Lyudmila V. Donoga

The relevance of the topic is due to the insufficient study of the relationship between emotional intelligence and psychological boundaries of an individual. The aim of the study is to determine the relationship between emotional intelligence, psychological boundaries, and the sovereignty of an individual's psychological space among university students. A direct correlation was found between the level of intrapersonal emotional intelligence development, emotional control, psychological boundaries, the sovereignty of psychological space, and its subsystems such as the sovereignty of the physical body, territory, and the world of things. There is also a direct correlation between the level of emotional understanding development, the subtlety of psychological boundaries, and the sovereignty of territory.

The relevance of our study stems from the lack of research on gender differences in the relationship between stress resistance and emotional intelligence among university students. Our goal is to explore the connection between these two factors among students of different genders. We found that, regardless of gender, there is a direct correlation between stress resistance and emotional intelligence in university students.

The problem of behavior self-regulation among convicted persons is relevant in the context of the need for their successful further socialization and prevention of recidivism. The aim of the study was to determine the characteristics of behavior self-regulation in persons serving sentences in prison. As a result of empirical research, it was revealed that convicts demonstrate indicators of the general level of self-regulation and most of its components (planning, modeling, programming, evaluation of results, flexibility), as well as indices of perseverance, self-control and volitional self-regulation significantly lower than those of law-abiding citizens. At the same time, the indicator of independence among convicts is significantly higher.

The study of alienation of educational work and psychological well-being is especially relevant, since it helps to more deeply understand the dynamics of the educational process and its impact on the psychological condition of students. The purpose of the study is to find relation between these phenomena, as well as between their forms and components. There is a significant inverse correlation between the general level of alienation of educational work and the general level of psychological well-being. Indicators of the general level of psychological well-being are negatively affected by all forms of students’ academic work alienation (vegetativeness, impotence, nihilism and adventurism). Vegetativeness does not negatively affect only such components of psychological well-being as positive relationships and personal growth, and adventurism does not affect environmental management, goals in life and self-acceptance.