Integrating Social-Emotional Learning and Trait Theory in Understanding Student Leadership: A Conceptual Framework

Abstract

Leadership development has become a major focus for higher education authorities. Although the need for leadership is clear and significant, the psychological mechanisms through which university students can develop effective leadership remain unclear and, despite widespread commitment from higher education departments, are not yet fully understood. Two key research debates continue in parallel: personality traits and social-emotional skills; yet, they are rarely integrated. This paper bridges that gap by introducing a comprehensive conceptual model in which personality traits serve as a psychological mechanism mediating the connection between social-emotional competencies and student leadership practices. SEL competencies are based on the CASEL five-factor framework, and personality traits are based on the Big Five model.

In this paper, it is proposed that SEL competencies, when strengthened through various social and academic experiences, develop into more stable, trait-like characteristics. These traits then serve as a foundation for specific leadership behaviors. We discuss this model in the context of student leadership development theory and outline its implications for higher education practices and future research, including an upcoming empirical test of the proposed model.