摘要：The authors investigate the differences between college students’ self-reported emotionally intelligent leadership (EIL) behaviors based on levels of involvement in student organizations and holding formal leadership roles. When students reported on their levels of consciousness of self, consciousness of others, and consciousness of context (the three facets of EIL), a number of findings reflect significantly higher levels of EIL for those students involved in four or more organizations and holding formal leadership roles as compared to students with less involvement. These results are shared in the context of past research and lead to implications for practice and research.
