EIJMRMS ISSN: 2750-8587
VOLUME04 ISSUE11
16
DEVELOPMENTAL STAGE OF GENERAL EMOTIONAL OF GENERAL EMOTIONAL
INTELLIGENCE IN MODERN ADOLESCENTS
Murotmusaev K. B.
Oriental University of the Republic of Uzbekistan, Department of ‘Pedagogy
of Continuing Education’
Candidate of Medical Sciences, Associate Professor, Tashkent, Uzbekistan
Yusupov U.
Oriental University of the Republic of Uzbekistan, Department of ‘Pedagogy of Continuing Education’
assistant of the department, Tashkent, Uzbekistan
AB O U T ART I CL E
Key words:
Emotional intelligence; emotional
intelligence development; adolescents; empathy;
emotions.
Received:
29.10.2024
Accepted
: 03.11.2024
Published
: 08.11.2024
Abstract:
This article reveals the significance of
emotional intelligence for a human being, in
particular, for an adolescent; characteristic
features of emotional intelligence development in
adolescents of 14-17 years old are given. Also the
article contains the results of the research of
pupils of 9-11th grades. The comparative analysis
of the above-mentioned research with the results
of the study of emotional intelligence in schools in
the 2023/2024 academic year gives a clear picture
of the development of emotional intelligence in
modern adolescents.
INTRODUCTION
Emotional intelligence is a concept that has appeared relatively recently in science, but has already
attracted considerable attention of modern scientists. Emotional intelligence (EI; EI) is the sum of a
person's skills and abilities to recognise emotions, understand the intentions, motivation and desires of
others and one's own, as well as the ability to manage one's own emotions and the emotions of others
in order to solve practical problems [1].
Maintaining emotional intelligence at the proper level is relevant, because a high level of EI allows you
to be emotionally stable in difficult life situations, to easily establish the process of communication with
strangers, to hear others, to adequately accept criticism in your address and much more.
VOLUME04 ISSUE11
https://doi.org/10.55640/eijmrms-04-11-03
Pages: 16-20
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
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The importance of a high level of emotional intelligence in modern times is particularly vivid, which is
associated with the occupation of most people not physical, but emotional and intellectual labour, which
contributes to the need for even greater contact with different people. And for effective interaction with
others it is necessary to fully possess the constituent components of EI: to be able to realise one's own
emotions, to manage one's own emotions, as well as to realise the emotions of others and manage the
emotions of the latter.
The development of emotional intelligence begins in people practically from the moment of their birth.
As an example, we can cite the complex of animation (occurs in the first months of life), in the second
half of the year children begin to show fear of strangers, in 2-3 years of age such feelings as jealousy and
envy appear, etc. [2]. Within the framework of this article we will consider in more detail the features
of emotional intelligence development in adolescence - a transitional stage of psychological and
physical development of a person.
A characteristic feature of adolescent's EI development at the age of 14-15 is the arbitrary nature of
emotional self-regulation, but at this age the importance of conscious regulation of emotions and
behaviour of others increases. A feature of adolescent EI at the age of 16-17 years is the increase in
empathy - conscious empathy with the current emotional state of another person without losing the
sense of the origin of this experience [3].
At this stage, the adolescent's personal level of emotional maturity improves. From the age of 18, all
components of emotional maturity increase in adolescents. As part of writing this article and studying
the integral (general) indicator of EI, we conducted a study on the basis of Secondary School No. 165 in
Tashkent’.
This study involved 75 respondents, students in grades 9-11 (40.3 per cent were boys and 59.7 per cent
were girls). The age of the students ranged from 14-17 years old. These students were asked to take the
Emotional Intelligence Test (EIT) by M. A. Manoilova, an author's technique standardised in 2004.
As a result of the study, the following results were obtained: 53.7 % of respondents have a high level of
integral index of EI, 31.3 % of students have an average level of EI, the remaining 14.9 % of respondents
are students with a low level of emotional intelligence.
As part of an in-depth study of this issue, we decided to conduct a comparative analysis of our
experiment with the results of the study of emotional intelligence of 9th and 11th grade students of
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
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Uzbek schools, which was conducted in the 2023/2024 academic year as part of the study of personal
development of students [4].
This study involved 1497 respondents who took part in the online test (questionnaire) ‘EmIn’ by D.
Lucin.
The results of this study are as follows: 37.3 % of students were found to have an average and 24.9 % -
a high level of general emotional intelligence. Very high value of this indicator was recorded in 17.0%
of the study participants, low and very low - in 12.4% and 8.4%, respectively.
For a more convenient comparison, we summarise the percentages for the following indicators: ‘high
level of EI’ + “very high level of EI”; “low level of EI” + “very low level of EI”. The obtained results are
correlated with the results of our study and are presented in the table.
Comparison of research results
Table
Indicator
Research conducted in
Secondary School No. 165
г. Tashkent’
A study conducted
in the 2023/2024 academic year as
part of a study of personal
development учащихся
High
53,7 %
41,9 %
Medium
31,3 %
37,3 %
Low
14,9 %
20,8 %
In general, we can speak about the similarity of the research results, given the differences in the values
of the quantitative composition of the sample, other geographical and individual-typological
characteristics of respondents. Also, the results of these studies indicate the development of EI in
adolescents, but a significant percentage of respondents have a low level of EI. In this regard, it is
relevant to introduce into the activities of psychologists working in educational institutions, lessons
with elements of training and conversations with the above category of students on the development of
EI, because its high level is a guarantee of the author's methodology, standardised in 2004.
As a result of the study, the following results were obtained: 53.7 per cent of respondents have a high
level of integral index of EI, 31.3 per cent of students have an average level of EI, the remaining 14.9 per
cent of respondents are students with a low level of emotional intelligence.
As part of an in-depth study of this issue, we decided to conduct a comparative analysis of our
experiment with the results of the study of emotional intelligence of 9th and 11th grade students of
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
19
Uzbek schools, which was conducted in the 2020/2021 academic year as part of the study of students'
personal development [4]. This study involved 1,497 respondents who completed the test
(questionnaire) ‘EmIn’ by D. Lucin in the online mode.
The results of this study are as follows: 37.3 % of pupils were found to have average and 24.9 % - high
level of general emotional intelligence. Very high value of this indicator was recorded in 17.0% of the
study participants, low and very low - in 12.4% and 8.4%, respectively.
For a more convenient comparison, we summarise the percentages for the following indicators: ‘high
level of EI’ + “very high level of EI”; “low level of EI” + “very low level of EI”. The obtained results are
correlated with the results of our study and are presented in the table.
Comparison of research results
Table
Indicator
Research conducted in
Secondary School No. 165
г. Tashkent’
A study conducted
in the 2023/2024 academic year as
part of a study of personal
development учащихся
High
53,7 %
41,9 %
Medium
31,3 %
37,3 %
Low
14,9 %
20,8 %
In general, we can speak about the similarity of the research results, given the differences in the values
of the quantitative composition of the sample, other geographical and individual-typological
characteristics of respondents. Also, the results of these studies indicate the development of EI in
adolescents, but a significant percentage of respondents have a low level of EI.
In this regard, it is relevant to introduce into the activities of psychologists working in educational
institutions, lessons with elements of training and conversations with the above category of students
on the development of EI, because its high level is a guarantee of psychological health of adolescents
and their success in a group of people, in the future work.
REFERENCES
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Муротмусаев К.Б., Умаров Б.М., Хайдаров Х.К. “Психологические особенности
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стр. Тошкент
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
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