N.Yu. Diomidova
PSYCHOLOGICAL FEATURES OF EMOTIONAL INTELLIGENCE OF THE
SUBJECT OF EDUCATIONAL ACTIVITY IN THE HIGHER SCHOOL
The article presents the results of correlation analysis of indicators of emotional intelligence,
emotional creativity, self-organization, self-efficacy, general intelligence, academic motivation and
anxiety. It is proved that high level of emotional intelligence of the student's provides an autonomous
academic self-regulation, high emotional creativity self- efficacy, general intelligence and low academic anxiety.
Key words: emotional intelligence, emotional creativity, motivation, learning, selforganization, evaluation anxiety, self-efficacy, general intelligence, academic self-regulation.
Problem statement. Emotional intelligence is understood in the modern psychology as the ability to determine one’s own and other people’s emotions and the
ability to manage them in order to achieve the set goal. In a broad sense emotional intelligence includes abilities to the cognition, understanding emotions and their management, both a person’s own and other people’s. The problem of emotional intelligence is actively considered by the foreign (R. Bar-On, J. Block, H. Weisinger,
D. Goleman, D. Caruso, D.V. Lyusin, J. Mayer, P. Salovey, G. Orme, D. Slayter,
R. Sternberg) and domestic (O.I. Vlasova, S.P. Derevyanko, V.V. Zarytska, N.V. Kovryha, E.L. Nosenko) researchers. However, the problem of research of emotional intelligence of the subject of educational activity in the higher school, its connections with
personal peculiarities of learning activities of the students remain insufficiently studied, which caused the purpose of our research, which was to study the psychological
features of emotional intelligence of students.
Research methods. In order to achieve the purposes of the study, we used the following methods:
1. N. Hall’s questionnaire for determining emotional intelligence [7].
2. Methods of diagnosis of emotional intelligence by Lyusin [3].
3. Methods of diagnosis of emotional creativity by J. Averill (adaptation by
E. Valuyeva) [1].
4. Method of diagnosis of learning motivation and emotional attitude to learning
(modification by A.D. Andreeva) [5].
5. Questionnaire of self organization of activity (SOA) [4].
6. Ch. Spielberger’s Test Anxiety Inventory [2].
7. Self-efficacy scale by R. Schwarzer, M. Jerusalem (adaptation by V.G. Romek)
[7].
8. Brief orientation test by V.N. Buzin, E.F. Vanderlik [6].
9. Academic self-regulation questionnaire R. Ryan and J. Connell [9].
231 students of 2nd – 4th years of G.S. Skovoroda HNPU were chosen as the research candidates, including 198 girls and 33 boys.
Emotional awareness
Understanding of
emotions of others
Management of own
emotions
Management of
emotions of others
Self-motivation
Empathy
Recognition of
emotions
Understanding of
own emotions
Management of
one’s own emotions
Expression control
Fig. 1. Interrelation between emotional intelligence indicators of the students/
Main presentation of the article. Let’s consider the results of correlation analysis
of indicators of emotional intelligence of students, determined by N. Hall’s D.
Lyusin’s methods, shown on Figure 1, which shows that some indicators of emotional
intelligence, which correspond to the concept of N. Hall, are positively related to indicators of emotional intelligence according to D. Lyusin’s model, in particular emotional awareness has a positive relationship with indicators of ability to understand a person’s own emotions (0,25, p<0,001). Thus, the total awareness in the world of emotions of personality provides for the ability to understand a person’s own emotions.
Ability to control own emotions according to N. Hall’s method corresponds to
indicators of own emotions control according to D. Lyusin’s method (0,50,
p<0,00000001). Besides, management of emotions is associated with emotion control
(0,40, p<0,0000001). Thus, management of own emotions is the leading emotional and
intellectual capacity, which, in turn, provides for the ability to control own emotions.
Links between self-motivation indicators and management of emotions were
determined, both own (0,48, p<0,00000001), and others (0,25, p <0,001). Thus, the
ability of an individual student to motivate him/herself for the experience of certain
emotions provides for the ability to manage them, which is quite obvious. The ability
to control one’s own emotions is also connected with the control of emotions (0,24,
p<0,001), which indicates that students, who are able to manage their own emotions, in
turn, have the ability to control emotions.
There is a link between ability to empathy and understanding emotions of other
people (0,29, p<0,00001). Empathy as the ability to sympathize, the ability to
experience the emotional states of other people also includes the aptitude for
understanding the emotions of others, which is evident, as without understanding the
emotions of others, it is difficult to experience empathic feelings, sympathize, share
the emotions of others.
The relationship between indicators of the ability to recognize emotions and to
manage emotions of other people was determined (0,19, p<0,01). Thus, recognition of
emotions as ability to identify and verify them provides for an opportunity to manage
them in other people.
Let’s consider the results of the research of the connection between emotional
intelligence and creativity (Figure 2).
Emotional
readiness
Emotional
awareness
Effectiveness
Recognition
of emotions
Authenticity
Management
of own emotions
Novelty
Fig. 2. Interrelation between indicators of emotional intelligence and emotional creativity of the students/
Figure 2 shows that indicators of emotional awareness are positively connected
with indicators of emotional readiness (0,21, p<0,01). Awareness in the world of human emotions provides for a high degree of willingness to experience new emotions,
impressions, feelings, openness to new emotional experience and the ability to refer to
past emotional experiences during reflection of emotional feelings.
There is a relationship between the ability to recognize emotions and emotional
readiness indicators (0,33, p<0,00001), novelty (0,35, p<0,00001), effectiveness (0,22,
p<0,001), authenticity (0,14, p<0,05). Thus, emotional creativity involves a high level
of ability to recognize emotions. Those students, who are able to recognize types of
emotional expression, are characterized by an unusual, original emotional experience,
tend to experience atypical and unusual emotions, are willing to adopt new emotional
experience, able to express emotional feelings, interested in the emotional world, use
emotions as a resource for life.
The relationship between indicators of the ability to manage own emotions and
authenticity was determined (0,14, p<0,05). Ability to self-management and regulation
of own emotions provides for the ability to experience unique emotions, to be able to
express the feelings adequately.
Figure 3 presents the results of the interrelation between indicators of emotional
intelligence and self-efficacy, and also of general intelligence.
Statistically significant relationship between the emotional intelligence and selfefficacy was determined, in particular between the ability to manage own emotions
(0,15, p<0,05) and empathy (0,18, p<0,01). Students, who are able to manage their
emotions, show empathy, are convinced that their activity will have a result, their
actions are efficient and highly productive.
The connection between indicators of understanding the emotions of others
(0,14, p<0,05), understanding own emotions (0,15, p<0,05), the ability to manage
one’s own emotions (0,19, p<0, 01) and self-efficacy. Such features in D. Lyusin’s
concept of emotional intelligence as understanding of emotions and the ability to manage them are inherent to students, convinced in their own performance, responsible for
their own actions, self-confident.
There is a connection between the ability to self-motivation (0,16, p<0,05), understanding emotions of others (0,21, p<0,001), understanding own emotions (0,14,
p<0,05) and general intelligence . Thus, high mental abilities provide for high capacity
for reasoning for experiencing emotions in others and oneself, understanding the emotional world and affective variations. General intelligence can be a foundation for the
development of emotional and intellectual abilities of an individual.
Management of
own emotions
Self-efficacy
Self-motivation
IQ
Understanding
of emotions of
others
Management of
emotions of others
Empathy
Understanding of
own emotions
Management of
one’s own emotions
Fig. 3. Interrelation between indicators of emotional intelligence, self-efficacy and
general intelligence of students.
Let’s consider the results of correlation analysis between indicators of emotional
intelligence and academic self-regulation, shown on Figure 4, which shows that there
are links between indicators of capacity for emotional awareness (0,17, p<0,01),
management of own emotions (0,22, p<0,001), empathy (0,30, p<0,00001),
management of one’s own emotions (0,14, p<0,05) with indicators of intrinsic
(internal motivation). Thus, intrinsic motivation as interest in learning and the leading
condition for learning success is inherent to students with high emotional intelligence.
Extrinsic motivation is positively connected with the ability to manage own
emotions (0,13, p<0,05), emotional awareness (0,15, p<0,05) and is negatively
connected with indicators of the ability to recognize emotions (-0,26, p<0,0001).
External motivation, as the tendency to be guided by a system of rewards and
punishments in learning activities, is inherent to students, who are generally able to
manage own emotions, understand the emotional world, but not always correctly
recognize the emotions of others.
Emotional
awareness
Management
of own emotions
Empathy
Intrinsic motivation
Management of
one’s own emotions
Extrinsic motivation
Understanding of
own emotions
Identified motivation
Self-motivation
Recognition
of emotions
Introjected
motivation
Control of expression
Fig. 4. Interrelation between indicators of emotional intelligence and motives of academic self-regulation of students.
Identified motivation appeared to be connected with almost all indicators of
emotional intelligence: emotional awareness (0,19, p<0,01), ability to manage own
emotions (0,20, p<0,01), empathy (0,16, p<0,05), self-motivation (0,20, p<0,01), management one’s own emotions (0,14, p<0,05). Identified motivation as a desire to master the rules of educational activity requires a high level of students’ emotional intelligence.
The ability to recognize emotions and control of expression as indicators of
emotional intelligence are revealed through negative connection with external (extrinsic) motivation (-0,26, p<0,0001 and -0,14, p<0,05, respectively). As it has been noted
in the results of research of connection of indicators of external motivation with indicators of emotional intelligence according N. Hall’s methods, the ability to recognize
emotions is really negatively connected with external motivation, which was again
confirmed using D. Lyusin’s method. In addition, extrinsic motivation is presented
among students, who are not able to control the expression of emotional experience.
Understanding of own is emotions negatively connected with introjected motivation (-0,15, p<0,05). Introjected motivation as self-regulation of learning motivation
by partial mastering of learning rules involves low level of ability to understand own
emotions.
Thus, autonomous style of academic regulation (complex of intrinsic and identified learning motivation) that characterizes independent, creative, gifted students, ensures interest to learning , may also characterize those students, who have a high level
of emotional intelligence. Dependent style of academic self-regulation (a scope of external and introjected motives of learning activity) provides for a lower level of emotional intelligence among students.
Figure 5 presents the results of the research of interrelation between indicators
of emotional intelligence, learning motives and emotional attitude to learning. The
positive connection between indicators of emotional awareness (0,19, p<0,01) and indicators of cognitive activity (0,19, p<0,01) and achievement motivation (0,34,
p<0,000001) was determined. Thus, high awareness of an individual in the human
emotional world is inherent to students, who aspire to success and knowledge. Based
on activity approach, internal motives of students’ learning determine the development
of their emotional awareness.
Indicators of ability to control own emotions are positively connected with
achievement motivation (0,14, p<0,05), and negatively – with anxiety indicators (0,30, p<0,00001). Motivation to succeed, particularly in learning, provides for a high
level of development of skills and competences to manage own emotions, ability to
self-regulate of students’ own emotional states. Low ability to self-regulate own emotions is inherent to students with high learning anxiety.
Ability to self-motivation provides for low indicators of learning anxiety (-0,27,
p<0,0001) and high in achievement motivation (0,23, p<0,001).
Emotional
awareness
Management
of own emotions
Self-motivation
Empathy
Cognitive
activity
Understanding of
emotions of others
Achievement
motivation
Management of
emotions of others
Anxiety
Understanding of
own emotions
Anger
Recognition
of emotions
Management of
one’s own emotions
Control of expression
Fig. 5. Interrelation between indicators of emotional intelligence and learning motivation and students’ attitude to it/
Ability to call forth certain own emotional states is characteristic to students,
who feel more relaxed and balanced during exam and assessments and who strive for
academic excellence.
Empathy (0,28, p<0,0001) and the ability to recognize emotions (0,16, p<0,05)
are positively connected with achievement motivation. Thus, achievement motivation
causes the development of corresponding emotional and intellectual abilities, in
particular, the ability to empathy and emotion recognition.
A series of negative connections between indicators of emotional intelligence
and learning anxiety was determined: understanding of emotions of others (-0,16,
p<0,05), management of emotions of others (-0,14, p<0,05), management of own emotions (-0,14, p<0,05). Learning anxiety is caused by low capacity for understanding
and self-regulation of own emotions. So it is difficult for such students to cope with
nervousness in difficult learning situations.
Indicators of anger in learning activities are negatively connected with such indicators of emotional intelligence as understanding of emotions of others (-0,17,
p<0,01), management of emotions of others (-0,27, p<0,0001), control of expression (0,25, p<0,001). Students with low level of development of emotional and intellectual
abilities reveal emotions of anger and irritation in difficult situations of learning activities.
Let’s consider the results of correlation analysis of indicators of emotional
intelligence and self-organization, shown on Figure 6. Emotional awareness is revealed
through connection with planning indicators (0,20, p<0,01), purposefulness (0,18, p
<0,01), fixation of complications (0,30, p<0,00001), orientation (0,35, p<0,000001).
Emotional awareness as the student’s knowledge about different emotions, their expression, cause-effect relations requires a high level of development of ability of an
individual to self-organization of activity, ability to plan it, set appropriate goals, concentration on the difficulties and being responsible for the case, focus on the present,
current activity tasks.
Ability to manage own emotions is characterized by connections with the ability
to plan (0,21, p <0,01) and persistence (0,18, p<0,01). Those students, who have ability to manage own emotions, mostly show sustainability in the implementation of activities, perform training tasks systematically, consistently and persistently.
Ability to self-motivation as an indicator of emotional intelligence is connected
with planning indicators (0,21, p<0,01), purposefulness (0,27, p<0,0001), persistence
(0,14, p<0,05). Ability of an individual student to cause certain emotional states of
him/herself and others, which can, in turn, ensure working capacity and other
volitional states, turned to be connected with his/her ability to plan activities, purposefulness in its implementation, persistence in work and learning.
Empathy is revealed through connection with purposefulness (0,14, p<0,05).
Those students, who are able to set appropriate goals, systematically achieve them,
have the capacity for empathy.
Emotional
awareness
Management
of own emotions
Planning
Purposefulness
Management of
emotions of others
Persistence
Self-motivation
Fixation
Empathy
Self-organization
Understanding
of own emotions
Management of
one’s own emotions
Orientation
Control of expression
Fig. 6. Interrelation between indicators of emotional intelligence and self-organization
of the students.
Management of emotions of others is connected with persistence (0,33,
p<0,00001), as well as with the ability to understand own emotions (0,18, p<0,01). The
ability to influence the emotional states of others (e.g., the ability to lift spirits of
friends), to understand own emotions is inherent to persistent students, who complete
started activities, do not stop trying after failures, are fully dedicated to activities while
performing them.
Ability to understand own emotions is connected with purposefulness (0,23,
p<0,001). Those students, who understand own emotions, who are able to establish
cause-effect relations while experiencing certain emotions, mostly show purposefulness in activity.
Ability to manage one’s own emotions is positively connected with indicators of
purposefulness (0,27, p<0,0001), persistence (0,24, p<0,001), and negatively with indicators of self-organization (-0,31, p<0,00001). Self-regulation of emotions as the
ability of students to manage their state is interdependent with their purposefulness,
persistence in their activities, ability to self-organization.
Control of expression implies poor indicators of orientation (-0,23, p<0,001) and
fixation difficulty (-0,16, p<0,05), high indicators of persistence (0,21, p<0,01). Control of expression, as an ability to manage own non-verbal expressions of emotion, is
inherent to students, who are focused on their own past experience, are flexible, can
switch to other types of activities, are persistent in performing activity.
Let’s consider the results of correlation analysis of indicators of emotional
intelligence and evaluative anxiety, shown on Figure 7.
The students’ uneasiness during tests and exams is explained by the low level of
emotional awareness (-0,22, p<0,01), control of own emotions (-0,29, p<0,00001),
self-motivation (-0.29, p <0,00001), empathy (-0,17, p <0,01), recognition of emotions
(-0,19, p<0,01). Experiencing of uneasiness, high examination anxiety is inherent to
students with low indicators of emotional and intellectual abilities.
Also, such indicators of emotional intelligence as the ability to manage emotions
of others (-0,14, p<0,05), understanding of emotions (-0,19, p<0,01), management of
one’s own emotions (-0,18, p<0,01), control of expression (-0,18, p<0,01) are
negatively connected with the level of anxiety distinctiveness. Anxiety and uneasiness,
lack of confidence in knowledge during an assessment are inherent to students with
low emotional and intellectual abilities who cannot manage emotions, control them,
understand the manifestations of different emotions, control own non-verbal
expression during the emotional experience.
Emotional
awareness
Management of
emotions of others
Management
of own emotions
Understanding of
own emotions
Uneasi-
Self-motivation
Emotionality
Empathy
Recognition of
emotions
Management of
one’s own emotions
Control of expression
Fig. 7/ Interrelation between indicators of emotional intelligence and evaluative anxiety of the students.
Indicators of emotionality during learning activities during assessment and grading of knowledge provide for low indicators of control of own emotions (-0,45,
p<0,0000001), self-motivation (-0,34, p<0,000001), empathy (-0.19, p<0,01), ability to
recognize emotions (-0,28, p<0,0001). The inability to control own emotions is revealed in excessive emotionality during exams.
Understanding of own emotions (-0,16, p<0,05) and control of expression (0,18, p<0,01) are revealed at low levels among people, who have excessive
emotionality during exams. Low level of appropriate emotional and intellectual
abilities is manifested in excessive excitement during exams, emotionality, annoyance
during the assessment.
Conclusions. Emotional intelligence of a subject of learning activities in higher
school provides for autonomous academic self-regulation (the set of internal and
identified motives, which ensure the success of learning activities), high indicators of
emotional creativity, self-efficacy as a conviction in their own performance, general
intelligence and low indicators of learning anxiety, in particular, feelings of anger,
actually anxiety, uneasiness and excessive emotionality during assessment.
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