The percentage of students with «critically low» and «low» levels remains high, although according to the integrated assessment it decreased from 69 % in 2017 to 49 % in 2020.

In terms of EI components, we also have a reduction in the percentage of first-year students with «critically low» and «low» levels.

More important is the fact that the number of first-year students with a high level of emotional intelligence has increased significantly over the years. According to the integrated indicator – from 2 % to 10 %. In terms of EI components, the smallest (4.2 %) increase was in the management of their emotions, and the largest (11.7 %) in empathy (Table 3.1).

We will proceed from the hypothesis that the components of EI are only partially inherited by the child from the parents. The second, more important part, is formed in the child in the process of gaining experience in communication at school, at home and other teams. The observed changes in the components of emotional intelligence of first-year students indicate that, on average, the external influence on children becomes more positive, or that children come to the university more developed in the emotional and intellectual dimension.

This increase in the number of first-year students with high levels of EI formation gives confidence that the number of successful university graduates will increase.

The first component is «Emotional Awareness»:

1. Emotional     awareness              (self-awareness). Self-awareness or emotional awareness can be interpreted as the ability to have a passive, unbiased view of one’s inner state and the ability to evaluate it. If a person can assess its condition impartially at the moment, it is already a significant achievement in the development of his/her EI.

This component of emotional intelligence is formed throughout life, but the most important part of it should be formed during the school period. The results of research of university entrants show that this aspect of the educational process at school is not given the necessary attention.

In terms of «emotional awareness», the number of students with «critically low» and «low» levels decreased from 39.7 % in 2017 to 35 % in 2021.

Unfortunately, this ability is insufficiently developed in our first-year students and, therefore, in the educational component of the educational process it is necessary, especially in the formation of life (soft) competencies, to include in training exercises for the formation of emotional awareness.