Sustainability of Emotional Development in the University Environment: A SEM analysis of the Relationship between Emotional Intelligence and Personality Factors

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Abstract
This research examines the relationship between Emotional Intelligence (EI), personality factors (Big Five), and demographic variables within the university environment using Structural Equation Modeling (SEM). In a competitive educational context, EI is essential for academic and professional success, facilitating stress management, interpersonal relationship development, and adaptation to labour market demands. Previous studies have highlighted significant relationships between EI dimensions and personality traits. Extraversion and agreeableness correlate positively with empathy and emotional awareness, whereas neuroticism is negatively associated with emotional control. While conscientiousness fosters emotional self-regulation, it may be negatively correlated with empathy. Additionally, demographic factors (gender, education level, and region) influence these relationships. Women generally score higher in empathy and emotional awareness, while men exhibit greater emotional control. Furthermore, education level and place of origin (urban/rural) impact the development of emotional competencies and emotional regulation strategies. The research methodology involves a statistical analysis applied to a sample of 440 students from the Gheorghe Asachi Technical University of Iași, Romania, specializing in Engineering and Management, with 97 students from the Republic of Moldova and 343 from Romania. The study assesses personality aspects using the Big Five Inventory (BFI) and measures EI through a questionnaire adapted from the specialized literature. The statistical analysis includes Spearman correlations and SEM modelling to validate the statistical hypotheses. The study's findings will contribute to optimizing educational strategies, developing university counselling programs, and promoting sustainable emotional development. The conclusions will enable the adaptation of academic policies to enhance students' emotional intelligence and facilitate a smoother transition into the labour market.

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