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Towards Emotionally Intelligent Software Engineers: Understanding Students' Self-Perceptions After a Cooperative Learning Experience

Allysson Allex Araújo, Marcos Kalinowski, Matheus Paixao, Daniel Graziotin

TL;DR

This study investigates Software Engineering students’ self-perceptions of Emotional Intelligence (EI) after a two-month cooperative, project-based learning experience, guided by Mayer and Salovey’s four-ability model. Using a mixed-method evaluative case study, data were collected from 29 SE students via a questionnaire and four online focus groups employing brainwriting and sharing circles, analyzed with descriptive statistics and open coding. Results show students perceive stronger abilities in managing their own emotions than in perceiving others’ emotions, and they rely on informal strategies like structured planning and peer support to regulate emotion, stress, and collaboration. The paper contributes empirical insights into EI’s role in SE education, offering actionable implications for curriculum design and industry training to cultivate emotional competencies in software teams. Limitations include self-report data and limited generalizability, with future work suggested on longitudinal EI development, gender dynamics, and curricular integration of EI training.

Abstract

[Background] Emotional Intelligence (EI) can impact Software Engineering (SE) outcomes through improved team communication, conflict resolution, and stress management. SE workers face increasing pressure to develop both technical and interpersonal skills, as modern software development emphasizes collaborative work and complex team interactions. Despite EI's documented importance in professional practice, SE education continues to prioritize technical knowledge over emotional and social competencies. [Objective] This paper analyzes SE students' self-perceptions of their EI after a two-month cooperative learning project, using Mayer and Salovey's four-ability model to examine how students handle emotions in collaborative development. [Method] We conducted a case study with 29 SE students organized into four squads within a project-based learning course, collecting data through questionnaires and focus groups that included brainwriting and sharing circles, then analyzing the data using descriptive statistics and open coding. [Results] Students demonstrated stronger abilities in managing their own emotions compared to interpreting others' emotional states. Despite limited formal EI training, they developed informal strategies for emotional management, including structured planning and peer support networks, which they connected to improved productivity and conflict resolution. [Conclusion] This study shows how SE students perceive EI in a collaborative learning context and provides evidence-based insights into the important role of emotional competencies in SE education.

Towards Emotionally Intelligent Software Engineers: Understanding Students' Self-Perceptions After a Cooperative Learning Experience

TL;DR

This study investigates Software Engineering students’ self-perceptions of Emotional Intelligence (EI) after a two-month cooperative, project-based learning experience, guided by Mayer and Salovey’s four-ability model. Using a mixed-method evaluative case study, data were collected from 29 SE students via a questionnaire and four online focus groups employing brainwriting and sharing circles, analyzed with descriptive statistics and open coding. Results show students perceive stronger abilities in managing their own emotions than in perceiving others’ emotions, and they rely on informal strategies like structured planning and peer support to regulate emotion, stress, and collaboration. The paper contributes empirical insights into EI’s role in SE education, offering actionable implications for curriculum design and industry training to cultivate emotional competencies in software teams. Limitations include self-report data and limited generalizability, with future work suggested on longitudinal EI development, gender dynamics, and curricular integration of EI training.

Abstract

[Background] Emotional Intelligence (EI) can impact Software Engineering (SE) outcomes through improved team communication, conflict resolution, and stress management. SE workers face increasing pressure to develop both technical and interpersonal skills, as modern software development emphasizes collaborative work and complex team interactions. Despite EI's documented importance in professional practice, SE education continues to prioritize technical knowledge over emotional and social competencies. [Objective] This paper analyzes SE students' self-perceptions of their EI after a two-month cooperative learning project, using Mayer and Salovey's four-ability model to examine how students handle emotions in collaborative development. [Method] We conducted a case study with 29 SE students organized into four squads within a project-based learning course, collecting data through questionnaires and focus groups that included brainwriting and sharing circles, then analyzing the data using descriptive statistics and open coding. [Results] Students demonstrated stronger abilities in managing their own emotions compared to interpreting others' emotional states. Despite limited formal EI training, they developed informal strategies for emotional management, including structured planning and peer support networks, which they connected to improved productivity and conflict resolution. [Conclusion] This study shows how SE students perceive EI in a collaborative learning context and provides evidence-based insights into the important role of emotional competencies in SE education.

Paper Structure

This paper contains 21 sections, 4 figures.

Table of Contents

  1. Introduction
  2. Background and Related work
  3. EI and its Relevance for SE Education and Practice
  4. Emotional Awareness in SE
  5. Emotions in Agile and Socio-Technical Settings
  6. Research Gap
  7. Method
  8. Research Design
  9. Context and Participants' Description
  10. Results and Analysis
  11. Questionnaire Analysis
  12. Focus Groups Analysis
  13. Perceiving Emotions (the ability to perceive accurately, appraise and express emotion)
  14. Using Emotions (the ability to access and/or generate feelings when they facilitate thought)
  15. Understanding Emotions (the ability to understand emotion and emotional knowledge)
  16. ...and 6 more sections

Figures (4)

  • Figure 1: Familiarity with EI (Q1), self-assessment of EI (Q2), and views on EI’s impact on academic performance and teamwork (Q3).
  • Figure 2: How the students manage stress and pressure within a cooperative learning environment?
  • Figure 3: Open coding of situations in which i) EI played a important role in the success of activities during cooperative learning (first theme) and ii) strategies students employ to manage conflicts or emotional challenges that arise during teamwork (second theme).
  • Figure 4: Open coding about the four seminal EI abilities identified by Mayer and Salovey mayer1997emotional.