Rivana Deva Siahaan, Annisa Putri Hairani, Putra Ananda Sinaga, Rodeo Dongoran, Dionisius Sihombing, Kevin Pradipta Sitepu

The Influence of Emotional Intelligence on Generation Z Students to Improve Soft Skills

Introduction

The influence of emotional intelligence on generation z students to improve soft skills. Research on emotional intelligence and soft skills in Gen Z students finds no significant link, advocating for multidimensional development approaches.

Abstract

This is study aims to identify the influence of emotional intelligence on the development of soft skills in generation Z students. The study was conducted with quantitative approach use a correlational survey method, involving 30 students of the Faculty of Economics, State University of Medan as respondents. Data were collected through a Likert-based questionnaire that measures emotional intelligence based on five main dimensions (self-awareness, self-control, motivation, empathy, and social skills) and soft skills (communication, cooperation, leadership, and problem solving). Data analysis was carried out using simple regression tests, ANOVA, and coefficient of determination. The results showed that emotional intelligence did not have a significant effect on improving soft skills, indicated by the F-count (0.000), R-square (0.000), and T-count (0.007) values ​​which were smaller than the T-table. These findings indicate that the development of students' soft skills requires a multidimensional approach that does not only rely on emotional intelligence. This study provides new insights for educational institutions in designing programs to develop skills for generation Z students.

Review

This study addresses a highly relevant topic concerning the development of crucial soft skills among Generation Z students, leveraging the lens of emotional intelligence. The aim to identify the influence of emotional intelligence on soft skills is clearly articulated, and the chosen quantitative correlational survey method with Likert-based questionnaires for measuring established dimensions of both constructs is a standard approach. The study's primary finding—that emotional intelligence did not have a significant effect on improving soft skills—is presented directly, leading to a thoughtful conclusion that soft skills development requires a broader, multidimensional approach. This finding, if robust, offers valuable insights for educational institutions designing skill development programs. However, several methodological limitations significantly constrain the generalizability and robustness of these findings. The most striking concern is the extremely small sample size of 30 students from a single faculty within one university. Such a limited sample makes it challenging to draw definitive conclusions about "Generation Z students" as a broader population and severely impacts the statistical power of the analysis to detect any true effects, even if they existed. Furthermore, the reporting of statistical values (F-count (0.000), R-square (0.000), and T-count (0.007) as "smaller than the T-table" for non-significance) is unusual and warrants clarification. While an R-square of 0.000 unequivocally suggests no variance explained, the phrasing regarding F-count and T-count needs precise articulation to ensure proper statistical interpretation, especially as an F-count of 0.000 can be misleading if intended as a p-value rather than the test statistic itself. To strengthen future research on this important topic, several recommendations can be made. Foremost, a substantially larger and more diverse sample, spanning multiple faculties, universities, and potentially regions, is crucial to enhance the generalizability of findings. The statistical reporting should be clarified, ensuring standard conventions are followed (e.g., reporting exact p-values for F and T statistics, alongside critical values if relevant). Given the null finding, future studies could benefit from exploring specific contextual factors or mediating variables that might moderate the relationship between emotional intelligence and soft skills, or investigating alternative predictors. While the study correctly concludes the need for a multidimensional approach, subsequent research could actively explore what those other dimensions might entail, perhaps through mixed-methods designs to gain deeper qualitative insights into student experiences and perceptions of skill development.

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