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Working Paper Proceedings

Engineering Project Organizaons ConferenceEstes Park, Colorado

August 9-11, 2011

Proceedings EditorT. Michael Toole, Bucknell University

Copyright belongs to the authors. All rights reserved. Please contact authors for citaon details.

Emoonal Intelligence and Academic Performance

of Engineering Students

Authored by

Stefanie Brandenburg, XiaoDan Zhou, Lansford Bell, Chuck Skipper


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EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE OFENGINEERING STUDENTS

Stefanie Brandenburg1, XiaoDan Zhou2, Lansford Bell3, Chuck Skipper4

1. Visiting Assistant Professor, Department of Civil Engineering, ClemsonUniversity, Clemson, SC [email protected]

2. Marketing Coordinator, Century 3 Inc., Greer SC [email protected]. Professor, Department of Civil Engineering, Clemson University, Clemson, SC

[email protected]. Visiting Professor of Engineering Leadership, School of Engineering, The

Citadel, Charleston SC [email protected]

Abstract

Professional expertise is no longer the only standard by which to evaluate college

graduates. Soft skills, like emotional intelligence are viewed as effective ways todistinguish potential high-performance workers. The purpose of this paper is to attemptto correlate emotional intelligence with the academic performance of civil engineering

students. A students grade point ratio (GPR) is the criterion that is used in this researchto measure academic performance. It is anticipated that students with high GPRs willscore better on measures of emotional intelligence (EI) than others.

In reviews of literature it was found that there is a growing area of research into

emotional intelligence and its relationship to job performance, specifica lly through theresearch presented in Emotional Intelligence: Why It Can Matter More Than IQ(Goleman, 1995). There is a paucity of research, however, linking emotional intelligence

with academic performance in engineering students. There is also little information onthe degree to which engineering students understand the importance of EI or receive any

training in emotional intelligence. Communication is accepted as an important skillrequired by engineering professions and is often cultivated in engineering curricula. It isshown in the literature that EI augments communication skills, and it is proposed that EI

training should be a part of engineering education. The purpose of this study is toexamine the relationship between EI and academic performance and examine the

potential difference in emotional intelligence with respect to demographic andexperiential characteristics. This research assumes the following principles: (1) There is arelationship between GPR and Emotional Intelligence, (2) the relationship can be

measured, and (3) the participants in this research have anonymity and are guaranteedthat their responses are not part of their individual academic evaluations, increasing the

respondents ability to answer honestly.

In surveys of 140 civil engineering and construction management students from

Clemson University and The Citadel it is suggested that EI increases along with increasesin GPR. EI peaks at the student group of 2.51 to 3.0 GPR. After that, EI decreases as

GPR increases. Also, a positive connection between work experience and emotionalintelligence was identified. Based on the results of this analysis, the paper proposes
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increased emphasis on co-op and extracurricular programs to help students develop theirEI skills.

Keywords : Emotional Intelligence, Engineering, Academic Performance, Education


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Introduction

The construction industry is very sensitive to economic downtowns and thussuffers at times through cycles of famine in terms of work available while at other time

it enjoys feasts of backlogs and work aplenty. The most recent economic downturn hit

the construction industry in late 2008 and the industry has continued to suffer in theUnited States. In these leaner circumstances, construction companies tend to focus on

improving the overall competence of the company and the effectiveness of theirworkforce to maximize their competitive opportunities. Their workforce must be

qualified, skilled, and experienced- traits that are not normally associated with newlygraduated students. For Civil Engineering students to have the qualifications andcompetence companies are seeking, they must receive and develop skills outside of those

found in traditional classrooms.

Emotional intelligence has emerged as a relevant indicator of positive workoutcomes. Current research on the importance and relevance of the relationship between

emotional intelligence and work outcomes been gaining momentum since the publicationof Daniel Golemans Emotional Intelligence: Why It Can Matter More Than IQ (1995).Professional expertise is no longer the only standard by which to evaluate graduates.

Soft skills such as emotional intelligence are viewed as effective ways to distinguishpotential high-performance workers.

This paper attempts to correlate Emotional Intelligence with the academicperformance of Civil Engineering and Construction Management students. It is

anticipated that higher emotional intelligence will play a positive role in schoolwork, asmeasured by the students Grade Point Ratio (GPR). In addition, an analysis was done toidentify any possible connections between demographic data such as age, gender, and EI.

To evaluate Emotional Intelligence, The Emotional Intelligence Appraisal, a skill-based self-reporting measure of emotional intelligence was utilized (Bradberry and Su,

2003). Based on the results of the analysis, the paper suggests that students receivetraining in the concepts and techniques related to emotional intelligence in collegeengineering education programs.

Emotional Intelligence (EI)

There are five main competencies of emotional intelligence, which can begrouped into two main categories: Personal and Social Skills. Figure 1 describes some

details for each competence and sub-competence (Goleman, 1998).


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Figure 1. Five main competences defined by Goleman (Goleman, 1998)

Personality can be defined as a persons pattern of internal experience and socialinteraction that arises from the action of that individuals major psychological

subsystems. Emotional intelligence is a part of human personality, and personalityprovides the context in which emotional intelligence operates. Emotional intelligence canbe considered a mental ability that involves the ability to reason validly with emotional


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information, and the action of emotions to enhance thought. Social skills are defined associal facility, which includes synchrony, self-presentation, influence, and concern. It is a

capability that allows one to influence and inspire others, manage social relationship,solve conflict as well as adjust to surrounding environment. It is important to note that EI

is based on an inherited set of traits, but the associated skills can be learned and

improved. It is also suggested that the capability to acquire EI skills apparently increaseswith age due to increased experience (Goleman, 1998).

Contrary to IQ, people can improve their EI by receiving feedback, practice and

correct training and guidance. Findings suggest that IQ may be connected to as little as4% of real-world success since IQ does not measure creativity or a persons uniquepotential (Cooper and Sawaf, 1997). It has been stated that in industry, IQ gets you

hired, but EI gets you promoted (Gibbs, 1995). Goleman proposed that EI plus IQ equalsuccess. For example, a manager at AT&T Bell Labs was asked to rank his top

performing engineers. High IQ was not the deciding factor, but instead how the personperformed regarding answering e-mails, how good they were at collaborating and

networking with colleagues, and their popularity with others in order to achieve thecooperation required to attain the goals (Gibbs, 1995).

EI versus Leadership

Leadership is always important but has recently become a very hot topic for

organizations and management. It is widely suggested that emotional intelligence, theability to understand and manage moods and emotions in the self and others, contributes

to effective leadership in organizations. George found that work groups led by salesmanagers who tended to experience positive moods at work provided higher qualitycustomer service than groups led by managers who did not tend to experience positive

moods at work (George, 1995). Such findings can be explained in terms of emotionalintelligence, in that emotion and moods can subtly (but systematically) influence certain

components and strategies affecting problem solving.

In an emotional intelligence and leadership study conducted on 358 managers from a

global manufacturer, results showed that the highest performing managers havesignificantly more emotional competence than other managers. The survey also found

that in divisions around the world, those identified at mid-career as having highleadership potential were far stronger in EI competencies (Cavallo, 2002).

Emotional Intelligence for Engineering

Engineers are expected to have a high degree of technical skills, but to besuccessful and competitive in a changing work environment they need more thantechnical expertise. In assessing the needs of the Polish engineering industry, the

Technical University of Czestochowa Poland identified various practical andpsychological elements required of their graduates in engineering areas. Emotional

intelligence was seen as being of major importance in teamwork or in the managementof a group of people (Szkutnik, 2001).


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The graph below (Figure 2) shows average EI scores across several professionalareas. Those working in sales or customer service scored higher than those working in

highly technical professions. Self-management and relationship management arerequirements for survival in these professions. Engineers scored lower suggesting that

they receive little (if any) training in emotional intelligence and do not focus on social-

emotion competence as much as the other professions (Travis and Jean, 2003).

Figure 2. Average EQ score across professions (Bradberry and Greaves, Date)

Research

For this research,140 students took part in the emotional intelligence test. Thestudents participating were from Clemson University and the Citadel and are either Civil

Engineering or Construction Management majors. The background of the students varies,including undergraduate and graduate students; both female and male students. Acomplementary questionnaire was handed out to each participant to collect biographic

data such as age, gender, major, degree, work experience, familiarity with emotionalintelligence, as well as how they would rate their own EI etc. Each Participant was

guaranteed anonymity, to ensure honest answers were provided. Although genderdifferences were noted, the sample size of women was too small to provide statisticallyrelevant information.


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Emotional Intelligence Appraisal

Twenty-eight items are combined to obtain a total EI score and are divided into foursections, aimed to produce four composite scale scores- Self-awareness, Self-

management, Social awareness, Relationship management. Questions are asked as to how

often a person would have a certain behavior or thought. Table 1 shows a couple ofsample questions, evaluating Self-Awareness. Table 2 outlines guidelines for

interpretation of the overall EI scores.

Table 1: Sample Questions Evaluating Self-Awareness

For each question, check one

box according to

How often youNever Rarely Sometimes Usually

Almost

AlwaysAlways

1) are confident in your

ability.2) admit your shortcomings.

Table 2. Interpretive Guidelines for EI Appraisal

Score Meaning

90-100 A strength to capitalize on

80-89 A strength to build on70-79 With a little improvement, this could be a strength

60-69 Something you should work on59 or below A concern you must address

(Note: Scores on the Emotional Intelligence Appraisalcome from a normalizedsample. The scores are based on a comparison to tens of thousands of responses to

discover where a participants score falls relative to the general population.)

Results

Figure 3 displays the random distribution of the total EI score for the 140

participating students. The participants average scores for the main EI Dimensions areshown in Figure 4. The students scored highest in the area of Social Awareness and

lowest in the area of Self-Awareness. Although all four EI competences contributed

numerically to the total EI score, it is self-awareness- the ability to detect and understandones own emotion by recognizing verbal and nonverbal information- that accounts most

behaviorally for emotional intelligence. Emotional intelligence is impossible without thecompetencies involved in self-awareness (Saarni 1990). Self-awareness is affected by

how well one person knows about emotional intelligence. This is evident by theparticipants mediocre EI scores and their lack of familiarity with EI and their own self-awareness.


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Figure 3. Scatter plot of Total EI score

Figure 4: Average EI scores by dimensions

140120100806040200

100

90

80

70

60

50

TotalEI

Scatterplot of Total EI

72.2

73.2

74.1

72.9 72.8

70

71

72

73

74

75

Self-Awareness Self-Management Social Awareness RelationshipManagement

EI

Ave.

Score

EI Dimensions


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EI versus GPR

To test the validity of whether high emotional intelligence contributes to high academicperformance, the GPR of(X) students are classified into six scales, 0.00-2.0, 2.1-2.5,

2.51-3.0, 3.1-3.5, 3.51-4.0. Figure 5 shows a box plot of the EI scores for each GPR

scales. The average total EI score is calculated within each GPR scale.

Figure 5: Box plot of EI score by GPR Scale

Figure 6 below indicates that average Emotional Intelligence scores gradually increase as

GPR increases, peaking in the 2.51 to 3.0 student group. After that the average EI scoredecreases as GRP increases. It should be noted that Figure 5 above also reveals that the

box plot for the highest academic group of 3.51 to 4.0 has a bigger range and morevariation than the 2.51 to 3.0 group. Clearly some of those high academic performers doalso have high EI scores.

3.51-4.03.1-3.52.51-3.02.1-2.50-2.0

100

90

80

70

60

50

EI

Boxplot of Various GPR Scales


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Figure 6: Average EI score by GPR Scale

A positive relationship between emotional intelligence and GPR was not statistically

substantiated, with a regression equation shown in Figure 7. Our hypothesis that highemotional intelligence predicts outstanding academic performance was not provenstatistically but perhaps with a larger sample size a more robust regression analysis could

be conducted.

Figure 7: Scatter plot with Regression of Total EI versus GPR

63

70.4

74.873.9

71.9

56

58

60

62

64

66

68

70

72

74

76

0-2.0 2.1-2.5 2.51-3.0 3.1-3.5 3.51-4.0

EI versus GPR

Ave.

EI

GPR Scales

4.03.53.02.52.0

105

100

95

90

85

80

75

70

65

60

55

50

GPR Scales

TotalEI

Scatterplot with Regression of EI vs GPR (EI = 72.6 + 0.07 GPR)


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It is notable that, as GPR increases the average total EI score increases gradually,with a peak at the 2.51 to 3.0 GRP range. After that as GRR increases, EI decreases. The

reasons underlying this relationship between GPR and Emotional Intelligence areintellectual attributes (e.g., long term memory, ability to think abstractly) and non-

intellectual attributes (e.g., motivation, self-discipline). Both contribute to a students

academic performance, however, non- intellectual capacity accounts for more than twiceas much variance as IQ in final grades (Angela and Martin, 2005). Students who

outperform their peers academically are usually supposed to be highly self-disciplined or,in terms of EI, be highly self-aware and self-managed. These students, as a result, can

promptly become conscious of the change of their emotion, react positively to conflictingmoods and take the initiative to control inertia, slackness and negativity, as well asfrustration. Even though IQ also plays a significant role in harvesting outstanding

academic outcomes; EI, otherwise, predicts gains in academic performance over schoolyears so as to obtain a higher cumulative GPR. It is particularly noteworthy that within

the fifth GPR scale, which is from 3.51 to 4.0, there is a sharp decline of the average EIscore. To determine the cause of this drop, other factors such as age, nationality and

gender were examined. Disparity between these factors was not remarkable, but thedifference in familiarity with Emotional Intelligence and working experience are the mostsignificant.

Table 4 shows the average quantified familiarity with EI by GPR scale and thescores achieved both the Familiar group, which consist of students who are more than

neutrally familiar with EI, and the Unfamiliar group, in which students acquaintance iseither Little or Not at all, are summarized in Figure 8.

Table 4. GPR, Work Experience and Familiarity with EI

GPR Scale N Working Experience

(Months)

Familiarity with EI

0.02.0 1 6 4.02.1 - 2.5 21 11 2.0

2.51 - 3.0 35 19 2.63.1 - 3.5 34 9 2.7

3.514.0 45 14 2.3


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EI versus Experience

Figure 8 Scatter plot with Regression of EI vs Work Experience

Figure 8 shows a scatter plot of EI scores compared to work experience. Theregression equation suggests a positive relationship between work experience and

emotional intelligence. Work experience influences the development of variousemotional intelligence dimensions in that more attention is focused on social awareness

aspects and relationship management. As one is involved more in the real world, he orshe becomes more capable of sensing, understanding, and reacting to others emotionswhile comprehending social networks. The more complicated the relationship network

gets, the more the social awareness dimension is developed and improved. Relationshipmanagement can be viewed as a stage where people utilize the other three EI

dimensions to display their overall emotional intelligence. A well-established relationshipnetwork can demonstrate an enhanced emotional intelligence. Work experience wouldprovide the opportunities for students to develop and utilize relationship management

skills.

EI versus Familiarity

All participants were divided into two groups based on their familiarity with EI- a

Familiar group, students of which are equally or more than neutrally familiar with EIand an Unfamiliar group, in which students acquaintance with EI is either Little or

Not at all. Average scores achieved by both groups are summarized in Figure 9.

120100806040200

100

90

80

70

60

50

Working Experience (months)

TotalEI

Scatterplot with Regression of EI vs WE (EI = 72.4 + 0.0309WE)


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Students more familiar with the concept of Emotional Intelligence tend to be moreemotionally intelligent.

Figure 9 Average EI scores by Familiar group and Unfamiliar group

It is interesting to note that students tend to be more assertive and thus mayoverestimate their own emotional intelligence skills. In answering the question How doyou rate your own emotional intelligence in the pre-test questionnaire, all students

(except those who were Not sure) chose answers equa l to or more than Fair,regardless of their response to the question of whether they knew about emotionalintelligence (Very Well or Not At All). There is a common misconception about

emotional intelligence that leads students to assume that they are emotionally intelligentas long as they think they get along well with others.

Students whose GPR is in the 3.51-4.0 scale are overall less acquainted withEmotional Intelligence than their peers, and the Familiar group outperforms in all EI

dimensions and total EI. It can be interpreted that the lack of familiarity with EI leads tolack of awareness of the significant casual-role of being emotionally illiterate and its

influence on various personal and social related problems.

CONCLUSIONS AND RECOMMENDATIONS

The purpose of this research was to determine if there was a relationship between

academic performance (as measured by GPR) of Engineering students and EI score.

74.574.9

76.6

74.4

75.3

69.8

71.5 71.6 71.4

70.4

66

68

70

72

74

76

78

Familiar

Unfamiliar

Ave.

EI

EI Dimensions


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There is an inherent relationship, although from our small research sample it is notstatistically relevant, and it indicates that as GPR increases, EI increases with a peak at

the student group of 2.51 to 3.0 GPR. After that, EI decreases as GPR increases. Theseresults indicate that as GPR increases past 3.0 those students may be more focused on self

and academic success rather than on their relationships with their fellow students and

friends. Anecdotally, these results are consistent with comments made by someemployers who express concerns about hiring students with exceptional academic

performance records.

The research indicates that work experience is an indicator of higher EI score.The data shows that as GPR increases, work experience also increases, reaching a peakwith the 2.51 to 3.0 GPR group of 19 months work experience. As GPR increases

beyond 3.0, those students have lower amounts of work experience. These resultsindicate the real life value of work experience in helping students mature and be better

aware of their relationships with fellow students and employees. Students who do nothave to work, or choose not to may have higher grades, but they have lower EI scores.

Engineering, due to the highly technical and qualitative focus of the field, facesunique challenges in producing students with improved EI scores. Figure 2 reports that

of the professions surveyed, Engineering has the lowest EI score of any field of workersin the survey. Unfortunately, undergraduate engineering education remains highlydemanding, and in most cases precludes students from part time work or even, in many

cases, from summer employment. Those students who must work their way throughschool will frequently transfer to a less demanding major. The research supports this

view by indicating that those with lesser work experience have lower EI scores.

Recommendations

The current trend of the American Society of Civil Engineers (ASCE) and the

Accreditation Board for Engineering and Technology (ABET) is to place more emphasison soft skills such as leadership and the role of engineers in society. These trends shouldcontinue and be supported as they may lead to enhanced EI in engineering students and

Engineers in the work force.

Many employers are providing co-op opportunities for undergraduate andgraduate engineering students. These programs provide an excellent opportunity forpotential employers to observe the technical and non-technical skills of potential

employees before offering a permanent position. Likewise, these co-op programs affordstudents the opportunity to gain valuable real life experience as well as further

developing their EI and other soft skills. These programs should be supported andexpanded whenever possible.

Most colleges and universities offer challenging extracurricular programs thatmay also serve to increase student EI scores. For example, at Clemson University the

Civil Engineers for Developing Countries program offers students the opportunity towork as a team and gain valuable real life experience in overseas cultures. At the Citadel,


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many students are under military contract where they undergo rigorous military trainingduring the summer. All these opportunities may serve to increase the students EI scores

and ultimately improve their performance in the work force. Both Clemson Universityand The Citadel are focusing some attention on providing leadership training and

instruction for their undergraduate students, consistent with the unique culture of each

school. This leadership instruction should be expanded to include training in emotionalintelligence.

Although this research did have 140 samples, it is clear that further research with

an expanded sample size would be valuable. A larger sample size may offer gendercomparisons, as well as enable a more refined study of specific GPR groups.Finally, further research may afford the opportunity to evaluate the differences between

freshman engineering students and seniors, to see how or if EI evolves over time.

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