3.1 Defining the emotional and intellectual portrait of students

According to the component «emotional awareness», the number of students with levels of «critically low» and «low» decreased from 40.2 % to 23.5 %, while the number of students with a level of «high» increased significantly from 20.8 % to 34.0 %.

In terms of empathy, the number of students with «critically low» and «low» levels decreased from 37.0 % to 20.3 %, while the number of students with «high» levels increased significantly from 22.8 % to 36.2 %.

Similar results were obtained on the component «recognition of other people’s emotions». The number of students with «critical low» and «low» levels decreased from 43.7 % to 36.2 %, while the number of students with «high» levels increased from 17.2 % to 22.4 %.

Such results can be explained, firstly, by the expulsion for four years of students who had low learning outcomes, and secondly, by the impact of student life in general and the learning and creativity process.

The lack of changes in the components of «managing your emotions» and «self-motivation» can be explained by:

– imperfection of methods and means of formation of these components of EI in students; – underestimation of the importance of these components by the students themselves; – insufficient motivation and competence of teachers.

The peculiarity of these components of EI is that they need to be formed much earlier than the university period.

In any case, at the university level it is necessary to develop measures that will provide our students with a significant increase in the level of formation of these components of EI.

In order to study in more detail the peculiarities of the formation of emotional intelligence of students at the university, research was conducted on the basic motives for higher education, the motives with which freshmen enter university life.

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