Development of Emotional Intelligence of Students of Higher Education Institutions

The article examines the theoretical foundations of research of emotional intelligence and student adaptation. Based on an analysis of scientific literature, the views of scientists on the concept of emotional intelligence are summarized. An empirical study of the levels of students’ emotional intelligence and manifestations of its components was conducted, the peculiarities of the relationship between emotional intelligence and adaptation of students were analyzed. It was found that students have a predominantly average and low level of emotional intelligence and these students also have a normal level of adaptability. It has been established that emotional intelligence, which encompasses components such as emotional awareness, self-control, empathy and self-motivation, plays an important role in ensuring harmonious interaction with the environment, reducing stress levels and successfully adaptation to new conditions of the educational environment. The best-developed component is emotion management, with the lowest scores observed in the areas of interpersonal awareness and emotion recognition. It was found that most students have an average level of emotional intelligence, which allows them to be aware of and control their emotions, as well as establish constructive relationships with the surroundings. Correlation analysis between emotional intelligence indicators and adaptation scales confirmed that a high level of emotional intelligence promotes adaptability, while its deficiency is associated with an increased risk of maladaptation, which emphasizes the adaptive potential of emotional intelligence as a resource for overcoming difficulties in the student environment. It is outlined that the development of emotional intelligence is a necessary condition for the formation of psychological stability, self-regulation and interpersonal effectiveness of students, which in turn determines the success of their adaptation in higher education institutions and contributes to their overall personal and professional growth. In order to develop emotional intelligence, a training on development of students’ emotional intelligence was described. The psychological and pedagogical foundations of social and psychological training aimed at development of students’ emotional intelligence are determined by the principles of: active participation, research approach, objective analysis of behavior, involvement of the emotional sphere and partner communication.