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INFLUENCE OF EMOTIONAL INTELLIGENCE ON THE LEVEL OF
SATISFACTION WITH ACADEMIC ACTIVITY DURING STUDENCY
Juraeva Ikbolkhon Pulatovna
Basic doctoral student of Namangan State University
https://doi.org/10.5281/zenodo.15735281
Abstract.
The article presents issues of the influence of emotional
intelligence on the formation of satisfaction with educational activities during
the student period. In particular, the peculiarities of the manifestation of
emotional intelligence during the student period are shown. At the same time,
the issue of the influence of emotional intelligence on the level of satisfaction
with educational activity during the student period was studied on the basis of
empirical research.
Keywords:
student period, emotional intelligence, learning activity,
satisfaction with learning activity, emotional awareness, control of one's
emotions, ability to motivate oneself, empathy, ability to understand the
emotional states of others.
Аннотация.
В
статье
рассматриваются
вопросы
влияния
эмоционального интеллекта на формирование удовлетворенности
учебной деятельностью в студенческий период. Особенно показаны
особенности проявления эмоционального интеллекта в студенческий
период. Вместе с тем, на основе эмпирических исследований изучен вопрос
влияния эмоционального интеллекта на уровень удовлетворенности
учебной деятельностью в студенческий период.
Ключевые слова:
студенческий период, эмоциональный интеллект,
учебная деятельность, удовлетворенность учебной деятельностью,
эмоциональная грамотность, управление своими эмоциями, способность
мотивировать себя, эмпатия, способность понимать эмоциональные
состояния других.
It is known that during the period of study in higher educational
institutions, changes occur in the consciousness of students, both cultural
(accumulation of knowledge) and personal character. Their pedagogical
assessment is manifested, first of all, in academic mastery, which reflects the
totality of changes in the student's personality acquired in the educational
process.
Student age is a period when young people begin to actively explore the
world around them, face new challenges, and experience significant changes in
their lives. During this time, students face academic loads, social changes, and
emotional stress. However, the student period is also a sensitive period for the
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development of emotional intelligence - this is a set of basic skills that help
people effectively manage their emotions and communicate socially
competently.
Understanding one's emotions during student life is an important aspect of
emotional and psychological maturity. Students can better manage their
reactions and behaviors when they are aware of and understand their
emotions.[1]
Emotional awareness allows students to:
1. Self-awareness: Understanding one's emotions helps students
understand which factors or events cause certain emotions in them. This helps
them better understand themselves and their relationship to the surrounding
world.
2. Managing emotions: Through understanding their emotions, students can
learn to manage them and respond more appropriately to various situations.
This helps them avoid thoughtless decisions or emotional waste.
3. Identifying other people's emotions: Understanding one's own emotions
helps develop social and emotional intelligence.
4. Developing emotional control: Understanding emotions helps students
develop emotional control skills. They can learn to manage their emotional
states, choose constructive ways of expressing and managing emotions.
5. Avoiding emotional fatigue: Understanding one's emotions allows
students to feel the first signs of emotional strain or fatigue. This makes it
possible to take measures to prevent and manage emotional fatigue.
6. Improving interpersonal relationships: Consciousness of emotions helps
students be emotionally open and understandable in relationships with other
people. They can better understand and perceive the emotional signals of other
people, which contributes to improved interpersonal communication [3].
Managing emotions during student life plays a crucial role in achieving
success and well-being. Here are some strategies for managing emotions that
can help students:
1. Identifying emotions: it is important to learn to recognize and identify
your own emotions. This helps students understand their emotional state and
how it affects their thoughts and behavior.
2. Acceptance of emotions: instead of trying to suppress or ignore emotions,
students can learn to accept them. This means understanding that emotions are
a natural and normal part of human experience.
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3. Healthy lifestyle: Physical health plays an important role in managing
emotions. Students can maintain a healthy lifestyle that includes regular
exercise, healthy eating, sleep, and rest exercises.
4. Stress Management: Students can develop various strategies for stress
management. Some of them include engaging in sports or yoga, which allows
them to reduce stress and bring their div into a more relaxed state.
Also, students can use breathing or meditation techniques to calm their
consciousness and overcome emotional stress. They can also communicate with
friends or loved ones to share their feelings and provide emotional support.
It should be noted that each student can choose their own stress
management strategies based on their desires and needs [3]. Showing empathy
means putting yourself in another person's shoes and understanding their
feelings and experiences.
This allows students to develop deeper and more trusting relationships
with others and create a supportive environment for expressing their feelings
and finding support and understanding from other people. Understanding the
feelings of other people helps students strengthen their social and emotional
intelligence.
They can learn to identify and interpret the feelings of other people, which
allows them to better support and help those around them[4]. Thus, empathy
and understanding the feelings of other people are important skills that help
students develop emotional stability and help them successfully overcome
various stressful situations.
In our dissertation research work, in order to study the influence of
emotional intelligence on the formation of satisfaction with educational activity
during the student period, the test questionnaire "Determining the level of
satisfaction with educational activity" by L.V. Mishenko and the questionnaire
"Emotional Intelligence" by N. Hall were used in the group of subjects. The
results obtained using these methods were analyzed quantitatively and
qualitatively and reflected in the table.
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Table 1
Interrelation between satisfaction with learning activities and
emotional intelligence in 1st-year students
Components of satisfaction
with educational activity
Em
oti
on
al
er
ud
it
ion
M
an
agi
ng one
's
em
oti
on
s
Self
-mo
ti
vat
ion
abi
lit
y
Em
path
y
Abi
lit
y
under
stand
th
e
em
oti
on
al
st
at
es
of
oth
er
s
General
satisfaction
with
academic performance
0,24** 0,18* 0,44** 0,34** 0,39**
Satisfaction with the educational
process content
0,20** 0,14
0,38** 0,20* 0,23**
Satisfaction with the educational
process
0,14
0,04
0,23** 0,12
0,15
Satisfaction with the chosen field 0,16* 0,04
0,29** 0,23** 0,26**
Satisfaction with classmates
0,27** 0,18* 0,31** 0,28** 0,30**
Satisfaction with interaction
with the faculty manager and
teachers
0,24** 0,16* 0,41** 0,26** 0,27**
Satisfaction with life, budget,
leisure, and health
0,19* 0,24** 0,39** 0,32** 0,33**
According to the results of the table, it was observed that general
satisfaction with educational activity has a high degree of significant correlation
with emotional awareness (r=0.24; p≤0.01), the ability for self-motivation
(r=0.44; p≤0.01), empathy (r=0.34; p≤0.01), and the ability to understand the
emotional states of others (r=0.39; p≤0.01). At the same time, it was noted that
general satisfaction with educational activity has a significant correlation with
the management of one's emotions (r=0.18; p≤0.05).
According to the research results, satisfaction with the content of the
educational process has a high degree of significant correlation with emotional
awareness (r=0.20; p≤0.01), the ability to motivate oneself (r=0.38; p≤0.01), the
ability to understand the emotional states of others (r=0.23; p≤0.01), and
empathy (r=0.20; p≤0.05). In turn, it was observed that satisfaction with the
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content of the educational process is an independent component, not having a
mutually significant connection with the management of one's emotions.
According to the analysis of empirical data, it was established that
satisfaction with the educational process has a high degree of significant
correlation with the ability for self-motivation (r=0.23; р≤0.01). At the same
time, it was noted that emotional awareness, the management of one's own
emotions, empathy, and the emotional states of others are independent
phenomena without interconnection with the ability to know.
Satisfaction with the chosen field has a high degree of significance with the
ability to motivate oneself (r=0.29; р≤0.01), with empathy (r=0.23; р≤0.01), with
the ability to know the emotional states of others (r=0.26; р≤0.01). In turn, it
was noted that satisfaction with the chosen field has a significant correlation
with emotional awareness (r=0.16; p≤0.05). At the same time, it turned out that
satisfaction with the chosen area is a separate component, not having a mutually
significant connection with the management of one's emotions.
Satisfaction with relationships with classmates has a high degree of
significant correlation with emotional awareness (r=0.27; р≤0.01), the ability to
motivate oneself (r=0.31; р≤0.01), empathy (r=0.28; р≤0.01), and the ability to
understand the emotional states of others (r=0.30; р≤0.01). Especially, it turned
out that satisfaction with relationships with classmates has a mutually
significant correlation with the management of one's emotions (r=0.18; p≤0.05).
Satisfaction with life, budget, leisure, and health has a high degree of
significance correlation with the ability to manage one's emotions (r=0.24;
p≤0.01), with the ability to motivate oneself (r=0.39; p≤0.01), with empathy
(r=0.32; p≤0.01), with the ability to understand the emotional states of others
(r=0.33; p≤0.01). At the same time, it turned out that life, budget, leisure time,
and health satisfaction have a significant correlation with emotional awareness
(r=0.19; p≤0.05).
In conclusion, the student period is a sensitive period for the development
of emotional intelligence, which plays a decisive role in the growth of the
individual and an adequate response to the difficulties of student life. The
development of emotional intelligence allows students to better understand and
manage their emotions, develop communication skills, and manage empathy and
stress. The organization of educational programs aimed at developing emotional
intelligence, as well as the creation of an emotionally secure environment in
which students can express and support their feelings, is an integral part of
preparing students for a successful and satisfying life.
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