthy, A., McGuinnessa, C., & McSweeney, F. (2016). Emotional intelligence and graduates – employers’ perspectives. Procedia – Social and Behavioral Sciences, 228, 515-522. https://doi.org/10.1016/j.sbspro.2016.07.079
Johar, S. S., Shahb, I. M., & Bakarb, Z. A. (2013). Neuroticism personality and emotional intelligence of leader, and impact towards self-esteem of employee in organization. Procedia – Social and Behavioral Sciences 84, 431-436. https://doi.org/10.1016/j.sbspro.2013.06.580
Kesebir, P., Gasiorowska, A., Goldman, R., Hirshberg, M. J., & Davidson, R. J. (2019). Emotional style questionnaire: A multidimensional measure of healthy emotionality. Psychological Assessment, 31(10), 1234-1246. https://doi.org/10.1037/pas0000745
Krueger, R. A., & Casey, M. A. (2014). Focus group: A practical guide for applied research. 5th ed. SAGE Publications, Inc.
Li, Y., & Ahlstrom, D. (2015). Emotional stability: A new construct and its implications for individual behavior in organizations. Asia Pacific Journal of Management, 33, 1-28. https://doi.org/10.1007/s10490-015-9423-2
Mind Resources Institute. (2020, June 6). The relationship between emotional stability and leadership. shorturl.at/bJT39
Pedditzi, M. L., & Spigno, M. (2019). Achievement motivation and regulatory emotional self-efficacy in university students. In Z. Bekirogullari & M. Y. Minas (Eds.), Proceedings for the 9th international conference on education & educational psychology (pp. 503-513). Future Academy Publishing Services. https://doi.org/10.15405/epsbs.2019.01.48
Pijlman, L. (2018). Is emotional stability the key to performance? The effect of CEO emotional stability on performance and the mediating role of strategic change [Master’s thesis, Tilburg University]. Repository for Tilburg University. http://arno.uvt.nl/show.cgi?fid=145928
Platte, B. (2017). Text analysis using Voyant Tools. Teaching and Learning with Technology at Reed. shorturl.at/cwD17
Quiroz, F., Calle, J., Montoya, P., & Luy-Montejo, C. (2020). Effects of a program for the development of emotional skills in university students. International Journal of Early Childhood Special Education, 12(1), 552-564. https://doi.org/10.9756/int-jecse/v12i1.201037
Ray, A. (2017). Mindful leadership and emotional stability [Blog post]. Amitray. https://amitray.com/mindful-leadership-emotional-stability/
Ritchie, H. (2016). Post-course phase [Streaming video]. SAGE Video. https://doi.org/10.4135/9781473981324
Salkind, N. J. (2010). Encyclopedia of research design. SAGE Publications, Inc. https://doi.org/10.4135/9781412961288.n331
Sharma, B. (2018). Maturity coaching: enabling vertical development in leaders. In S. English, J. M. Sabatine & P. Brownell (Eds.), Professional coaching: principles & practice (pp. 247-260). Springer. https://doi.org/10.1891/9780826180094.0021
Silvers, J. A., McRae, K., Gabrieli, J. D., Gross, J. J., Remy, K. A., & Ochsner, K. N. (2012). Age-related differences in emotional reactivity, regulation, and rejection sensitivity in adolescence. Emotion, 12(6), 1235-1247. https://doi.org/10.1037/a0028297
Sinclair, S., & Rockwell, G. (2015). Text analysis and visualization: making meaning count. In S. Schreibman, R. Siemens & J. Unsworth (Eds.), A new companion to digital humanities (pp. 274-290). Wiley Blackwell. https://doi.org/10.1002/9781118680605.ch19
Stafeeva, N., Medvedeva, I., Bulashova, A., & Zaichko, M. (2019). Acmeological approach as a factor of professional and pedagogical self-realisation of students of a high educational institution at studying of foreign languages. IOP Conference Series: Earth and Environmental Science, 272(3), 1-8. https://doi.org/10.1088/1755-1315/272/3/032210
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48, 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Turgunbayeva, B., Bekzhanovab, B., Uaidullakyzy, E., & Arkhabayeva, D. A. (2013). Akmeological approach in professional training of the undergraduates in terms of postgraduate education. Procedia - Social and Behavioral Sciences, 89, 544-548. https://doi.org/10.1016/j.sbspro.2013.08.891
Villani, D., Carissoli, C., Triberti, S., Marchetti, A., Gilli, G., & Riva, G. (2018). Videogames for emotion regulation: A systematic review. Games for Health Journal, 7(2), 85-99. https://doi.org/10.1089/g4h.2017.0108
Weiss, A. (2018). Power increases with age. In A. Weiss (Ed.), Threescore and more: Applying the assets of maturity, wisdom, and experience for personal and professional success (pp. 33-48). Routledge. https://doi.org/10.4324/9781315151281-3