Effects of an Emotional Competence Development Program on University Students with High Scores in the Antagonistic Personality Trait





Agreeableness, Antagonism, Emotional Competence Development, Self-Leadership


Objective. This study aims to understand the effects of an eight-workshop self-leadership program using an experiential learning approach on master’s students with high antagonistic personality traits scores. The study seeks to examine, more comprehensively, the impact of incorporating emotional competence development into a restricted technical competence approach, as a method to facilitate antagonistic students to develop prosocial leadership styles. Methodology. The quasi-experimental ex post facto design (n=126) study implemented self-reported instruments, including the Bisquerra and Pérez-Escoda for the Emotional Competences questionnaire (QDE_A35) and the agreeableness-antagonism sub-scale of the Big Five. Results. The ANCOVA tests revealed significant changes in antagonistic students who attended the self-leadership program (experimental group) compared to those who did not and formed part of the control group. Specifically, the experimental group showed changes in total emotional competence, as well as in the sub-dimensions of emotional awareness, emotional regulation, and emotional autonomy. However, no differences were reported in social competencies and emotional well-being. Conclusion. The self-leadership program analyzed in this study contributes to the development of emotional competence in students with high scores in antagonism.

Author Biographies

Adolfo Montalvo-Garcia, Universidad Ramon Llull

Dr. Ciencias de la Educación. Profesor de Comportamiento Organizativo y Liderazgo de EAE Business School, además de consultor pedagógico en Educación Superior. Miembro colaborador del Grupo de Investigación “Psicología, Persona y Contexto”. En etapas anteriores, entre otros cargos, ha sido Director Académico de la Online Business School, y Director Asociado de Desarrollo Pedagógico en la ESADE Business School.

Margarita Martí-Ripoll, Universidad Ramon Llull

Dra. Psicología. Profesora Asociada Senior del Dpto. de Dirección de Personas ESADE. Docente y conferenciante de Liderazgo, Negociación y gestión de conflictos y Liderazgo de Género. Forma parte del equipo de investigación GLOBE Project (la muestra de su tesis formó parte de la III Fase). En la actualidad es investigadora del proyecto EQUAL4EUROPE liderado por ESADE.

Josep Gallifa, Universidad Ramon Llull

Profesor catedrático de Psicología y Educación, y jefe del Departamento de Psicología. Desarrolla su investigación en los ámbitos de la Educación Superior y de la Educación Integral, donde es el Investigador Principal del Grupo de Investigación "Psicología, Persona y Contexto". Ha tenido diferentes responsabilidades y cargos, entre los que destacan: Jefe de estudios y Director de la Escuela de Maestros Blanquerna, primer Decano de la FPCEE Blanquerna, primer Secretario General de la Universidad Ramon Llull y Vicerrector Académico.

Santiago Ávila-Vila, EAE Business School

Dr. Economía. Profesor Adjunto del Dpto. de Organización y Dirección de Personas de EAE Business School. Los campos de investigación sobre los que trabaja son: Compromiso Organizacional, Liderazgo, Negociación y Resolución de Conflictos. Durante más de veinte años ha sido Director General en empresas de los ámbitos tecnológico y de servicios. Es M.B.A por el IESE y Militar de Carrera.


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How to Cite

Effects of an Emotional Competence Development Program on University Students with High Scores in the Antagonistic Personality Trait (A. Montalvo-Garcia, M. Martí-Ripoll, J. Gallifa, & S. Ávila-Vila , Trans.). (2023). Revista Electrónica Educare, 27(3), 1-18. https://doi.org/10.15359/ree.27-3.17188



Journal Articles (Peer Reviewed Section)

How to Cite

Effects of an Emotional Competence Development Program on University Students with High Scores in the Antagonistic Personality Trait (A. Montalvo-Garcia, M. Martí-Ripoll, J. Gallifa, & S. Ávila-Vila , Trans.). (2023). Revista Electrónica Educare, 27(3), 1-18. https://doi.org/10.15359/ree.27-3.17188

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