эмоциональный интеллект

The relevance of the research stems from the need to identify factors infl uencing the emotional well-being of teachers and to develop eff ective strategies for enhancing their personal resources to maintain mental health, prevent professional burnout, and ensure a high-quality educational process in today’s digital world. The research aims to identify, through a theoretical analysis, the most signifi cant psychological factors that determine teachers’ emotional well-being in a digital learning environment.

There is the history of such concept, as emotional intelligence, and also positions of scientists concerning formation of this new phenomenon of pedagogy in the article. The theoretical analysis of its basic models is given. It is noticed that development of emotional intelligence of children is represented to the extremely important and actual in a context of a modern society.

The research of an emotional condition of students is the most important factor of training in higher education institution, a basis of formation of the identity of the expert and high professional suitability in the future. An objective of this research is the interrelation of quality of life and development of emotional intelligence of the student as subject of educational process.

The problems associated with the predictive validity of general intelligence and non-academic (social and emotional) intelligence remain relevant and controversial. In order to test the hypothesis that the complementarity of intelligence types can determine academic success and the formation of universal competencies among university students, we obtained (two independent samples) characteristics of general (“Progressive Matrices” by J. Raven, “The Principal Way of Grouping” by A. Lobanov), social (G. Gilford’s test) and emotional intelligence (EmIn by D. V.

The article presents the results of an empirical study of the level of emotional intelligence of students majoring in Psychology studying in different years (N = 100), performed with the use of the following psychodiagnostic tools: N. Hall’s Assessment of Emotional Intelligence questionnaire (adapted by E. P. Ilyin, I. V. Andreeva); a questionnaire aimed at studying the subjective notion of emotional intelligence, designed by the author to expand empirical data.