Engineering Students Education in Sustainability: The Moderating Role of Emotional Intelligence

In the context of a lack of quantitative research approaching an engineering education in sustainability, this cross-sectional study aims to investigate whether efforts to promote sustainability education contribute to shaping the beliefs, attitudes, and intentions towards sustainability in a sample...
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Gespeichert in:

Autor*in:	Teresa Nogueira [verfasserIn] Rui Castro [verfasserIn] José Magano [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	sustainability emotional intelligence beliefs attitude intention engineering students

Übergeordnetes Werk:	In: Sustainability - MDPI AG, 2009, 15(2023), 6, p 5389
Übergeordnetes Werk:	volume:15 ; year:2023 ; number:6, p 5389

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/su15065389

Katalog-ID:	DOAJ087230615

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callnumber-first	T - Technology
author	Teresa Nogueira
spellingShingle	Teresa Nogueira misc TD194-195 misc TJ807-830 misc GE1-350 misc sustainability misc emotional intelligence misc beliefs misc attitude misc intention misc engineering students misc Environmental effects of industries and plants misc Renewable energy sources misc Environmental sciences Engineering Students Education in Sustainability: The Moderating Role of Emotional Intelligence
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title	Engineering Students Education in Sustainability: The Moderating Role of Emotional Intelligence
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title_sort	engineering students education in sustainability: the moderating role of emotional intelligence
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title_auth	Engineering Students Education in Sustainability: The Moderating Role of Emotional Intelligence
abstract	In the context of a lack of quantitative research approaching an engineering education in sustainability, this cross-sectional study aims to investigate whether efforts to promote sustainability education contribute to shaping the beliefs, attitudes, and intentions towards sustainability in a sample of Portuguese engineering schools students; in addition, this study investigates whether emotional intelligence impacts the students’ motivation to learn more about sustainability and whether it plays a role in moderating the relationships between those variables. A survey was carried out on a sample of 184 students from two major Portuguese engineering schools. A model was found showing that beliefs, attitudes, and gender are predictors of students’ intentions towards sustainability, explaining 62.6% of its variance. Furthermore, the findings reveal that women have stronger beliefs and intentions towards sustainability than men and that students with higher emotional intelligence are more motivated to learn more about sustainability. In addition, emotional intelligence has a negative and significant moderating impact on the relationship between attitudes and students’ intentions towards sustainability, being stronger for lower levels of emotional intelligence and having a similar, yet non-significant, effect on the relationship between beliefs and students’ intentions towards sustainability. The results suggest that emotional intelligence should be considered a competence and a tool in engineering education in order to enhance students’ inclination towards sustainable development.
abstractGer	In the context of a lack of quantitative research approaching an engineering education in sustainability, this cross-sectional study aims to investigate whether efforts to promote sustainability education contribute to shaping the beliefs, attitudes, and intentions towards sustainability in a sample of Portuguese engineering schools students; in addition, this study investigates whether emotional intelligence impacts the students’ motivation to learn more about sustainability and whether it plays a role in moderating the relationships between those variables. A survey was carried out on a sample of 184 students from two major Portuguese engineering schools. A model was found showing that beliefs, attitudes, and gender are predictors of students’ intentions towards sustainability, explaining 62.6% of its variance. Furthermore, the findings reveal that women have stronger beliefs and intentions towards sustainability than men and that students with higher emotional intelligence are more motivated to learn more about sustainability. In addition, emotional intelligence has a negative and significant moderating impact on the relationship between attitudes and students’ intentions towards sustainability, being stronger for lower levels of emotional intelligence and having a similar, yet non-significant, effect on the relationship between beliefs and students’ intentions towards sustainability. The results suggest that emotional intelligence should be considered a competence and a tool in engineering education in order to enhance students’ inclination towards sustainable development.
abstract_unstemmed	In the context of a lack of quantitative research approaching an engineering education in sustainability, this cross-sectional study aims to investigate whether efforts to promote sustainability education contribute to shaping the beliefs, attitudes, and intentions towards sustainability in a sample of Portuguese engineering schools students; in addition, this study investigates whether emotional intelligence impacts the students’ motivation to learn more about sustainability and whether it plays a role in moderating the relationships between those variables. A survey was carried out on a sample of 184 students from two major Portuguese engineering schools. A model was found showing that beliefs, attitudes, and gender are predictors of students’ intentions towards sustainability, explaining 62.6% of its variance. Furthermore, the findings reveal that women have stronger beliefs and intentions towards sustainability than men and that students with higher emotional intelligence are more motivated to learn more about sustainability. In addition, emotional intelligence has a negative and significant moderating impact on the relationship between attitudes and students’ intentions towards sustainability, being stronger for lower levels of emotional intelligence and having a similar, yet non-significant, effect on the relationship between beliefs and students’ intentions towards sustainability. The results suggest that emotional intelligence should be considered a competence and a tool in engineering education in order to enhance students’ inclination towards sustainable development.
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title_short	Engineering Students Education in Sustainability: The Moderating Role of Emotional Intelligence
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