Intrapersonal Emotional Intelligence as a Resource for Self-Regulation of Educational Activities of Technical University Students
Year: 2026
Type: article
Study design: Observational Study
Abstract: Introduction . In the context of the spread of integrated educational formats in a technical university, the role of components of arbitrary regulation of a student's learning activity increases: independence, perseverance, self-control, and self-organization. At the same time, the affective prerequisites of self-regulation, in particular intrapersonal emotional intelligence (awareness and management of one's own emotions), remain insufficiently studied in relation to Russian engineering students. Unlike the interpersonal component that serves communicative behavior, it is the intrapersonal dimension that is most directly related to individual learning activities. Objective. Study the relationship of intrapersonal emotional intelligence (awareness and management of one's own emotions) with the components of self-organization of educational activities (self-control, independence, self-organization, perseverance) in technical university students, as well as to analyze intercourse differences and differences by type of educational program. Materials and methods. The study involved 567 students in the 1st-3rd courses of the Don State Technical University (Rostov-on-Don), including 403 men and 164 women. To diagnose emotional intelligence, the EmIn questionnaire was used; Self-regulation parameters were evaluated using the author's self-assessment scale of learning activity properties (5-point). Statistical processing was performed using the Shapiro-Wilk test, Spearman's rank correlation coefficient, Kruskal-Wallis test, and Mann-Whitney test. Results . The subscale for managing one's own emotions has significant positive correlations with all four parameters of self-regulation, while the subscale for understanding one's own emotions does not show a significant relationship with perseverance. There were no significant differences in intrapersonal emotional intelligence and self-regulation parameters. A comparison of students in integrated and standard educational programs revealed a difference only in perseverance, while there were no differences in indicators of emotional intelligence. Discussion . The data obtained confirm that it is the managerial, rather than the understanding component of intrapersonal emotional intelligence, that acts as a more reliable correlate of the arbitrary organization of educational activities. The absence of intercourse differences is interpreted as evidence of the dispositional stability of intrapersonal emotional intelligence during the training period. The results substantiate the need to include the practices of developing emotional self-regulation in the psychological and pedagogical support programs for technical university students.
Author: Dmitry B. Damsky
Institution: Don State Technical University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7224109229