The article considers the issue of developing the emotional intelligence potential of students at a higher educational institution as a predictor of academic success and substantiates a set of psychological and pedagogical conditions that contribute to increasing the effectiveness of education at a university through the development of emotional intelligence (EI) and its components. The analysis of existing models and concepts of academic success is carried out and the presence of both adaptive and maladaptive influences of the constructs of the affective domain of personality on academic success is confirmed. It is proven that self-awareness, as a process of achieving the unity of emotional and mental processes, determines the potential of emotional intelligence as a predictor of academic success. A set of external and internal factors influencing the enhancement and development of the qualitative functionality of the main components of students’ emotional intelligence competencies – such as perception and processing of emotional information, emotional facilitation of thinking processes, emotional regulation, self-perception, and social skills – is determined. A comprehensive dynamic model of emotional intelligence is proposed, suggesting the relationship between cognitive and non-cognitive abilities and personality traits.
Marina V. Melnichuk (Wed,) studied this question.