Emotions in Engineering Ethics Education: Systematic Review and Ways Forward

As a result of increased concerns regarding ethical issues in engineering, this project assessed the influence on moral reasoning skills of teaching students a course specifically addressing the ethical and social issues in engineering. The Defining Issues Test (DIT), which is based on cognitive moral development theory, was used as the instrument of assessment. Students were pretested, taught a course on engineering ethics, and posttested at the end of the semester. In the Fall of 1995, a total of 301 students participated in the study with 162 students completing the DIT at both the pretest and posttest. In the Spring of 1996, a total of 263 students participated in the study with 155 students completing the DIT at both the pretest and posttest. Analysis of the data revealed a statistically significant increase in the moral reasoning skills of the students for both semesters. Statistical analysis revealed a significant correlation between the change in moral reasoning scores and age in the Spring semester with younger students showing more change but not in the Fall semester. There was no significant relationship between the moral reasoning scores and gender at either the pretest or the posttest, nor in the rate of change by gender. This study demonstrates that the teaching of ethics in engineering can be rigorously measured, tested and analyzed and that it can have a significant positive influence on the moral reasoning skills of the students. However, these findings need to be replicated by other studies in different settings.

Background: Emotional intelligence is a crucial concept in management, business, engineering, nursing and medicine. It has gained more attention than personality and Intelligence Quotient. Understanding human emotions is essential for understanding emotional intelligence. Aim: High-EQ individuals can combine intellectual and emotional skills to adapt to new situations and achieve goals. Individuals with high emotional intelligence can read interpersonal cues and manipulate others' emotions. Method: The Comparative study is conducted in Rai Medical College Sargodha from April 2021 to August 2022and population was the MBSS students. Provide more demographic and socioeconomic data on survey participants. Determine the emotional intelligence traits all respondents share. Determine the respondents' academic achievement and calculate an average. Thoroughly study how socioeconomic background affects emotional intelligence. Determine if respondents' socioeconomic profile affects academic performance. To examine and publish the relationship between emotional intelligence components and respondents' academic performance. Result: The study reveals a significant correlation between gender and emotional intelligence, with women generally having greater emotional intelligence. The majority of respondents are male, with 97.14% attending public institutions and 2.5% attending private medical colleges. Age and educational degree also impact emotional intelligence, with 54.89% of respondents aged 18-19 and 36.73% aged 20-22. Higher education levels are associated with increased emotional intelligence. Conclusion: Emotional intelligence and academic performance were positively correlated. Emotional regulation and adaptive emotions are linked, suggesting emotional intelligence may prevent ASD. The study shows that high-AR students naturally manage and use emotional information to perform better academically. This supports the COR-based theoretical claims linking AR, EI, and AP. Keywords: Emotional intelligence, Stress, Behavioral science, Public Private medical college.

Ethics education has become essential in modern engineering. Ethics education in engineering has been increasingly implemented worldwide. It can improve ethical behaviors in technology and engineering design under the guidance of the philosophy of technology. Hence, this study aims to compare China-US engineering ethics education in Sino-Western philosophies of technology by using literature studies, online surveys, observational researches, textual analyses, and comparative methods. In my original theoretical framework and model of input and output for education, six primary variables emerge in the pedagogy: disciplinary statuses, educational goals, instructional contents, didactic models, teaching methods, and edificatory effects. I focus on the similarities and differences of engineering ethics educations between China and the U.S. in Chinese and Western philosophies of technology. In the field of engineering, the U.S. tends toward applied ethics training, whereas China inclines toward practical moral education. The U.S. is the leader, particularly in the amount of money invested and engineering results. China has quickened its pace, focusing specifically on engineering labor input and output. Engineering ethics is a multiplayer game effected at various levels among (a) lower level technicians and engineers, engineering associations, and stockholders; (b) middle ranking engineering ethics education, the ministry of education, the academy of engineering, and the philosophy of technology; and (c) top national and international technological policies. I propose that professional engineering ethics education can play many important roles in reforming engineering social responsibility by international cooperation in societies that are becoming increasingly reliant on engineered devices and systems. Significantly, my proposals contribute to improving engineering ethics education and better-solving engineering ethics issues, thereby maximizing engineering sustainability.

Cyberbullying Victimization, Counterproductive Work Behaviours and Emotional Intelligence at Workplace

Research in industrial and organizational psychology demonstrates that the regulation of negative emotions in response to both organizational stressors and interpersonal workplace interactions can result in functional and dysfunctional outcomes (Co败䬠2005; Diefendorff, Richard, & Yang, 2008). Research on the regulation of negative emotions has additionally been conducted in social psychology, developmental psychology, neuropsychology, health psychology, and clinical psychology. A close reading of this broader literature, however, reveals that the conceptualization and use of the term ''emotion regulation'' varies within each research field as well as across these fields. The main focus of our chapter is to make sense of the term ''emotion regulation'' in the workplace by considering its use across a broad range of psychology disciplines. We then develop an overarching theoretical framework using is ambiguating terminology to highlight what we argue are the important constructs involved in the process of intrapersonal emotion generation, emotional experience regulation, and emotional expression regulation in the workplace (e.g., emotional intelligence, emotion regulation strategies, emotion expression displays). We anticipate this chapter will enable researchers and industrial and organizational psychologists to identify the conditions under which functional regulation outcomes are more likely to occur and then build interventions around these findings.

The research focuses on the importance of transversal education in higher education, with a particular emphasis on emotional competencies and emotional intelligence in Veterinary Medicine and Nursing students in Chile, aligning with current educational policies and accreditation standards. The objective was to analyze levels of emotional competencies and emotional intelligence, as well as their correlations. A quantitative approach was adopted using instruments such as the Adult Emotional Competencies Inventory (ICEA) and the TMMS-24 Emotional Intelligence Scale, applied to a sample of n=969 students. The results revealed significant strengths in areas such as emotional autonomy and social competencies, alongside areas for improvement in emotional awareness and emotional regulation, highlighting significant correlations between emotional competencies and key components of emotional intelligence. The strong relationship between emotional competence (CE) and clarity (CLAR) indicates that higher emotional understanding is linked to better management of emotional states. Additionally, positive correlations between emotional competence, attention (ATE), and repair (REP) suggest that individuals with higher emotional competence also exhibit better emotional regulation and repair abilities. These findings underscore the importance of integrating emotional competencies into university curricula, as their development can positively impact overall emotional intelligence. The study highlights the value of educational practices focused on emotional skills, promoting a transversal, gradual, sequential, and evaluated formative trajectory within educational programs, with specific strategies designed to enhance emotional awareness and regulation

Probablement alguns esdeveniments recents ens han condut a preguntar-nos per qu les persones prenen decisions que aparentment sn irracionals i que van en contra d'algun tipus de lgica fcilment comprensible. El fet que aquestes decisions estiguin sota la influncia de les emocions sovint explica el que, a primera vista, sembla no tenir una explicaci acceptable. En aquest sentit, s'han trobat evidncies que proven que les emocions i altres caracterstiques afectives condicionen les decisions ms enll d'una deliberaci merament racional. Entendre com les emocions tenen lloc, com canvien i com influeixen en el comportament, ha estat tradicionalment d'inters per a molts camps d'investigaci, incloent la psicologia i la neurologia. A ms, altres cincies com l'economia conductual, la intelligncia artificial i, en general, totes les cincies que intenten entendre, explicar o simular el comportament hum, reconeixen l'important paper de les caracterstiques afectives en aquesta tasca.

Academic performance, emotional intelligence, and academic burnout: A cross-sectional study of a mediational effect in nursing students

Purpose Organizational environments have become increasingly dynamic, competitive and multicultural. In such high-pressure contexts, conflict among employees is unavoidable because of their divergent goals, interdependence and limited resources. This study aims to investigate the interplay between emotional intelligence (EI) and conflict resolution styles and examined the mediating role of psychological empowerment (PE) in the relationship between EI and conflict resolution styles. Design/methodology/approach The study modeled three constructs EI, conflict resolution styles and PE as higher-order constructs or second-order constructs. The higher-order constructs were assessed along with the lower-order constructs. Confirmatory factor analysis was carried out to unravel the structural relationships among the constructs, and the hypotheses were tested via structural equation modeling. The data were collected from employees working in the information technology (IT) industry in the cities of Hyderabad, Pune and Bangalore in India. Findings The SEM results for lower-order individuals reveal that the EI constructs self-emotional appraisal and regulation of emotions are positive, statistically significant and good predictors of conflict resolution styles. Similarly, the lower-order constructs of PE meaning and competence are also good predictors of conflict resolution styles. The SEM results for the higher-order constructs reveal that EI predicts PE and that PE fully mediates the relationship between EI and conflict resolution styles. However, EI is not a good predictor of conflict resolution styles. Research limitations/implications The causal inference is limited by cross-sectional design. Self-reported and single-source data increase the possibility of common-method bias, even though the data were collected from the three cities from India and the respondents are diverse functional, cultural, educational and from different cities. Scale coverage: The conflict resolution styles (CRS) measure omitted two of Thomas’ and Kilmann’s five styles (avoidance and compromise), and PE excluded the “impact” dimension; this may reduce construct completeness. Generalizability: The sample is restricted to Indian IT firms in metropolitan cities; findings may not be generalizable to other sectors, cultures or less interdependent work contexts. High explained variance: The higher-order model yielded R² ≈ 0.96 for CRS, which is unusually high for behavioral research and may indicate shared method variance or overfitting; further replication is warranted. Practical implications To enhance the positive behavior and benefit the high EI employees the organizations must empower them with autonomy and some decision-making powers. The organizations should develop a culture that their work is meaningful (Spreitzer, 1995). The employees should perceive they have the competence, autonomy and impact to make a difference. Delegating real decision-making authority, encouraging open participation in team discussions, transparent communication and recognizing individual and team contributions are the important aspects of employee empowerment. Empowerment strategies can enhance employees’ EI, improve their interactions and foster collaboration within organizations. By incorporating these strategies into development programs and HR policies, organizations can foster better performance. Integrating EI training and empowerment indicators into HR policies, conflict management workshops and team-building exercises can nurture a sustainable, emotionally healthy work culture, enhancing employee retention and trust. Social implications It is evident from this empirical study that EI alone is not sufficing to address the conflicts among the employees. Empowering the employees that can provide autonomy will lead to a positive and collaborative conflict resolution solutions constructively. Employees who experience psychologically empowered will be proactive, team member, conflict-resolution oriented individuals (Blau, 1964; Deci and Ryan, 2000). Although EI helps individuals develop emotional awareness, regulation and empathy to understand interpersonal dynamics (Goleman, 1995), it is PE that equips them with a sense of autonomy and competence, thereby converting emotional potential into behavioral effectiveness (Spreitzer, 1995). The PE operates as the critical conduit through which EI to transform constructive conflict resolution behaviors. Originality/value This empirical research is an attempt to unravel the role of EI and PE in conflict resolution styles. Furthermore, PE plays an important role in conflict resolution styles in general and in IT employees in particular.

Environmental leadership and policy negotiation demand the capacity to process emotions, build consensus and negotiate complex stakeholder dynamics. Building on the framework of the Emotional Intelligence (EI), this study analyzes the influence of EI on leadership effectiveness in environmental governance within the context of stakeholder engagement, conflict resolution and policy success. Utilizing a mixed-methods multi-phased approach, the study combines survey analysis, case studies, regression modeling, and structural equation modeling (SEM) to determine the relationship between EI competencies and leadership outcomes. This is particularly insightful for philanthropy and development practitioners, not only because leaders with high EI perform better, especially in stakeholder trust-building, decision-making and policy adoption, but also because these leaders reach better governance outcomes. For EI dimensions Social Skills was the most significant predictor of leadership effectiveness followed closely by Empathy and Emotional Regulation. The article showed that high EI competencies were linked with fewer delays, higher stakeholder satisfaction and better implementation of policies. This study provides practical insight into the value of EI development in leadership training programs to improve collaboration and resilience within environmental decision-making. Additionally, it suggests the need for more research on the long-term effects of EI training, variability of leadership effectiveness across cultures and EI's intersection with emerging technologies in governance. Through its endorsement of the need for emotionally intelligent leadership, this study extends comprehension of the ways in which interpersonal skills affect sustainable environmental policy outcomes. This is particularly insightful for philanthropy and development practitioners, not only because leaders with high EI perform better, especially in stakeholder trust-building, decision-making and policy adoption, but also because these leaders reach better governance outcomes. For EI dimensions Social Skills was the most significant predictor of leadership effectiveness followed closely by Empathy and Emotional Regulation. The article showed that high EI competencies were linked with fewer delays, higher stakeholder satisfaction and better implementation of policies. This study provides practical insight into the value of EI development in leadership training programs to improve collaboration and resilience within environmental decision-making. Additionally, it suggests the need for more research on the long-term effects of EI training, variability of leadership effectiveness across cultures and EI's intersection with emerging technologies in governance. Through its endorsement of the need for emotionally intelligent leadership, this study extends comprehension of the ways in which interpersonal skills affect sustainable environmental policy outcomes.

Background and purpose The aim is to study the role and function of junior athletes’ emotional intelligence in shaping productive strategies, including self-control, accepting responsibility, problem-solving planning, positive reappraisal, and social support. Material and methods The sample (n = 120) consisted of randomly selected junior male (n = 55; 45.83%) and female (n = 65; 54.17%) athletes with different qualifications, who were educated and trained at the academies of professional clubs and sports schools for children and youth, belonged to the country’s Olympic Reserve, had experience in participating in All-Ukrainian and international sports competitions, and were prize-winners in European and World championships. The respondents’ ages ranged from 15 to 19 years (М = 16.45; SD = ±2.97). Results It was substantiated that emotional intelligence, in shaping productive coping strategies, is a foundation for respondents’ emotional self-regulation. The profile of junior athletes’ emotional self-regulation was created. Psychological correlations between the studied parameters were established. The only inverse correlation between “accepting responsibility” and “self-motivation” was explained by respondents’ creative manifestations, which partially contradicts the coping strategy “accepting responsibility”. There was a caveat that empathy and social support are the most autonomous parameters that can pose a latent danger if their values are excessively high or low. The profile of emotional self-regulation was designed to control changes in these parameters. Based on the grouping variables of emotional intelligence, differences were found in two productive coping strategies: “self-control” – for the grouping variable “managing emotions” (t = -2.183; p = 0.031; d = -0.401) and “accepting responsibility” – for the grouping variable “self-motivation” (t = 2.382; p = 0.019; d = 0.436). It was substantiated that the parameters of emotional intelligence, “managing emotions” and “self-motivation”, are the most sensitive to shaping productive coping strategies. It was emphasised that the three factors resulting from dimensionality reduction, “self-motivational regulation”, “positive construction”, and “conscious control”, relevantly reflected the psychological content features of emotional self-regulation. Conclusions It was substantiated that research into junior athletes’ emotional intelligence in shaping productive coping strategies is a confirmatory empirical study, which allowed for establishing correlations, identifying significant advantages in productive coping strategies of self-control, accepting responsibility, problem-solving planning, positive reappraisal, and social support based on the grouping variables of emotional intelligence. It was summarised that the established scientific facts complement the theoretical knowledge of the formation of emotional self-regulation, the development of the emotional and volitional sphere, and the construction of worldviews in junior sports representatives.

Emotional intelligence is an increasingly popular consulting tool. According to popular opinion and work-place testimonials, emotional intelligence increases performance and productivity; however, there has been a general lack of independent, systematic analysis substantiating that claim. The authors investigated whether emotional intelligence would account for increases in individual cognitive-based performance over and above the level attributable to traditional general intelligence. The authors measured emotional intelligence with the Multifactor Emotional Intelligence Scale (MEIS; J. D. Mayer, P. Salovey, & D. R. Caruso, 1997). As measured by the MEIS, overall emotional intelligence is a composite of the 3 distinct emotional reasoning abilities: perceiving, understanding, and regulating emotions (J. D. Mayer & P. Salovey, 1997). Although further psychometric analysis of the MEIS is warranted, the authors found that overall emotional intelligence, emotional perception, and emotional regulation uniquely explained individual cognitive-based performance over and beyond the level attributable to general intelligence.

Background: Family functioning plays a central role in shaping adolescents’ emotional intelligence (EI), which is critical for their social adjustment, academic performance, and overall well-being. Globally, research demonstrates that open communication and adaptability within families foster the development of emotional competencies. In Africa, where adolescents often face contextual stressors such as economic hardship and cultural transitions, family support is especially vital. In Kenya, limited empirical evidence exists on how specific family dynamics contribute to EI among secondary school learners. Objective: This study assessed the influence of family communication on emotional regulation and examined how family adaptability affects empathy among learners in public secondary schools. Methods: A cross-sectional survey design was employed among adolescents enrolled in public secondary schools. A total sample of 311 participants was selected through stratified random sampling. Data were collected using standardized instruments, including the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Family Adaptability and Cohesion Evaluation Scale (FACES IV). Statistical analyses were conducted using descriptive statistics, correlation, and regression techniques to determine the predictive role of family communication and adaptability on emotional intelligence dimensions. Results: Findings revealed that family communication was a significant predictor of emotional regulation, while family adaptability strongly influenced empathy. Together, these aspects of family functioning explained a substantial proportion of variance in adolescents’ EI scores. Conclusion: Family functioning, particularly communication and adaptability, is central to the development of adolescents’ emotional intelligence. These results highlight the importance of strengthening family-based interventions, promoting parental involvement, and integrating socio-emotional learning into school programs. Policymakers and educators should prioritize initiatives that enhance family resilience and support adolescents’ emotional development. Keywords: Family communication, Family adaptability, Emotional intelligence, Emotional regulation, Empathy, Adolescents, Secondary schools

Undergraduate courses in healthcare ethics should primarily focus on taking students on a journey that facilitates growth in the theoretical and practical areas of deliberation and ethical decision-making skills. A sound knowledge of the most prominent moral theories, together with knowledge of widely-recognised bioethics principles and medical law principles should underpin the course content. Ultimately healthcare ethics courses should result in skills that will empower students to effectively function in their specific professional healthcare fraternities. The first section of this chapter describes the rationale for the inclusion of four broad learning units. Each of these learning units will be subdivided into one or more modules. The Ethics principles learning unit includes the following modules: (1) Overview of ethics; (2) Moral theories; (3) Fundamental ethics principles; and (4) Clinical research ethics. The Ethical reasoning learning unit consists of only one module, while the Professional skills learning unit includes the following two modules: (1) Professionalism; and (2) Communication. The Legal considerations in healthcare learning unit consists only of a Medical law module. The second section of this chapter focuses on a description of each module’s specific learning outcomes. The aim of these learning outcomes is to ensure that healthcare students acquire knowledge, skills and attitudes that achieve deep learning and fundamental understanding of ethical principles, ethical reasoning, professional skills and medical law principles. The third section of this chapter focuses on a description of the assessment tasks that can be used in dynamic interaction with theory and practice throughout the undergraduate healthcare ethics course. The various assessment tasks focus on evidence-based endeavours to determine and establish the extent to which students have internalised the required sets of knowledge, skills and attitudes regarding ethics concepts and principles, ethical reasoning, professional skills and legal considerations in healthcare.

Objective: Research to determine the effect of the use of Games Quizizz-based applications on students' emotional intelligence in PAI and Al Islam subjects at SD Muhammadiyah PK Palur. Theoretical framework: this research focuses on the theory of emotional intelligence, which emphasizes the importance of students' ability to recognize, understand, and manage emotions in the learning process, as well as game-based learning theory, which is believed to increase student motivation and involvement. Literature review: Previous research has shown that the use of technology-based learning media and interactive games such as Quizizz is able to improve students' material understanding and social-emotional skills, but not many have specifically linked it to increased emotional intelligence in the context of religious education. Methods: This study uses a quantitative approach with a true experimental design in the form of a pre-test and post-test control group design. The sample consisted of two classes, namely classes 1A and 1B which each amounted to 23 students. Data was collected through an emotional intelligence questionnaire using the Likert scale and the score of the Quizizz game, which contained 20 questions from PAI and Al Islam materials with varying levels of difficulty. Results: The study showed that there was a significant influence of the use of the Quizizz application on the improvement of students' emotional intelligence, as evidenced by the results of the t-test, which obtained a calculated t value of 7,803 greater than the t-table of 1,708, and a significance value of 0.00 < 0.05. Implication: This study shows that the integration of game applications such as Quizizz in PAI and Al Islam learning can be an effective strategy for improving students' emotional intelligence from an early age. Novelty: this research lies in the application of game-based learning, especially through the Quizizz platform, which is directly associated with the increase in emotional intelligence in the context of religious education learning.