Cătălin Vîlcu

The present paper aims to identify the influence of attachment style from the perspective of resilience seen as a result of an interactive process between the individual and the environment. Specialized studies have shown that there is a direct influence between the attachment style acquired in childhood, which is seen on a continuum, can be maintained until adulthood, or can undergo changes depending on individual differences, and the level of resilience. The authors using as instrument questionnaire AAS (Adult Attachment Scale) with three dimensions for each attachment style: dependence on others, anxiety in relationships, and closeness/intimacy and CD – RISC indicating measuring resilience according to personal competence, high standards and tenacity, confidence in one’s intuitions, tolerance towards negative effects and the fortifying effects of stress, positive acceptance of change and relationships of trust, control and spiritual influences. The authors used the statistical method Man-Whitney U test, Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO-MSE) index, and Bartlett’s test of sphericity were determined to assess factor analysis. The conclusions indicate that subjects with an avoidant dominant attachment style have a different level of resilience compared to subjects with a secure dominant attachment style. Subjects with an avoidant dominant attachment style had a higher level of resilience than subjects with a secure dominant attachment style.

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.