Keyword: «self-regulation»

The problem of emotional intelligence development is determined by special requirements of modern society to increase the level of social competence of an individual, including high school students. This quality helps them to cope with negative experience in learning activities and successfully adapt to new conditions of social interaction. The purpose of the work is to study the development of emotional intelligence in high school students, the main directions and methods of its development. When choosing methods and techniques for developing emotional intelligence in high school students, the authors took into account the theoretical positions b O.O. Andronnikova on the effectiveness of using art therapy methods in developing the skills of self-learning of their emotions, and the theoretical positions by D.I. Ponomareva on the effectiveness of using active teaching methods. When selecting methods for developing emotional intelligence, the authors relied on the theoretical provisions of L.V. Vasilevskaya, E.I. Baraeva, who recommended to develop indicators of emotional and social intelligence. The study of the problem allowed us to describe productive methods in developing emotional intelligence in students: developing awareness of emotions and emotional states (auto-training techniques); methods of analyzing emotional reactions (reflection and verbalization of emotions); methods of developing empathy (for example, educational games, role-playing games), methods of teaching active listening; methods of developing self-control of emotions and emotional states (psychogymnastics, gaming methods). In the course of the empirical study, it was revealed that the majority of high school students have an average level of emotional intelligence (diagnostics of emotional intelligence by N. Hall), 48% of respondents had an average level of the indicator according to the questionnaire of emotional intelligence by D.V. Lyusin, 40% of high school students had an average level of empathy development, 28% had a low level of empathy development, which indicates that their emotional response is insufficiently developed (method of diagnosing the level of empathic abilities by V.V. Boyko). Theoretical significance of the study: the work examines and classifies scientific ideas about emotional intelligence by foreign and domestic scientists; describes the leading models of the structure of emotional intelligence by S. Hall, L.B. Simonova and others. The authors analyzed the main approaches to the formation of the concept of "emotional intelligence" in foreign and domestic literature. Practical significance: diagnostic tools for the study were selected; the main directions and methods for developing emotional intelligence in high school students in the context of modern education were described; recommendations for educational psychologists on the development of emotional intelligence in high school students in the context of modern society were developed.

The article is devoted to the study of the level of formation of educational behavior and its components of primary school children with intellectual disabilities. Such concepts as educational activity and arbitrary regulation of behavior were revealed. The results of the conducted experimental study are presented and analyzed.

In the context of the digital transformation of education and the mass spread of foreign language learning, it is important to use artificial intelligence technologies in such a way that they enhance rather than replace the activity of teachers and learners. Without a well-designed methodology and clear rules of use, there is a growing risk of reduced learner autonomy, loss of academic integrity, and a widening gap between the theory and practice of language teaching. The aim of the article is to substantiate and describe a model for the effective use of artificial intelligence technologies to enhance classroom-based acquisition of a second foreign language, implemented as an adaptive methodological ecosystem that strengthens learner activity and preserves the primacy of human contribution. The study is based on a theoretical and methodological analysis of works on the theory of second language acquisition, intelligent computer-assisted foreign language learning, formative assessment, and self-regulated learning. These strands are synthesized into practical tools that take into account Russian educational standards and multilevel descriptions of communicative competence. The article proposes an adaptive ecosystem of scaffolding support using artificial intelligence technologies, built around five interrelated components: sequencing of lesson stages, scaffolding support, target skills, safeguards, and self-regulation, as well as a synergy mechanism that structures iterative interaction cycles between the human user and the digital assistant. The model introduces an intervention threshold for artificial intelligence technologies that does not exceed one fifth of the volume of auxiliary materials and presents a ready-to-use toolkit: an alignment map of the digital assistant’s roles across lesson stages, a policy for the use of artificial intelligence with a prompt log, formative assessment rubrics, lesson scenarios, a risk and resilience matrix, an implementation checklist, and monitoring indicators covering vocabulary retention, fluency of oral speech, error frequency, text coherence, teacher checking time, and the footprint of artificial intelligence use. Theoretical significance lies in clarifying the role of artificial intelligence technologies as an instrument of metacognitive support that does not substitute for genuine language use. Practical significance consists in providing a methodological toolkit that helps save teacher time, improve the quality of formative feedback, protect academic integrity, and adapt the model to different disciplines, proficiency levels, and classroom formats.