Personal growth and emotional self-regulation in Peruvian engineering students

Resumen

The perception of personal growth during university studies fosters the development of skills and competencies essential for future professionals. While universities play a crucial role in expanding knowledge within a given discipline, it is equally important to consider soft skills, such as emotional regulation, as part of students' holistic education. Therefore, this study aimed to examine the relationship between personal growth and emotional regulation in engineering students. The research followed a quantitative approach with a correlational scope and a non-experimental design. The final sample consisted of 225 engineering students from Lima, Peru. The results revealed a strong, positive, and significant correlation between personal growth and the cognitive reappraisal strategy; however, personal growth was negatively associated with emotional suppression. Additionally, students aged 31 to 40 and women scored higher in both personal growth and cognitive reappraisal, whereas men exhibited higher levels of emotional suppression. Students who balance work and study, as well as those enrolled in virtual programs, reported higher levels of personal growth. In contrast, students in face-to-face programs scored higher in cognitive reappraisal. The findings highlight the importance of personal growth and provide insights into the current state of university training for future engineers.