Emotional mediation in university teaching and analytical skills in engineering education

Abstract

The role of the teacher remains a fundamental element in higher education learning, particularly considering that emotional management in the classroom can contribute to the development of specific professional skills. Therefore, the main objective of this research was to examine the relationship between teachers' emotional mediation and the analytical skills of engineering students. A quantitative, correlational design was employed with a sample of 154 engineering students from various majors in Lima, Peru, aged between 18 and 42 years (96 males, 58 females). Results revealed a positive, significant, and large correlation between emotional mediation and analytical skills. Female students and older participants (aged 31–42) scored higher on both variables. Students who combined work and study obtained higher scores in analytical skills. No significant differences were found according to engineering major; however, differences emerged by study modality: online students exhibited higher scores in both emotional mediation and analytical skills.