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Abstract
This study expands the literature related to socially responsible leadership by exploring its connections with academic developmental tasks associated with psychosocial identity development. Utilizing a quantitative, correlational and causal comparative methodology with Astins College Impact Model serving as the conceptual framework, the study answered the following overarching research questions by employing a simple random sample of undergraduate students ages 18 to 25. 1. What relationship exists between measures of socially responsible leadership and academic aspects of psychosocial identity development?2. Do measures of educational involvement and academic autonomy contribute significantly to explaining participants capacities for socially responsible leadership?Findings from this study suggest a relationship between the two constructs with educational involvement emerging as a statistically significant positive predictor of societal dimensions of socially responsible leadership, and academic autonomy as a statistically significant positive predictor of individual values associated with socially responsible leadership. This study serves as a foundation from which to broaden the understanding of socially responsible leadership development in academic settings.