Examining the effectiveness of a training program on emotional intelligence and career readiness of post-secondary students
| dc.contributor.author | Poirier-Leroy, Andrée-Anne M. | |
| dc.contributor.supervisor | Brown, Lucinda | |
| dc.contributor.supervisor | Milford, Todd | |
| dc.date.accessioned | 2025-09-10T00:14:52Z | |
| dc.date.available | 2025-09-10T00:14:52Z | |
| dc.date.issued | 2025 | |
| dc.degree.department | Department of Educational Psychology and Leadership Studies | |
| dc.degree.level | Master of Arts MA | |
| dc.description.abstract | In today’s rapidly evolving, technology-driven workforce, the influence of artificial intelligence (AI) has heightened the need for emotional intelligence (EI) and 21st century skills among university graduates. Research links EI to career-related outcomes such as job performance and leadership, while employers expect universities to develop career-ready graduates. Research indicates that EI training programs can effectively increase these essential skills through targeted interventions and experiential learning in post-secondary education. This study evaluates a training program designed to increase EI and career readiness competencies for a sample of 121 undergraduate students at a Canadian university during the COVID-19 pandemic. Using secondary data from self-reported measures of EI and career readiness and a pre-post survey design, the quasi-experimental study examines the effects of the training for increasing total EI, its 10 sub-facets, and eight career readiness competencies. Findings supported the effectiveness of an EI training program in significantly improving total EI and select sub-facets of EI, and partial effectiveness in increasing career readiness competencies. To strengthen arguments supporting causation, future research should employ an experimental research design as the absence of a formal control group in this study limited statistical analyses. Further exploration should identify training components most effective at enhancing EI and its sub-facets. Longitudinal studies with repeated measures could investigate predictive relationships and potential mediating factors between EI and career readiness. The findings also suggest a link between EI-focused training programs and career outcomes. Further investigation into this association could inform program design to better equip university students with essential 21st century skills for their future careers. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/22745 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | emotional intelligence | |
| dc.subject | career readiness | |
| dc.subject | training program | |
| dc.title | Examining the effectiveness of a training program on emotional intelligence and career readiness of post-secondary students | |
| dc.type | Thesis |