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

Author

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  • Slavica Mitrović Veljković

    (Faculty of Technical Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Ana Nešić

    (Faculty of Technical Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Branislav Dudić

    (Faculty of Management, Comenius University in Bratislava, 820 05 Bratislava, Slovakia
    Faculty of Economics and Engineering Management, University Business Academy, 21000 Novi Sad, Serbia)

  • Michal Gregus

    (Faculty of Management, Comenius University in Bratislava, 820 05 Bratislava, Slovakia)

  • Milan Delić

    (Faculty of Technical Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Maja Meško

    (Faculty of Management, University of Primorska, SI-6101 Koper, Slovenia
    Faculty of Organizational Sciences, University of Maribor; SI-4000 Kranj, Slovenia)

Abstract

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.

Suggested Citation

  • Slavica Mitrović Veljković & Ana Nešić & Branislav Dudić & Michal Gregus & Milan Delić & Maja Meško, 2020. "Emotional Intelligence of Engineering Students as Basis for More Successful Learning Process for Industry 4.0," Mathematics, MDPI, vol. 8(8), pages 1-9, August.
    • Handle: RePEc:gam:jmathe:v:8:y:2020:i:8:p:1321-:d:396457
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    References listed on IDEAS

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    1. Battaglini, Marco & Benabou, Roland & Tirole, Jean, 2005. "Self-control in peer groups," Journal of Economic Theory, Elsevier, vol. 123(2), pages 105-134, August.
    2. Pinar Celik & Martin Storme, 2017. "Trait Emotional Intelligence Predicts Academic Satisfaction Through Career Adaptability," Post-Print hal-02117688, HAL.
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    Cited by:

    1. Audrone Dumciene & Saule Sipaviciene, 2021. "The Role of Gender in Association between Emotional Intelligence and Self-Control among University Student-Athletes," IJERPH, MDPI, vol. 18(22), pages 1-12, November.
    2. Teresa Nogueira & Rui Castro & José Magano, 2023. "Engineering Students Education in Sustainability: The Moderating Role of Emotional Intelligence," Sustainability, MDPI, vol. 15(6), pages 1-14, March.

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