3.1 Defining the emotional and intellectual portrait of students

The component of «self-motivation» also reduces the percentage of students with low levels. This percentage decreased from 46.3 % in 2017 to 44 % in 2020.

10.2–13 % of students have a critically low level of self-motivation, which is 4–5 % more than the number of students who do not plan to work after graduation and those who do not need higher education according to the survey [18, 24]. These students plan to work and need higher education, but the circumstances at school and in the family are such that they do not have the ability to self-motivation and, therefore, in the educational component of the educational process is needed, especially in the formation of life competencies (soft), include exercises for self-motivation formation in trainings.

Forming a high level of «self-motivation» in students is a very important step towards achieving high results in education and future work.

4. Empathy.      The basis of empathy is self-awareness. If a person cannot distinguish his own emotions, then all the more it cannot recognize the emotions of other people. The ability to understand other people’s feelings through nonverbal cues such as intonation, voice volume, facial expressions, hand gestures and body movements is extremely important in virtually all human activities, including learning. People with such an ability show high emotional adaptation. They gain popularity in the team, have a high level of sociability, easily establish relationships with people of the opposite sex.

As a result of his research, Daniel Goleman concluded that «the results of the empathic ability test almost do not intersect with the scores obtained during the tests to identify academic abilities. The experiment involved 1,011 students: those who showed the ability to nonverbally read the feelings of others were the most popular in their schools and had the highest emotional stability. They also studied better, although their average IQ did not exceed the IQ of children who were less able to decipher nonverbal information. Thus, we can conclude that by mastering the art of empathy, it is possible to increase learning success (or simply make the teacher treat you with more affection). Rational thinking is manifested in words, and emotions are always expressed by nonverbal means» [21].

Thus, we can conclude about the high prognostic value of tests for the development of empathic abilities in assessing the future success of young people in learning and work.

In the first-year students of our university, this component of EI is developed approximately at the level of «Emotional Awareness». The percentage of students with high scores tends to increase from 18.3 % to 30 %, the percentage of students with critically low scores – from 6.0 % to 9 % (Table 3.1 and diagrams Fig. 3.4).

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