The purpose of this paper is creating analyses for understanding the personality characteristics related to emotional intelligence and how can this define the development program of personal characteristics in the processes of education for Industry 4.0. The main research goal is to measure dimensions of emotional intelligence in the student population based on a quantitative survey (Emotional Competence Inventory) through dimensions of emotional intelligence: self-regulation, self-awareness, and attitude towards changes. Since the student population was the research target, a group of 338 engineering students was selected. The group was characterized by highly diversified geographic origin, having previously completed school and achieved success. The results show that there are statistically significant differences between all three dimensions of emotional intelligence. Namely, self-regulation and attitude towards changes (both directly and indirectly through self-regulation) are positively affected by self-awareness, while attitude towards changes is positively affected by self-regulation. Developing student emotional potential is one of the most important actuators of business for Industry 4.0, especially in countries with low educational attainment and low social and economic indicators.

中文翻译：

---

工科学生的情绪智力是成功实现工业4.0学习过程的基础

本文的目的是进行分析，以了解与情商相关的人格特征，以及如何在工业4.0的教育过程中定义人格特征的发展计划。主要研究目标是通过情感智力的维度：自我调节，自我意识和对变化的态度，基于定量调查（情感能力清单）来衡量学生群体中情感智力的维度。由于学生人数是研究对象，因此选择了338名工程专业学生。该小组的特点是地理来源高度多样化，以前已经完成学业并取得了成功。结果表明，情绪智力的所有三个维度之间在统计学上都存在显着差异。即，自我意识和对变化的态度（直接或间接地通过自我调节）受到自我意识的积极影响，而对变化的态度则受到自我调节的积极影响。培养学生的情感潜能是工业4.0商业最重要的推动力之一，尤其是在教育程度低，社会和经济指标低的国家。