PSYCHOLOGICAL CHARACTERISTICS OF EMOTIONAL INTELLIGENCE AS A FACTOR OF ADAPTABILITY OF STUDENTS OF OUT-OF- SCHOOL EDUCATION INSTITUTIONS

Abstract

The article is devoted to the study of emotional intelligence as a determinant of adaptability of students of out-of-school education institutions. The theoretical substantiation of the work is based on a systemic complex approach, which allows considering emotional intelligence in relation to other psychological characteristics of the personality and assessing its impact on adaptation processes in a specific socio-educational environment. The methodological basis was the modern concepts of emotional competence as a multidimensional phenomenon and adaptability as a dynamic process of interaction of the individual with the social, psychological and educational environment. The combination of quantitative and qualitative research methods provided a holistic understanding of the role of emotional intelligence in the adaptation of adolescents. The empirical study covered 285 students aged 14–17 years, which is due to the sensitive characteristics of adolescence, the formation of mechanisms of emotional self-regulation, empathy and social interaction. Observations, questionnaires, interviews of teachers and students, as well as psychodiagnostic methods were used: the MSCEIT test, scales of socio-psychological adaptation, adaptability, self-esteem, stress resistance and life satisfaction. The author’s questionnaire provided in-depth data on the emotional response and adaptive behavior of adolescents. The results show that most students demonstrate an average level of emotional intelligence and adaptability. In particular, 28–32% of adolescents have high indicators of the ability to identify, use and consciously regulate emotions, while approximately a third experience difficulties in these areas. Most participants demonstrate adequate empathy, constructive coping strategies and social integration, but a significant part demonstrates low levels of self-acceptance, emotional comfort, internal control and stress resistance. The analysis showed that a high level of emotional intelligence correlates with better socio-psychological adaptation, greater stress resistance, life satisfaction and effective coping strategies. The results obtained emphasize the significant potential of extracurricular education for the development of socio-emotional competencies of adolescents and substantiate the feasibility of targeted implementation of emotional intelligence development programs as a means of preventing maladaptation and increasing the adaptive potential of students. The article has practical significance for teachers, psychologists and organizers of extracurricular education, contributing to the optimization of the educational process and psychological well-being of adolescents.