Keyword: «emotional self»

The article examines the relationship between the Self-concept, emotional intelligence of adolescents and their role in the educational process. The review of theoretical and experimental works of domestic and foreign psychologists in the study of the Self-concept as a system of expectations, attitudes, beliefs and ideas of a person about himself, performing important functions in his life, allowing him to identify himself with the reference group, to perceive the views, attitudes and behavior of this group. The results of studies involving adolescents show that, in addition to the indirect influence of perceived (subjective) emotional intelligence through self-esteem, emotional intelligence has a direct impact on life satisfaction. In the works of psychologists, the adaptive and stress-protective functions of emotional intelligence are proved. The results of these studies suggest that emotional intelligence can be considered as a factor of self-actualization of the individual. The emotional intelligence of the school class is a group-level construct based on the shared subjective emotional experiences of the group members. The author comes to the conclusion that the purpose of activating learning is to create didactic and psychological conditions for meaningful learning, which will allow students to be updated at a high level of intellectual and personal position. Only the knowledge that is based on cognitive interest has a significant impact on the formation of the personality and its mental development, the formation of perception, memory, thinking, ensuring success in the performance of activities that aroused interest.