ABOUT BOOK

Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social thriving, and psychological thriving. We used propensity score matching and regression analyses with survey data from the Thriving Quotient, which was administered to first-year students at a large, public research university(n = 548). The results suggest students’ enrollment in a strengths-based leadership minor course was associated with higher levels of thriving in social, academic, and psychological domains. Students’ participation in strengths-based student organizationswasassociatedwithhigherthrivinginsocialdomains,whileconcurrentenrollment in the strengths-based leadership class and participation in strengths-based student organizations was associated with significantly higher holistic thriving, social thriving, and psychological thriving.