Keyword: «emotional intelligence»

The relevance of the study of the relationship between emotional intelligence and the regulation of decision-making by stewards in a stressful situation is determined by both trends in the development of scientific knowledge and the existing needs of social practice. The purpose of the diagnostic study is to find the connection between emotional intelligence and productive coping of decision–making among stewards in a stressful situation. The conducted study confirmed the existence of relationship between emotional intelligence and decision-making copings. The data obtained can be taken into account by stewards in the regulation of productive decision-making coping choice.

Today, it is important for a modern person to be successful, and for this it is necessary to have relevant skills and competencies. And one of these skills is «emotional intelligence». This is a complex phenomenon that involves understanding and managing your own and others' emotions. Understanding the emotional processes taking place in a person provides a tool for controlling and managing emotions. Everything that surrounds us, any situation can cause emotions. Since the human body works as a single system, psychophysiological, emotional, and other processes are launched simultaneously at different levels. Consequently, the response occurs at the level of emotions, physical condition, behavior and cognition. Therefore, first it is important to develop intrapersonal emotional intelligence – this is understanding and managing your emotions, and then transfer the knowledge gained to another person.

The development of emotional intelligence as one of the universal (soft) skills of future specialists is especially important for representatives of socionomic professions associated with social interaction and active communicative activities. Modern journalism belongs to this type of professions. Pedagogical experience shows that development of emotional intelligence among future journalists can be successfully carried out during their studies in higher education institutions. The discipline «foreign language» as a communicative socially oriented sphere of educational activities has a wide didactic potential in this context. The primacy in the study of emotional intelligence traditionally belongs to the psychological sciences, however, in recent years (2018-2022), representatives of the pedagogical community have also turned to the issues under consideration, although pedagogical studies on the topic under consideration are still few. The purpose of this publication is a theoretical substantiation of the possibility to develop the emotional intelligence of university students (in particular, journalism majors) by means of linguodidactic technologies in the process of mastering the sphere of professionally-oriented foreign language discourse by students. The leading methodological approach to interpreting the problem of developing the emotional intelligence of student journalists in a foreign language class was the combined use of pedagogical and linguistic approaches – the interdisciplinary, axiological, competence-based, linguocultural, and emotive ones. The author presents the results of a pedagogical experiment aimed at identifying the potentials of using linguodidactic methods in order to form the key emotional intelligence components of undergraduate students of the faculty of journalism in the process of foreign language learning. The study substantiates the connection between the emotional intelligence of a person and the development of language, speech, culture, and communication skills. The obtained theoretical conclusions and practical results can be useful for teachers-researchers, psychologists, instructors of language disciplines in higher school institutions, as well as for undergraduate and graduate students in the area of training «Journalism».

The article analyzes the level of emotional intelligence of students of Smolensk State Medical University.

The relevance of studying the issue of the relationship between emotional and intellectual components of learning and cognitive activity of primary school students is due to the fact that currently primary attention is paid to the thinking processes in the cognitive activity of students. The increase in the amount of information that needs to be assimilated in modern conditions has sharpened and strengthened the value of a person's intellectual abilities. This has led to a well-known underestimation of the role of emotions, narrowing the cognitive activity of the student to rational forms of learning the educational material. In addition, a unified theory of educational cognition has not yet been developed, so there is no theory where the relationship of emotions and intelligence would be one of the priorities. The article examines the role and place of emotional and intellectual components of learning and cognitive activity of primary school students; the structure of the emotional component and its impact on the intellectual development of a young student. The intellectual component includes the transfer of knowledge, skills and abilities, the development of thinking; the emotional development of students requires thoughtful and purposeful guidance of emotions on the part of the teacher. In the learning process, these components act in a permanent unity. However, a number of methods of the primary school teacher's influence on the emotional and intellectual spheres of students have not yet been sufficiently described in pedagogical theory and they are not used enough in mass school. Despite the fact that the role and place of emotional and intellectual components in the learning and cognitive activity of a young student have been considered in the works of many well-known teachers and psychologists, it has not yet been possible to create a coherent, clear theory of educational cognition, where the relationship of emotions and intelligence would be one of the priorities. In this regard, the authors’ research was aimed at finding ways to simultaneously influence on the intelligence and emotions of students in order to improve the quality of learning and cognitive activity of a primary school student and determine the pedagogical conditions for their implementation. The authors have identified and experimentally tested the psychological and pedagogical conditions that ensure the interrelation of emotional and intellectual components in the learning and cognitive activities of primary school children, allowing them to achieve high learning outcomes.