2022 DEC 10

COR JESU
COLLEGE

Leadership Involvement:
Understanding the Psychosocial
Experiences in Extracurricular
Activities of Psychology Student
Leaders
Advisor Student

Jeric Arnado BA-ANG, KESIAH GUINEVERE NOGALO, KIMBERLY

Final Defense
BADIANG, CRECSSA MAE PIAL, MYREN JOY
CORNEL, AIRA SHEIN SAYMAN, JOSIE FE
ESPINOSA, GWENDELYN
BACKGROUND OF
THE STUDY

Leadership is the art of

inspiring a group of
individuals to take action in
pursuit of a common goal

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BACKGROUND OF
THE STUDY

In the Kapenguria Division of West

Pokot Country specifically, Hall et al.
(1984) stated that
involvement in extracurricular
activities would "interfere" with the
primary purpose of education.
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BACKGROUND OF
THE STUDY

In China, according to the study of

Zhang et al. (2016), there’s a positive
impact on students when they
actively participate in extracurricular
activities. However females have
lower participation in such activities
than males. 2
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BACKGROUND OF
THE STUDY Moreover, the research into school
leadership in the Philippines is not robust
(San Antonio,
2008; de Guzman, 2007). Yet, college and
university students have actively
participated in
extracurricular activities (Sadker and
Zittleman, 2010).
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BACKGROUND OF
THE STUDY
In this study, the results will
make us understand the
perspective of student leaders in
student organizations with
regard to their psychosocial
experience.
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 THEORITICAL
LENS

Astin's theory of Student

Involvement (Astin, 1999)

Kolb’s Experiential theory (1984).

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PURPOSE OF
THE STUDY

•Describe the psychosocial experiences;

the thoughts, emotions and behavior
in leadership involvement
•Provide knowledge concerning the
leadership involvement of students

•Add into existing literature.

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 CENTRAL
QUESTION

What are the psychosocial

experiences of psychology
student leaders as they
perform their
duties and responsibilities?
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RESEARCH
QUESTIONS
1. What are their motivations
to become a student
leader?
2. What are their thoughts
and feelings as they
perform their duties and
responsibilities?
3. What are their reflections
on being a student leader?
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RESEARCH
DESIGN

QUALITATIVE RESEARCH
-Is multimethod in focus, involving an interpretative,
naturalistic approach to its subject matter.

PHENOMENOLOGICAL
APPROACH
-Is a form of qualitative enquiry that emphasizes
experiential, lived aspects of a particular construct.
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PARTICIPANTS
Inclusion Criteria

A. Students enrolled in a Psychology course.

B. Active officer within any school organization.
C. With 2 years of experience being an officer.
D. Outstandung Academic Achiever

Exclusion Criteria

A student from another course who shifted

to Psychology.
With no intention to drop the Psychology
course.
Less than 2 years experience.

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FINDINGS

Theme 1: Driving force to become

a student leader.

Encourage and influenced by other people

Inspired by the established leadership of peers
To imposed change
Sel-growth
Passion
To inspire others

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FINDINGS

Theme 1: Driving force to become

a student leader.

The psychology student leaders' drive to be student leaders can be

reflected in motivation. According to Rosch and Villanueva (2016), for
those who want to learn to become a great leader, leadership provides a
huge motivating challenge. As being a student leader is tough,
leadership requires more than interest and curiosity. Reichard and
Walker (2016), stated that when a person discovers their life's passion,
they are to pursue these interests. With these passions, psychology
student leaders drive to be a leader increases.
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FINDINGS

Theme 2: Views in Leadership

Responsibility
Commitment
Personal Gains
Social Connections
Struggles
Managing Responsibilities

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FINDINGS

Theme 2: Views in Leadership

The views in leadership on the psychosocial engagement of psychology

student leaders are attributed to the development of the core values of
being a leader. According to Astin and Astin (1996), effective leaders
have a robust and strong sense of personal values that could lead to
action. Hence, the views gained in leadership by psychology student
leaders are the motivating factors for effective leadership.

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FINDINGS

Theme 3: Feelings in Leadership

Positive Feelings
Negative Feelings
Influences of Feelings

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FINDINGS

Theme 3: Feelings in Leadership

The feelings felt by psychology student leaders in leadership affect how

they lead in an organization. According to Daniel Goleman (1900) in
their published research results that leaders' feelings play an important
role in the decisions and behaviors they make. A leader's awareness of
their feelings and their intensity is integral to both functions. George
(2000) found that feelings have to influence the judgments people make
for example when in positive mood perceptions are likely to be more
favourable.

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FINDINGS

Theme 4: Obstacles in Leadership

Personal Obstacles
Academic Obstacles
Social Obstacles

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FINDINGS

Theme 4: Obstacles in Leadership

Other obstacles are not

having actual friendships, less free time both for leisure and school
works, (Shugart, 2017)

According to Crist(2017), the obstacles include clear communication

with fellow members, conflicts in the group, and balancing the
organization and other obligations such as academics.

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FINDINGS

Theme 5: Insights in Leadership

Emotional Aspect
Social Aspect
Future Leadership Roles

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FINDINGS

Theme 4: Obstacles in Leadership

Building leaders' social and emotional skills should be considered

because they influence the academic and behavioral programs and the
culture and climate of schools (Sanders, 2021)

Roberts (2008) reported that one of the most important

skills for effective leaders, given the complexity of the workplace, is
reflection

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 IMPLICATIONS

Explore these issues in more depth and seek.

A complete picture of each student leader's viewpoints regarding to their
psychosocial engagement.
Highlighted the participant in leadership roles played as an aspect of
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collegiate
Final Defense