scholarly journals Emotional Intelligence as a Factor of Successful Self-Realization in Students of Socionomic and Bionomic Professions

2021 ◽  
Vol 26 (2) ◽  
pp. 40-51
Author(s):  
Yu.V. Obukhova ◽  
E.F. Borokhovski
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Sense Of Self ◽  
Negative Influence ◽  
Social Adaptation ◽  
Empirical Literature ◽  
General Level ◽  
Subjective Perception ◽  
Professional Career ◽  
Early Stages

Self-realization is an important factor of successful social adaptation, especially in the early stages of a professional career in the dynamic conditions of the modern economy and society.The purpose of this study was to assess the general level of self-realization of students in socionomic and bionomic professions.It also performed comparative analysis (previously insufficiently represented in the empirical literature) of subjective perception of self-realization, depending on the length of professional training and the level of emotional intelligence.The subjects were students of the Southern Federal University, 109 representatives of socionomic and 75 of bionomic professions.The respondents completed a multidimensional self-realization questionnaire (S.I.Kudinov) and the test of emotional intelligence (EmIn, by D.V.Lucin).The study found significant differences between the representatives of the two professional types as in their subjective assessment of success of three types of self-realization, as in the direction and relative contribution to the subjective sense of self-realization of the two factors under consideration: duration of professional training and the level of emotional intelligence.Emotional intelligence was a significant predictor of all types of self-realization, compensating for the negative influence of duration of training in bionomic professions and enhancing its positive effect in socionomic professions.The authors emphasize the importance of developing and using specialized innovative programs for effective training of emotional intelligence as one of the key components in the work of practical psychologists with young people in the early stages of professional training and career.

scholarly journals Problems of the development of emotional intelligence and emotional-volitional self-regulation of police officers at the initial stage of professional training

2021 ◽  
Vol 51 (3) ◽  
pp. 390-403
Author(s):  
Natalia A. Goncharova ◽  
◽  
Olga A. Zhidkova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Police Officers ◽  
Professional Training ◽  
Self Regulation ◽  
Psychological Adaptation ◽  
Russian Language ◽  
Professional Activity ◽  
General Level ◽  
Language Version

The relevance of the study of the problem of the development of emotional intelligence and emotional-volitional self-regulation is determined by the increasing level of requirements for professionally significant personality traits of police officers. The ability for self-regulation and a high level of emotional skills presented in the structure of emotional intelligence allows a person to integrately process the information received and use environmental stimuli for cognitive assessment, making conscious decisions in a situation associated with emotional response. Mastering the skills of emotional-volitional self-regulation contributes to the achievement of significant results in professional activity, socio-psychological adaptation and self-realization. The aim of the study was to analyze the psychological factors of the development of the emotional intelligence of police officers, the ability to emotional-volitional self-regulation and to establish the nature of the relationship between the indicators of emotional intelligence and the indicators of self-regulation. The empirical study was conducted on the basis of a sample of male police officers enrolled in the primary vocational training program as a police officer. The psychodiagnostic procedure involved 150 respondents, of which there were experimental and control groups, 40 people each. The study used techniques aimed at identifying the level of development of emotional intelligence and the ability to self-regulation: Emotional Intelligence Research Methods Russian-language version of the MSCEIT V2.0 test by J. Mayer, P. Salovey, and D. Caruso as adapted by E.A. Sergienko, I.I. Wind; R. Cattell's 16-factor personality questionnaire - form C; questionnaire V.I. Morosanova Style of self-regulation of behavior. The results of the study show that changing the tasks and technology of teaching aimed at the development of emotional intelligence ensures the development of significant abilities. As a result of the formative experiment, shifts in the values of indicators of the use of emotions in problem solving (t = 2.03; p ≤ 0.05), understanding and analysis of emotions, the general level of emotional intelligence (t = 3.55; p ≤ 0.001), emotional volitional self-regulation (t = 2.74; p ≤ 0.01). An increased number of positive correlations between the values of indicators of the emotional, communicative and intellectual spheres of a person was revealed. The statistically significant dynamics of indicators of emotional intelligence and self-regulation, reliable relationships with the signs of personality traits, allow predicting the further formation of competencies in the field of emotional-volitional self-regulation.

scholarly journals STYLE CHARACTERISTICS OF BEHAVIOR SELF-REGULATION IN STUDENTS WITH VARIOUS VICTIMITY

2019 ◽  
Vol 12 (3) ◽  
pp. 5-16
Author(s):  
Rimma Igorevna Frolova ◽  
Olga Vadimovna Baiguzhina
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Risk Group ◽  
Self Regulation ◽  
Behavioral Responses ◽  
Future Teacher ◽  
Social Adaptation ◽  
Potential Victim ◽  
Destructive Behavior ◽  
The University

Aim. In the present work, victimity is considered as a psychological deviation manifestingin specific behavioral responses that characterize the type of potential victim. The emphasis ismade on the necessity of taking into account a realized victimity of a person, the formation of itsadequate forms and its correction at the stage of professional training. The article is aimed at establishingthe style characteristics of behavior self-regulation in students with various victimity.Materials and methods. Based on the analysis of the results obtained according to the “Realizedvictimity” scale (the “Tendency to victim behavior” questionnaire) all subjects were divided intotwo groups: an average (n = 36) and below-average (n = 53) victimity. The data on victimity, behaviorself-regulation and emotional intelligence in students of the pedagogical university wereobtained using the corresponding questionnaires: “Tendency to victim behavior”, “Style of behaviorself-regulation”, “Emotional intelligence”. Results. In the structure of students’ victimity,high values are observed on scales that assess the tendency to addictive and helpless behavior, toaggressive victim behavior, to self-damaging and self-destructive behavior, and to non-criticalbehavior. When comparing groups of students with various victimity, the following features wereregistered expressed in the differences in the style characteristics of behavior self-regulation (inthe implementation of modeling, assessment and flexible interaction); in the absence of differencesin the parameters of emotional intelligence. Conclusion. Features of behavior selfregulationin students are determined by their victimity. Subjects with low victimity are twice aslikely to show high behavior self-regulation compared to respondents with average victimity. Theidentified risk group of students who are prone to addictive and helpless behavior requires specialmeasures to accompany their social adaptation at the university. When it comes to the formationof professional competencies of the future teacher, it is advisable to include in the program ofelective courses the analysis of the results of studies of victimity in students, pedagogical workers,as well as ways to correct victim identity deformation.

scholarly journals Emotional Intelligence Contributes to the Feeling of Self-Realization: A Case of Russian Young Adults

2021 ◽  
Vol 18 (3) ◽  
pp. 54-69
Author(s):  
Евгений Ф. Бороховский ◽  
Юлия В. Обухова
Keyword(s):  
Emotional Intelligence ◽  
Young Adults ◽  
Personal Characteristics ◽  
Negative Influence ◽  
Social Adaptation ◽  
General Factor ◽  
Psychological Resources ◽  
Part Time ◽  
Life Circumstances ◽  
Study Participants

Introduction. Young adults compose one of the most dynamic social groups, sensitive to changes. Dependent on various personal characteristics and life circumstances, this sensitivity could lead either to successful social adaptation and subsequent life satisfaction or trigger dysfunctional behaviours and psychological maladaptation. Young adults often face the contradiction between profound need for self-realization and limited capacity for achieving it and need psychological resources to overcome this challenge. This study takes to the next new level empirical exploration of the role emotional intelligence plays in shaping self-realization in young adults. Methods. The sample of study participants included full- (N = 52) and part-time (N = 60) university students. They completed demographic forms, Multidimensional Questionnaire on Personality Self-Realization – personal, professional, and social, and the Emotional Intelligence Questionnaire. Correlational and regression analyses were employed for data processing. Results. Participants’ age, especially in conjunction with the part-time working status was negatively correlated with all three types of self-realization, Hierarchical multiple regression analysis revealed that the general factor of emotional intelligence significantly contributed to self-realization (p < 0.01). Furthermore, its interpersonal component was the strongest predictor, uniquely contributing from 7 % to 16% of explained variability in the criterion variables. Discussion. The findings indicate that emotional intelligence is a strong adaptive factor capable of compensating for the negative influence of challenging changes in life circumstances. Implications for further research and applied practice of psychological aid for young adults in their transition from educational to working environments are considered and discussed.

TRAINING USE IN PREPARING FUTURE TEACHERS TO BUILD A PROFESSIONAL CAREER

2019 ◽  
pp. 46-54
Author(s):  
Taras Olefirenko
Keyword(s):  
Capacity Building ◽  
Final Stage ◽  
Professional Training ◽  
Group Discussion ◽  
Role Play ◽  
Future Teachers ◽  
Professional Career ◽  
Training Organization

The article presents the experience of using training teaching technologies in the process of future teachers’ professional training. There is considered the specificity of the training organization, which includes all types of training that affect the qualities, skills and abilities that are manifested in the process of communication with students. The main stages of the training are highlighted, which include: the stage of capacity building; the orientation phase, in the form of role play or group discussion; the stage of study and the final stage.

Communication Improvement within the Education Process and Emotional Intelligence Development

2015 ◽  
Vol 3 (5) ◽  
pp. 163-175
Author(s):  
Adrian Sonea ◽  
Ovidiu Niculae Bordean ◽  
Eugenia Câmpeanu Sonea
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Educational Process ◽  
Communication Process ◽  
Current Phase ◽  
North West ◽  
Teacher Student ◽  
Education Process

Both the authors’ previous experience and the devoted literature highlight the particular role of teacher-student communication for the quality of graduates’ professional development and education. The research presented herein is based on a sociological survey conducted in a large university from north-west Romania, on more than 600 Economics Master’s students.The chief goal of our research is to determine efficient ways to improve the student training provided by the master programmes in Economics, by means of a better stimulation on the part of the teachers, a more efficient teacher – student communication, a better quality of the teaching materials employed and a greater relevance of the educational content for the particular area of specialisation pursued.After an initial review of the material resulted from the sociological survey, we continued to analyse the results in relation to the tiers of the communication process, the role of groups in the learning process and of the education process in the development of emotional intelligence.Within the current phase of our study, the underlying hypotheses are:(1) The training of Economics and Business Administration students provides them with opportunities of professional specialisation, while developing skills and abilities useful in everyday life.(2) The students’ training in Economics also entails an implicit educational process, which supports the development of their emotional intelligence.(3) Multiculturalism bears manifold benefits, both in terms of specialist professional training and on graduates’ attitudes and behaviour in the social life.This study allowed us to validate the hypotheses and to draw some interesting conclusions for the education of students enrolled in the university surveyed.

scholarly journals Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

2020 ◽  
Vol 26 (3) ◽  
pp. 164-172
Author(s):  
Ol’ga A. Koval’
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Speech Development ◽  
Preschool Age ◽  
Social Adaptation ◽  
Speech Pathology ◽  
Number Of Children ◽  
Emotional Interaction

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

scholarly journals Test method for assessing the emotional intelligence of adolescents (MSCEIT-YRV)

2021 ◽  
Vol 10 (4) ◽  
pp. 73-84
Author(s):  
E.A. Sergienko ◽  
E.A. Khlevnaya ◽  
T.S. Kiseleva
Keyword(s):  
Emotional Intelligence ◽  
Reliability And Validity ◽  
Psychometric Testing ◽  
Test Method ◽  
General Level ◽  
Gender And Age ◽  
Test Standardization ◽  
Gender And Age Differences ◽  
Understanding Emotions ◽  
Using Data

This paper contains a description of the task methodology for assessing the level of development of emotional intelligence in adolescents aged 10 to 18 years MSCEIT–YRV (Mayer-Salovey-Caruso Emotional Intelligence Test – Youth Research Version). The paper provides main data on the adaptation of the methodology to the Russian-speaking sample. Adaptation and psychometric testing of the methodology were carried out using data from 996 adolescents aged 10 to 18 years (430 boys and 566 girls, mean age 13,3 years). This methodology provides information on the general level of development of emotional intelligence, indicators of the Experiential and Strategic domains of emotional intelligence and scores for four abilities (identification of emotions, facilitation of thought, understanding emotions and emotion management). The main psychometric indicators of reliability and validity of MSCEIT-YRV meet the requirements of test standardization. The paper also describes gender and age differences in emotional intelligence, shows a comparison of normative samples for the English and Russian versions of the MSCEIT–YRV method.

scholarly journals Psychological and pedagogical support for the professional formation of humanities profile students

2021 ◽  
Vol 113 ◽  
pp. 00030
Author(s):  
V.I. Volchkova ◽  
Z.I. Pavitskaya ◽  
T.K. Sagitdinova
Keyword(s):  
Professional Training ◽  
General System ◽  
Training And Education ◽  
Professional Career ◽  
Urgent Task ◽  
Competency Based ◽  
Humanities Students ◽  
The University ◽  
Empirical Material ◽  
Professional Formation

The article considers the need for psychological and pedagogical support for the professional formation of humanities students. It pays special attention not only to the acquired knowledge and skills in the process of studying at the university but also to the acquisition of professional skills and abilities. These abilities allow the student to identify him with the specialists of the chosen profession. The study of the problem of psychological and pedagogical support for the professional formation of students, as well as the development of certain aspects of the implementation of support programs at the university level, are at the stage of discussion and accumulation of empirical material in Russia. It becomes an urgent task to develop the trajectory of psychological and pedagogical support for students, which will allow them to realize higher needs in the field of training and education and build a more successful professional career. This article describes the stages of psychological and pedagogical support of professional formation (adaptation, identification, consulting). The aims, objectives and content of the defined stages are considered, based on which the trajectory of psychological and pedagogical support of professional formation is built. The trajectory was created using a competency-based approach included in the general system of integrated professional training. The effectiveness of the selected trajectory is verified by the means of various techniques.

scholarly journals Parenting and Future Anxiety: The Impact of Having a Child with Developmental Disabilities

2019 ◽  
Vol 16 (4) ◽  
pp. 668 ◽  
Author(s):  
Anna Bujnowska ◽  
Celestino Rodríguez ◽  
Trinidad García ◽  
Débora Areces ◽  
Nigel Marsh
Keyword(s):  
Developmental Disabilities ◽  
Autism Spectrum ◽  
General Level ◽  
Older Children ◽  
Future Health ◽  
Related Factors ◽  
Professional Career ◽  
Increased Risk ◽  
Lower Education ◽  
The Impact

This study examined differences in future anxiety (FA) among mothers and fathers of children with and without developmental disabilities (DD), and it also analyzed differences in FA within the group of parents of children with DD taking into consideration parent-related factors and child-related factors. A group of 167 parents of children with DD were compared to a group of 103 parents of children with typical development. The group with DD included children with autism spectrum disorders, sensory disorders, and intellectual disability. Parents completed the Future Anxiety Scale-FAS1. Mothers of children with DD had a higher general level of FA than fathers of children with and without DD. Mothers of children with DD reported higher anxiety about their future health and the meaning of their future life than fathers of children with DD. For parents of children with DD, those with lower education, male children, and older children reported higher FA. The group at risk of highest general FA are mothers of children with DD, especially those without a professional career. Similarly, parents of teenagers and/or sons with DD are at increased risk of FA.

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