Emotional Intelligence of Engineering Students as Basis for More Successful Learning Process for Industry 4.0

The purpose of this paper is creating analyses for understanding the personality characteristics related to emotional intelligence and how can this define the development program of personal characteristics in the processes of education for Industry 4.0. The main research goal is to measure dimensions of emotional intelligence in the student population based on a quantitative survey (Emotional Competence Inventory) through dimensions of emotional intelligence: self-regulation, self-awareness, and attitude towards changes. Since the student population was the research target, a group of 338 engineering students was selected. The group was characterized by highly diversified geographic origin, having previously completed school and achieved success. The results show that there are statistically significant differences between all three dimensions of emotional intelligence. Namely, self-regulation and attitude towards changes (both directly and indirectly through self-regulation) are positively affected by self-awareness, while attitude towards changes is positively affected by self-regulation. Developing student emotional potential is one of the most important actuators of business for Industry 4.0, especially in countries with low educational attainment and low social and economic indicators.

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Age, Residence, Parents’ Educational Attainment and Exposure to Media Affect Students’ Learning Styles

JPAIR Multidisciplinary Research ◽

10.7719/jpair.v21i1.325 ◽

2015 ◽

Vol 21 (1) ◽

Author(s):

Elvin A. Balallo ◽

Crizzle A. Bajet-Paz

Keyword(s):

Emotional Intelligence ◽

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Self Regulation ◽

Learning Preferences ◽

Three Dimensions ◽

Self Awareness ◽

Correlational Method ◽

High Level

Most students are unaware of their learning styles and emotional intelligence. Thus, it is important to know one’s learning styles and emotional intelligence because they can be used to increase self-awareness as to their strengths and weaknesses as learners. The study determined the learning styles and emotional intelligence of the students in the College of Technology of University of Northern Philippines, Philippines. The study utilized descriptive-correlational method of research. Results showed that student respondents have an overall high level of learning style in all of its three dimensions: visual, auditory, and kinesthetic. Also, they have an overall high level of emotional intelligence in all of its dimensions. The overall level of learning styles of the respondents is significantly related with self-motivation while visual learning style is significantly linked to self-regulation. Likewise, auditory learning style is significantly related to self-awareness, self-motivation, social skills and the overall level of emotional intelligence. Meanwhile, kinesthetic learning style is significantly related to social awareness and self-motivation. The university should conduct an assessment of learning preferences of the students to determine their strengths and weaknesses. Likewise, emotional intelligence tests should be given to students to provide essential data on the attitudes of these students. Keywords – Education, learning styles, emotional, intelligence, students, descriptive-correlational design, Ilocos Sur, Philippines

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LEVEL OF EMOTIONAL INTELLIGENCE AND ITS IMPACT ON ACCEPTANCE TO TECHNOLOGY IMPLEMENTATION: A STUDY ON EMPLOYEES OF PRIMARY COOPERATIVE CREDIT SOCIETIES IN IDUKKI DISTRICT

EPRA International Journal of Multidisciplinary Research (IJMR) ◽

10.36713/epra8556 ◽

2021 ◽

pp. 333-337

Author(s):

Mrs. Maya Murali ◽

Dr. Well Haorei

Keyword(s):

Emotional Intelligence ◽

Technology Implementation ◽

Self Regulation ◽

Research Work ◽

Social Awareness ◽

Self Awareness ◽

Independent Variables ◽

Research Article ◽

Five Factors ◽

Bank Employees

This research article is an extract of Ph.D. thesis research work. The present paper analyses the level of emotional intelligence and its impact on acceptance to technology implementation among the employees of primary cooperative credit societies in Idukki District. The study concluded that multiple regression analysis indicated independent variables, namely; social skills factor, social awareness factor, self-regulation factor, and self-awareness factor were highly significant in supplementing emotional intelligence among the bank employees in the study area. Further, from the analysis of Pearson’s correlation coefficient of emotional intelligence index and emotional intelligence factors, the study concludes that all the five emotional intelligence factors are statistically significant and has a positive correlation to emotional intelligence index. So, to increase the emotional intelligence level of the sample bank employees the higher authorities of the study banks should impart training in those five factors. KEY WORDS: Level of Emotional Intelligence and Impact, Employees, Idukki District

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HASIL BELAJAR FISIKA DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMA NEGERI 2 SEKAMPUNG

Justek : Jurnal Sains dan Teknologi ◽

10.31764/justek.v1i1.413 ◽

2018 ◽

Vol 1 (1) ◽

pp. 110

Author(s):

Ayang Kinasih

Keyword(s):

Emotional Intelligence ◽

Social Skills ◽

Success Rate ◽

Learning Outcomes ◽

Self Regulation ◽

Higher Learning ◽

Self Awareness ◽

Learning Success ◽

Learn Physics ◽

High Emotional Intelligence

Abstrak: Tujuan penelitian ini adalah mendeskripsikan tingkat keberhasilan belajar fisika ditinjau dari kecerdasan emosional, kontribusi kecerdasan emosional terhadap hasil belajar, kesesuaian hasil belajar dengan tingkat kecerdasan emosional, pola dukungan subvariabel kecerdasan emosional yang terbentuk pada variasi kategori hasil belajar. Populasi pada penelitian ini adalah seluruh siswa SMA Negeri 2 Sekampung, sampel diambil 20% dari populasi atau sebanyak 35 siswa. Data diperoleh melalui metode tes dan angket kecerdasan emosional. Kesimpulan: (1) Siswa yang memiliki kecerdasan emosional tinggi maka tingkat keberhasilan belajar paling besar, (2) kontribusi kecerdasan emosional terhadap hasil belajar sangat besar, (3) hasil belajar sesuai dengan kecerdasan emosional, (4) pola dukungan subvariabel kecerdasan emosional pada hasil belajar tinggi, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial tinggi, pola dukungan subvariabel kecerdasan emosional pada hasil belajar sedang, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial sedang, pola dukungan subvariabel kecerdasan emosional pada hasil belajar rendah, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial rendah. Subvariabel kecerdasan emosional yang dominan mendukung hasil belajar adalah turut merasakan (empati).Abstract: The purpose of this study was to describe the success rate to learn physics in terms of emotional intelligence, emotional intelligence contribute to learning outcomes, learning outcomes conformity with the level of emotional intelligence, emotional intelligence subvariabel support pattern formed on the variation of categories of learning outcomes. The population in this study were all students of SMA Negeri 2 Sekampung, samples taken 20% of the population, or as many as 35 students. Data obtained through the method of emotional intelligence tests and questionnaires. Conclusions: (1) Students who have high emotional intelligence the greatest learning success rate, (2) contribution of emotional intelligence to the learning outcomes is very large, (3) learning outcomes in accordance with emotional intelligence, (4) a pattern of emotional intelligence subvariabel support the results higher learning, the students' self-awareness, self-regulation, also feel (empathy), and high social skills, emotional intelligence subvariabel patterns support the learning outcomes were, the students have self-awareness, self-regulation, also feel (empathy), and skills social being, patterns support emotional intelligence subvariabel low learning outcomes, the students have self-awareness, self-regulation, also feel (empathy), and low social skills. Subvariabel emotional intelligence is the dominant support learning outcomes also feel (empathy).

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Indeks dan Profil Kecerdasan Emosi Pelajar Sekolah Menengah

Jurnal Teknologi ◽

10.11113/jt.v48.242 ◽

2012 ◽

Author(s):

Saemah Rahman ◽

Noriah Mohd. Ishak ◽

Zuria Mahmud ◽

Ruslin Amir

Keyword(s):

Emotional Intelligence ◽

Secondary School ◽

Self Regulation ◽

Self Awareness ◽

School Students ◽

Emotional Quotient ◽

Emotional Quotient Inventory ◽

The Media ◽

The Relationship ◽

Fourth Quartile

Kajian empirikal ke atas kecerdasan emosi telah menunjukkan bahawa wujudnya perkaitan yang rapat antara kecerdasan emosi dengan tingkah laku pelajar. Pada masa yang sama, laporan mengenai beberapa kejadian yang berkaitan dengan cetusan emosi dalam kalangan pelajar di negara kita menimbulkan persoalan tentang tahap kecerdasan emosi mereka. Kajian ini bertujuan mengenal pasti indeks kecerdasan emosi dalam kalangan pelajar sekolah menengah dan menghuraikan profil kecerdasan emosi mereka. Sampel kajian ini terdiri daripada 513 orang pelajar tingkatan dua dan empat di empat buah sekolah di negeri Selangor dan Negeri Sembilan. Inventori Kecerdasan Emosi Malaysia – Remaja (IKEM–R) ditadbir untuk mengukur kecerdasan emosi responden. Indeks kecerdasan emosi diukur berdasarkan tujuh domain kecerdasan emosi bermula dari 0 – 100 bagi menggambarkan kedudukan kecerdasan emosi mereka. Hasil kajian mendapati bahawa indeks kecerdasan emosi pelajar–pelajar yang dikaji ialah 76.02, iaitu berada di bahagian bawah kuartil keempat. Profil kecerdasan emosi bagi keseluruhan sampel mendapati terdapat tiga domain yang memperoleh skor kurang dari 75 peratus, iaitu domain–domain regulasi kendiri, kemahiran sosial dan kesedaran kendiri. Justeru, ketiga–tiga domain ini perlu diberi perhatian untuk meningkatkan kecerdasan emosi mereka secara keseluruhan. Kertas ini juga melaporkan profil kecerdasan emosi mengikut tingkatan, jantina dan lokasi sekolah. Kata kunci: Kecerdasan emosi; perkembangan emosi; remaja Empirical research on emotional intelligence has uncovered the relationship between emotional intelligence and students’ behavior. Concomitantly, reports in the media regarding events that are related to emotional outburst among the students raised an issue about students’ level of emotional intelligent. This study aims to identify emotional intelligence quotient among secondary school students. Additionally, this study also aims to describe their emotional intelligence profile. Sample of the study consisted of 513 form two and form four students from four schools in Selangor and Negeri Sembilan. Malaysian Emotional Quotient Inventory for adolescene (MEQI–A) was administered to determine the emotional quotient of the respondent. The EQ index was calculated based on the seven domains and ranging from 0 – 100 to describe individual’s emotional intelligence. Results of the study showed emotional intelligence index of the respondents at 76.02 that is in the lower part of the fourth quartile. The emotional intelligence profile for the whole sampel showed respondents scored less than 75 percent in three domains namely the domain of self–regulation, social skills and self awareness. Thus, these domains should be addressed accordingly in order to increase students’ emotional intelligence as a whole. This paper also reported the profile of emotional intelligence according to form, gender and school location. Key words: Emotional intelligence; emotional development; adolescence

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The Concept of Emotional Intelligence - A Neglected Grey Area in Medical Curriculum

Journal of Evolution of Medical and Dental Sciences ◽

10.14260/jemds/2021/700 ◽

2021 ◽

Vol 10 (38) ◽

pp. 3457-3461

Author(s):

Neethu George ◽

Rock Britto Dharmaraj ◽

Nawin Jai Vignesh ◽

Gokulapriya Baskaran ◽

Getha Marimuthu ◽

...

Keyword(s):

Health Care ◽

Emotional Intelligence ◽

Health Care Workers ◽

Medical Curriculum ◽

Self Regulation ◽

Current Situation ◽

Self Awareness ◽

Care Workers ◽

High Intelligence ◽

Emotionally Intelligent

motional intelligence (EI) is the mixture of intellect and emotions. A highly emotional intelligent person showcases the ability to control, understand and being in other’s shoes during the time of difficulties. The EI concept is extremely relevant in health care settings. The concept takes in the art of self-awareness, self-regulation, motivation, empathy, and social skills. These concepts in one way or the other help in rearing, mentoring, and reaching the heights of professionalism among medical students. The health care workers particularly doctors needed to be emotionally intelligent and should have maximum of it for effective outcomes and patient satisfaction. The current situation mandates the medical curriculum to have more of emotionally intelligent medical professionals than those with high intelligence quotient. The recent rise of dispute in health care field may be due to the reduction in emotional intelligence which triggers unhealthy recognition of emotions towards patients and bystanders. The need for the current digital and restricted mindset generation is to impart more of values and thus control and regulate one’s own emotions. The study showcases various components, effects, and importance of emotional intelligence and also reviews few studies done on the topic with a special note on its importance in the current situation of Covid pandemic.

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HUBRISTIC MOTIVATION AS A FACTOR OF THE PRIMARY SCHOOL’S PUPILS’ PERSONAL DEVELOPMENT

Вісник ХНПУ імені Г. С. Сковороди "Психология" ◽

10.34142/23129387.2019.61.09 ◽

2019 ◽

pp. 150-168

Author(s):

К. Фоменко ◽

В. Надьон ◽

Н. Діомідова ◽

О. Шукалова

Keyword(s):

Personality Traits ◽

Personal Development ◽

Fairy Tale ◽

Self Regulation ◽

Personal Characteristics ◽

Current Status ◽

Self Awareness ◽

Emotional States ◽

Personal Traits ◽

Junior Students

Relevance of the problem:The study of junior students' hubristic motives is a new area of scientific research, so the study of the features of younger students' self-awareness and personality traits, depending on their dominant hubristic motivation, is relevant. Aim: determination of self-awareness and personality traits, depending on pupil’s dominant hubristic motivation Methodology of the research: The projective methodology "Fairy tale Kingdom", projective "Tree" Technique (John and Dian Lampen), the Fairy Tale Test (by K. Colacclaw), methodology "Style of Self-Regulation of Children's Behavior - SSRCB M2" V.I. Morosanova. The sample included 204 students (3-d and 4-th forms) of Gymnasium № 169 in Kharkiv. Results of the research. The motivation of superiority over others in younger students involves perceiving their current status as a leader in the classroom. The real and desirable student`s status corresponds to his/her hubristic degree, as well as to the dominant emotional states (aggression or anxiety), motives (affiliate needs that determine the motives of cooperation or needs for superiority, which determine the motives of competition) or personal characteristics. Typological profiles of hubristic motivation determine the awareness of one's own status in the class and the desire to change it, determine the manifestation of personal traits, needs, motives and dominant emotional states. Hubristic motivation in younger school age affects the ability to self-regulate behavior.

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PERSEPSI MAHASISWA TERHADAP KECERDASAN EMOSIONAL SETELAH DITERAPKAN TEKNIK COLLABORATIVE WRITING

Edukasi: Jurnal Pendidikan ◽

10.31571/edukasi.v19i1.2400 ◽

2021 ◽

Vol 19 (1) ◽

pp. 135

Author(s):

Eka Fajar Rahmani

Keyword(s):

Emotional Intelligence ◽

Social Skills ◽

Literary Criticism ◽

Collaborative Writing ◽

Self Regulation ◽

Sampling Technique ◽

Social Awareness ◽

Self Awareness ◽

Essay Writing ◽

Purposive Sampling

AbstrakPenelitian bertujuan untuk mengetahui apakah penerapan teknik collaborative writing dapat mengembangkan kecerdasan emosional mahasiswa. Penelitian menggunakan metode deskriptif kuantitatif. Alat pengumpul data menggunakan kuesioner berdasarkan pada 5 aspek kecerdasan emosional yang mencakup self-awareness, self-regulation, self-motivation, social awareness, dan social skills. Teknik analisis data dilakukan dengan perhitungan persentase dari butir kuesioner, dilanjutkan dengan interpretasi dan deskripsi data dari persepsi mahasiswa terhadap kecerdasan emosional setelah teknik collaborative writing diterapkan. Subjek penelitian adalah mahasiswa Sekolah Tinggi Bahasa Asing Pontianak yang mengikuti kelas Essay Writing dan Literary Criticism berjumlah 43 orang dan dipilih menggunakan teknik purposive sampling. Berdasarkan hasil analisis data, terjadi peningkatan kecerdasan emosional mahasiswa setelah diterapkannya teknik collaborative writing yang ditunjukkan dengan peningkatan respons pada aspek kecerdasan emosional. AbstractThis research aimed to find out if the implementation of collaborative writing techniques could develop the emotional intelligence of students. This research used descriptive quantitative method. Data collection tools used a questionnaire based on 5 aspects of emotional intelligence which include self-awareness, self-regulation, self-motivation, social awareness, and social skills. The data were analyzed by calculating the percentages of each questionnaire item, then continued to interpret and describe the implementation of collaborative writing technique. The subjects of this research were 43 students of Sekolah Tinggi Bahasa Asing Pontianak who enrolled in Essay Writing and Literary Criticism classes, with a total of 43 students who were selected using purposive sampling technique. The results of the data analysis indicated that there happened improvements towards the emotional intelligence after collaborative technique was implemented shown by the increase of positive responses on emotional intelligence aspects.

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THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON THE PROCESSES OF SELF-IDENTIFICATION OF ADOLESCENTS WITH INTELLECTUAL DISABILITIES

Science and Education ◽

10.24195/2414-4665-2020-2-2 ◽

2020 ◽

Vol 2020 (2) ◽

pp. 14-21

Author(s):

Olga Vovchenko

Keyword(s):

Emotional Intelligence ◽

Intellectual Disabilities ◽

Social Life ◽

Self Regulation ◽

Personal Characteristics ◽

The State ◽

Self Control ◽

Emotional States ◽

Low Level ◽

The Impact

The relevance of the study is due to two aspects: first, the complexity of adolescence, psychological problems faced by adolescents, their parents, educators and teachers; secondly, the lack of research not only the peculiarities of self-identification of adolescents with intellectual disabilities, but also the interaction of emotional intelligence on the formation of self-esteem, Self-concept and self-identification in general. Because self-identification and emotional intelligence require the adolescent's personality to actively participate in its formation and formation. These are two constructs in the structure of personality, which are based on reflection, self-regulation, self-awareness and further determine the vector of life of the adolescent, his/her place in social life. The aim of the article is to identify and experimentally test the state of formation of self-identification in adolescents with intellectual disabilities and the impact on its formation of emotional intelligence. The study used theoretical (deductive, inductive) and empirical (methods of psychodiagnostics) methods. Psychological diagnosis of the state of formation of self-identification in adolescents with intellectual disabilities was carried out using the method of «Hand-drawn apperceptive test (PAT)», the method of «Who am I? » (by M. Kuhn), conversations, observations. The result of the study was a statement of the fact that the vast majority of adolescents with intellectual disabilities have a low level of self-identification, only a small percentage of the studied adolescents have an average level. Such results are due to such personal characteristics of the adolescent as asociality, anxiety, diffidence, lack of self-control, inability to control stress-filled emotional states, low level of selfregulation (including emotional and volitional self-regulation), low level of emotional intelligence formation.

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THE DEVELOPMENT OF LIFE-LONG LEARNING COMPETENCIES: POSITIONING STUDENTS FOR SELF-REGULATION

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.5810 ◽

2015 ◽

Author(s):

Richard J. Aleong ◽

David S. Strong

Keyword(s):

Engineering Students ◽

Sense Of Self ◽

Self Regulation ◽

Self Awareness ◽

Self Reflection ◽

Reflective Process ◽

Life Long Learning ◽

Self Knowledge ◽

Learning Competencies ◽

Insight Into

Within the engineering attribute of life-long learning is the ability for self-regulation, described as the process in which students plan, monitor, control, and adjust their behaviour to meet specific goals. To be self-regulating requires a degree of self-awareness and self-reflection to build knowledge about the self. This self-knowledge contributes to one’s values, personal identity, and motivational beliefs that may direct academic behaviour. In this paper, we present insight into the implementation of a workshop program designed to engage undergraduate engineering students in a facilitated self-reflective process. The workshop program challenged participants to think about how they see themselves in their engineering education and how they envision the person they wish to become in their future career. The research aims to offer educators with pedagogical insight into students’ sense of self, self-regulating processes, and new ways to promote the skills of life-long learning.

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YOUNG PEOPLE’ PSYCHOLOGICAL READINESS FOR MASTERING THE SKILLS OF EMOTIONAL SELF-REGULATION

PSYCHOLOGICAL JOURNAL ◽

10.31108/1.2021.7.4.5 ◽

2021 ◽

Vol 7 (4) ◽

pp. 48-56

Author(s):

Julia Korotsinska ◽

Keyword(s):

Young People ◽

Emotional Competence ◽

Negative Impact ◽

Self Regulation ◽

Real Life ◽

Personal Characteristics ◽

Self Awareness ◽

Emotional States ◽

Self Confidence ◽

Four Levels

At the present stage of Ukrainian society, requirements to an individual’s social and professional aspects grow significantly: the present demands activity, purposefulness, mobility, flexibility, and self-confidence from young people. These qualities cannot be manifested without formed skills of emotional self-regulation. The article analyzes the study on young people’s readiness for mastering the emotional self-regulation skills. Four levels of readiness for mastering the emotional self-regulation skills were identified and described. All of them were determined by the following components: motivation for emotional self-regulation, emotional consciousness, emotional competence, effectiveness of emotional self-regulation skills. The correlations were determined between young people’s readiness for mastering the skills of emotional self-regulation and such personal characteristics as: reflexivity, emotional competence and emotional self-awareness. The young people’s awareness of the need for emotional self-regulation and knowledge about them, their emotional sphere and formed reflexivity are essential prerequisites to form such personal characteristics as emotional consciousness, emotional competence, emotional stability and emotional maturity. The article determines that personal motivation for self-development and emotional-volitional control influence positively on the emotional self-regulation skills. Young people who are able to monitor their emotional states and their causal relationships with other internal processes and with effectiveness of their activities have higher motivation for emotional self-regulation and a wider range of emotional self-regulative methods that help them to achieve adequate socialization and productivity. Many young people are agreed that the need to master the skills of emotional self-regulation and recognize the negative impact of uncontrolled emotions on their own lives, but do not apply this need in real life situations.

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