Volume 04 Issue 11-2024
284
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
284-288
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article analyzes the approaches of Russian and foreign psychologists and educators to the definition of the
concept of "emotional intelligence". Examples of different interpretations revealing the essence of this term are
given; as well as currently known meta-scales of emotional traits of different authors, which allow to reveal the level
of development of emotional intelligence of a personality. The special role of emotional intelligence in the process of
personal development of university students is emphasized.
KEYWORDS
Emotional intelligence, understanding of emotions, personal development, university student, emotion
management.
INTRODUCTION
In the modern world, the question of human
development in all spheres - professional, social,
material - has been raised more and more often. In
particular, many scientists are looking for new ways to
increase the level of personal development, which is
necessary for a person for further professional
development. At the moment, the driving force in
work, study and personal life of a person is largely
emotions (both positive and negative), which can
become a determining factor in making important,
often spontaneous and not always effective decisions
in a critical situation[8. p. 291].
Research Article
THE ROLE OF EMOTIONAL INTELLIGENCE IN THE PERSONAL
DEVELOPMENT OF STUDENTS
Submission Date:
November 20, 2024,
Accepted Date:
November 25, 2024,
Published Date:
November 30, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-55
Ashurova Gulru Okhunovna
Kokand University, lecturer at the Department of Education, Uzbekistan
Yoldosheva Munira
A student of primary education at Kokand University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
285
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
284-288
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Professional success of an individual is certainly related
to knowledge, skills, abilities, skills and thinking ability
in general, i.e. to the level of general intelligence.
However, in most cases, a high level of general
intelligence is not enough for effective interaction with
others.
The idea of emotional intelligence was a consequence
of the development of ideas about social intelligence,
the main reason for singling it out as an independent
ability or trait was the frequent discrepancy between
the level of general intelligence and the success of the
personality in interaction with the social environment.
The need to study emotional intelligence of a number
of university students is dictated by the requests of
practice, consisting in determining the factors
affecting the effectiveness of professional activity and
socio-psychological adaptation of personality to the
chosen profession. As practice shows, not all students
who received higher education go to work in the
relevant specialty, which is associated, in our opinion,
including the need to communicate, which in turn is
associated with the level of development of emotional
intelligence. The necessity of studying the emotional
intelligence of students is also dictated by the demands
of theory: we believe that the literature does not
sufficiently develop the idea of how important for the
future specialist the ability to communicate with
others, as well as the level of development of
emotional intelligence; the influence of disciplines of
different specialization on the formation of emotional
intelligence.
Emotional intelligence in the broadest sense combines
the ability of a person to communicate effectively by
understanding the emotions of others and the ability
to adjust to their emotional state. Such ability to own
oneself and competently organize interaction is
indispensable if we are talking about the sphere of
activity that involves direct communication with
others, which is the main in the work of future
specialist[8. p. 291].
The relevance of the problem of development of
emotional intelligence of students of different
specialty in the conditions of higher professional
education is due to the need to identify the influence
of disciplines of any specialization on the formation of
emotional intelligence.
One of the ways to find oneself, to get on the path of
effective personal self-development, can be the
processes of development and self-regulation of
emotional intelligence by a person. The first mention of
the concept of "emotional intelligence" was made by
American psychologists D. Mayer and P. Salovey in the
article "Emotional Intelligence" in 1990.
In a research text that appeared on the pages of the
journal Intelligence, scientists substantiated the
importance of not only the familiar IQ intelligence, but
also emotional intelligence (EQ). Foreign psychologists
define the term "emotional intelligence" as "a
substructure of social intelligence, which contains the
skill to monitor one's own and others' emotions and
feelings" [1, p. 439] [1, с. 439].
Later researchers
formulate the definition of EQ: "the ability to
adequately perceive, evaluate and express emotions;
to control one's own feelings and feelings of others,
recognize them and use the information obtained for
the purpose of self-regulation, as well as to promote
emotional and intellectual development" [2, URL]. [2,
URL]. They also note the ability of a person with
developed emotional intelligence to distinguish
between emotional manifestations and thus be able to
manage their own thoughts and actions.
Volume 04 Issue 11-2024
286
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
284-288
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
American scientists together with D.R. Caruso of the
Center for Emotional Intelligence at Yale University
developed a model of emotional intelligence, which
includes three categories of basic skills:
assessing and expressing emotions;
using emotions in thinking and acting;
regulating emotions [1, p. 430].
Later, researchers created a meta-scale of mood traits.
This scale includes 48 questions structured into four
thematic sections:
identifying emotions;
using emotions in thinking and acting, in order to
increase effective
According to the results of the questionnaire it is
possible for a person to reveal the degree of maturity
of his/her own emotional intelligence. German
psychologists H. Weber and H. Westmeyer, devoted
more than one work to the study of the question of EQ.
One of the most interesting, fully revealing their views
on the phenomenon of emotional intelligence in
psychology, was the article "Emotionale Intelligenz",
published in 1999.
Despite their skepticism about the possibility of reliably
determining the level of development of emotional
intelligence, the researchers cite the following as the
presumed main thematic blocks (and supporting
statements to them):
attention to feelings;
This block includes statements such as "I do not pay
special attention to my feelings", "I should never be
guided by emotions", "feelings give direction to life"
[3, p. 15], and "feelings give direction to life" [3, p. 15]
and others.
clarity of feelings;
This block included such statements as "I am rarely
confused about how I feel", "my beliefs and opinions
seem to always change when I am sad", "I cannot make
sense of my feelings" [3, p. 15] and others.
mood recovery.
Here the authors combine statements such as
"although sometimes I feel sad, I mostly have an
optimistic outlook on things", "I try to think about
good things no matter how bad I feel", "when I am
upset, I realize that the 'good things in life' are
illusions" [3, p. 15] and similar.
In Russian psychology, the first references to the
importance of children's emotional development can
be found in the works of such scientists as L.S.
Vygotsky, A.N. Leontiev, S.L. Rubinstein. L.S. Vygotsky
noted the role of emotions in the regulation of human
behavior, in its internal self-organization. A.N. Leontiev
defines emotions as "situational experiences" [4, p.
156] [4, с. 156]. S.L. Rubinstein characterized emotions
as "disorganizing shocks" [5, p. 312] [5, p. 312], which
can serve as a powerful stimulus to the active
expenditure of human energy for further productive
activity.
Modern psychology does not lose interest in the study
of the problem of emotional intelligence, and on the
contrary is actively engaged in the study of all aspects
related to this issue. I.N. Andreeva, D.V. Lyusin, D.V.
Ushakov and others in their works consider the
Volume 04 Issue 11-2024
287
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
284-288
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
importance of EQ development, including in the
personal formation of an individual.
In the latest concepts, the most interesting is the
interpretation of D.V. Lucin. The scientist proposed a
fundamentally new, radically different from the past
domestic Soviet and foreign definitions of the model of
emotional intelligence. The Russian psychologist
proposes to interpret emotional intelligence as "the
ability to understand and manage one's own and
others' emotions" [6, URL].
According to D.V. Lucin, if a person is able to determine
the presence in himself and other people the fact of
emotional experience at a particular moment, can
recognize the modality of the emotions experienced,
correctly determine the root cause of their occurrence
and assume the possible consequences of the
emotional unrest experienced, then he has developed
the ability to "understand" emotions. The ability to
"manage" emotions (one's own and others') is
manifested in the ability to regulate the intensity of
emotions, to keep control over their external
manifestation, and the skill to evoke certain emotions
in this or that situation. Such a person, according to the
scientist, has a high level of emotional intelligence.
University students of different fields of training can
have theoretical knowledge about emotional
intelligence and make attempts to independently
determine the degree of its development. It can be
assumed
that
students
of
pedagogical
and
psychological
profiles
will
develop
emotional
intelligence to a greater extent than students of
economic training. This assumption is conditioned by
the choice of further profession by students,
professional sphere of activity and corresponding
interests, as the work of future psychologists and
teachers is directly connected with close contact with
people, respectively, with work with various emotional
manifestations.
To test EQ, D.V. Lyusin developed the author's
questionnaire "EmIn", which determines the level of
development on four scales: ability to understand
one's own and other people's emotions; ability to
manage one's own and other people's emotions;
ability to understand and manage one's own emotions;
ability to understand and manage other people's
emotio
ns. [7, с. 825].
At the moment there are a lot of questionnaires that
can reveal the level of possession of own and other
people's emotions.
Among the well-known and generally accepted in the
world we can name the following questionnaires for
diagnosing and determining the level of EQ: J.
Holland's test (or Hall's questionnaire for determining
emotional intelligence), the test for measuring
emotional intelligence D. Goleman, the test of detailed
emotional intelligence. Goleman's test, K. Petridis' test
for detailed verification of emotional intelligence, J.
Guilford's "Social Intelligence" technique, S. Shabanov
and A. Aleshina's questionnaire (or EISAI), M.A.
Manoilova's emotional intelligence technique (or MEI)
and others.
Summarizing the experience of domestic and foreign
experts, we can give the following definition.
Emotional intelligence is the ability to recognize not
only one's own emotions, but also those of others, as
well as the ability to control emotional impulse.
The whole surrounding world is perceived by us
through emotions, and the ability to recognize and
master them helps a person to adequately assess what
Volume 04 Issue 11-2024
288
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
284-288
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
is happening and make the right decisions, the most
optimal for each situation.
The issue of personal development remains relevant at
every stage of human age maturation. In the
adolescent period the leading is educational and
professional activity (according to the psychological
periodization of D.B. Elkonin), which has a huge impact
on the personal development of the individual,
respectively, and on the formation of emotional
intelligence of students studying in the walls of the
university. That is why it is important to develop
sensual abilities starting from the student years, when
the foundation of EQ is already laid.
Personal self-realization of future professionals largely
depends on the quality of read literature, listened to
musical compositions, watched feature films or
television programs, forms and methods of teaching,
that is, on what lays the foundation of emotional
intelligence at each stage of its formation. Striving to
reveal their inner potential, to materialize their
capabilities as effectively as possible, feeling the
readiness to accept future experience and interest in
further self-improvement, the student takes the path
of positive personal realization.
Purposeful self-development is impossible without
raising the level of emotional intelligence, the special
role of which is actively proved by psychologists and
teachers in scientific research works of recent years.
REFERENCES
1.
Salovey P., Mayer J.D. Emotional intelligence //
Intelligence. 1993. Vol. 9. p. 433-442.
2.
Mayer J.D, Salovey P. What is Emotional
Intelligence?
Режим
доступа:
https://scholars.unh.edu/cgi/viewcontent.cgi?a
rticle=1007&context=personality_lab
3.
Weber
H.,
Westmeyer
H.. Emotionale
Intelligenz // Literaturkritik.de: Gefühl
–
Emotion und Kognition. 1999. № 4. p. 12
-20.
4.
Leontiev A.N. Needs, motives and emotions.
М., 2022.
5.
Rubinstein S.L. Fundamentals of general
psychology. St. Petersburg, 2021.
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Lyusin D.V. Modern ideas about emotional
intelligence [Electronic resource]. Mode of
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http://creativity.ipras.ru/texts/books/social_IQ/
lusin1_Social_IQ.pdf
(date
of
address
28.04.2023).
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Lyusin D.V. Approbation of the short version of
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