摘要：A sample of 276 students enrolled in campus leadership programs completed the Emotional Competence Inventory-University Edition (ECI-U) and the Socially Responsible Leadership Scale (SRLS) as a means to determine the relatedness in college students of emotional intelligence (EI) to the practice of post-industrial leadership skills. Confirmatory factor analysis (CFA) supported current use of subscales within the SRLS and showed that EI and post-industrial leadership skills represent distinct, yet related, constructs. Results also suggest the ECI-U may better represent one overall concept of Emotional Competence rather than four distinct areas of EI. Implications and directions for future research are discussed. var currentpos,timer; function initialize() { timer=setInterval("scrollwindow()",10);} function sc(){clearInterval(timer); }function scrollwindow() { currentpos=document.body.scrollTop; window.scroll(0,++currentpos); if (currentpos != document.body.scrollTop) sc();} document.onmousedown=scdocument.ondblclick=initializeJournal of Leadership Education Volume 10, Issue 1 ¨C Winter 2011 84 Introduction and Background Researchers have been increasingly interested in investigating the effects of emotional intelligence (EI) on a person's effective leadership practices in fields of business (Carmeli, 2003; Gardner & Stough, 2002; Goleman, 2004; Higgs & Aitken, 2003), governance (Barbuto & Burbach, 2006), the helping professions (Isen, 2001), and student success and development in higher education (Barchard, 2003; Jaeger & Eagan, 2007; Parker, Hogan, Eastabrook, Oke, & Wood, 2006; Pritchard & Wilson, 2003). However, little research has been conducted to detail the direct relationship of EI to the effective practice of leadership skills in college students. As emergent practices of leadership are theorized to require more emphasis on the processes of relationship building and influence rather than overt authority (Komives, 1996) ¨C i.e., what many have come to call Post-Industrial Leadership (Faris & Outcalt, 2001; Kezar, Carducci, & Contreras-McGavin, 2006; Rost, 1993) ¨C the possession of emotional intelligence skills has been implicated as useful on an individual basis for the practice of this type of leadership. Moreover, as colleges continue to occupy a prime position in shaping and educating future leaders within society (Dugan & Komives, 2007); a need for better understanding of the interrelationships between emotional intelligence and leadership skills in students has emerged. This paper proposes to make three contributions to the study of emotional intelligence and student leadership. First, we assess the construct validity of a popular emotional competence measure adapted for university students. Via CFA we show that the self-reported emotional intelligence measure provides adequate empirical fit to student leader data, although a one-factor EI solution seems to fit equivalently to the four-factor EI solution the instrument was designed to assess. Second, we evaluate the convergent and discriminant validity of the eight sub-factors of a widely used student leadership scale ¨C the Socially Responsible Leadership Scale (SRLS) ¨C to confirm its proposed measurement structure. Third, we note the conceptual overlap between EI and the student leadership sub-factors, and implement a series of nested measurement models to assess discriminant validity between EI skill and post-industrial leadership skills. Although latent EI-leadership factor correlations are moderate in strength, results suggest these EI and student leadership instruments assess distinct, but conceptually related constructs.
