Vìsnik Dnìpropetrovsʹkogo Unìversitetu: Serìâ Psihologìâ (Mar 2015)
THE PSYCHODIAGNOSTICS OF THE EMOTIONAL INTELLIGENCE DEVELOPMENT OF INDIVIDUALS AT THE SENIOR SCHOOL AGE
Abstract
Background. The article deals with the phenomenon of “emotional intelligence” and its characteristic features at the senior school age. It is proved that the emotional intelligence enables senior pupils to reduce the impact of negative feelings with the help of the control over the situation and their emotions. The topicality of the problem is determined by the fact that the emotional intelligence is one of the prerequisites to the formation of the senior pupils’ personality, their ability to ensure and regulate the acquired experience, as well as the ability of self-identi?cation. Objective. The purpose of the study is to determine the level of the senior pupils’ emotional intelligence development, as well as to analyze the nature of the interrelation of its components. The set aim presupposes the ful?llment of the following tasks: 1) to analyze the content characteristic feature of the phenomenon of “emotional intelligence” and the levels of its development among the senior pupils; 2) to carry out the diagnostics of the development of the senior pupils’ emotional intelligence; 3) to identify the relationships between the emotional intelligence and its components on the basis of the empirical researches. Method. The research tasks have determined the sample of 420 pupils (15-17 years old) representing various schools of the Ivano-Frankivsk region. The diagnostics of emotional barriers in interpersonal communication (V.V. Boyko); the diagnostics of emotional intelligence (N. Hall); the diagnostics of the emotional orientation of the individual (B.I. Dodonov); the emotional intelligence questionnaire “EmIn” (D.V. Lyusin). The mathematical processing of the above-mentioned test methods was conducted with the help of the correlation and factor analysis. Results. The research identi?es signi?cant relationships between the emotional intelligence components. The emotional intelligence correlates with understanding one’s own and others’ emotions; managing one’s own and others’ emotions; interpersonal and intrapersonal aspects of the emotional intelligence; the emotional awareness; self-motivation; empathy; the recognition of others’ emotions; the general emotional orientation. Conclusions. In?uencing the emotional intelligence components, we develop this very emotional intelligence, which ensures the viability and development of the senior pupils’ personality in the process of their existence.
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