Keyword: «self-regulation»

The article examines the issue of emotional intelligence in younger schoolchildren as an important psychological construct that determines features of social adaptation, interpersonal interaction, and academic success in primary school. The relevance of the study is driven by increasing demands on children's emotional maturity within the contemporary educational environment and the need for targeted pedagogical influence on the emotional sphere of personality in early school age. The aim of the article is a theoretical analysis of the nature of emotional intelligence, its structural components, and age-related characteristics of its manifestation in younger schoolchildren. The paper synthesizes domestic and foreign scientific approaches to understanding emotional intelligence and identifies the main psychological and pedagogical conditions that promote its development within the primary school educational process. The findings can be used in primary education practice when organizing instructional and воспитательная work focused on developing students' emotional competence.

Given the shift of adolescent communication to the digital environment, the problem of cyberbullying has become particularly acute as a serious risk to psychological well-being. Choosing a safe behavioral strategy in the face of cyberbullying requires regulatory resources from the adolescent. The objective of this study is to examine the relationship between indicators of conscious self-regulation and the choice of specific cyberbullying coping strategies. The empirical study was conducted on a sample of 50 adolescents who had experienced cyberbullying. The findings indicate that the overall level of self-regulation is statistically significantly associated with constructive strategies, such as boundary setting, seeking support from close relationships, and active ignoring.