3.2 Definition of cognitive-intellectual and creative portrait of a student

However, in a direct study of the relationship between student learning outcomes and their IQs in 2010 and 2011, the correlation coefficient was 0.427 throughout the period. This value suggests that there is a statistical relationship between academic performance and IQ, but further research is needed to determine the strength of this relationship [29].

In general, studies have shown the following:

  • the integrated indicator of the development of emotional intelligence of the individual, calculated by the method of N. Hall, on average does not have a statistically significant effect on the success of learning the individual in high school and university. If we consider the structure of the emotional and intellectual portrait of each student separately, it is possible that the outstanding values of such components as «self-motivation» and «recognition of other people’s emotions» will allow to achieve outstanding academic success if IQ is above average;
  • the integrated indicator of creativity, calculated according to the method of E. Torrens, which diagnoses creative abilities, also does not have a statistically significant effect on the success of learning, neither at school nor at university. However, each individual has their own structure of creativity. Therefore, if a particular student has a super high level of originality and flexibility, and in combination with high values of such components of EI as «self-motivation» and «recognition of other people’s emotions», it can achieve outstanding learning, but with an IQ above average;
  • the coefficient of intellectual development, calculated by the method of assessing the structure of intelligence R. Amthauer (IQ) has a statistically significant effect on learning success. Such influence is especially noticeable at adequacy of structure of a cognitive-intellectual portrait of the concrete student to requirements of a concrete specialty. For example, if a student has an IQ much higher than the average, but in the structure of his cognitive-intellectual portrait is a weak point of visual – effective thinking, the ability to three-dimensional analysis, operation of spatial images and generalization, then expect to succeed in learning design specialties are not worth it.

The most valid for predicting the success of training was a competitive score. Its level depends on the cognitive-intellectual, emotional-intellectual portraits and the indicator of creativity of each individual, but is additionally determined by something that is not detected by the methods that have been considered.

Learning success cannot be an end in itself. This is only the first step. To achieve success in life requires successful self-realization of a particular individual in the labor market, which is impossible without the acquisition of various components of integral competence. These include, for example, personal competencies such as «sociability», «responsibility», «activity and energy», «result orientation» and other soft skills.

In the process of studying at the university, the formation and improvement of personal competencies is carried out within the «serious» games, the development of team course and diploma projects. However, the assessment of the degree of mastery of these personal competencies in universities is almost not engaged, because they are not directly measured, but are manifested indirectly.

Ultimately, the success of the formation of these personal competencies can be assessed in the labor market when university graduates start working, but a preliminary assessment can be obtained in the process of practical training of students on the basis of practice and in the university staff.

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