Introduction. Adolescence is a sensitive period for the formation of self‑attitude; it performs a regulating function and becomes a key element in the development of personality. One of the predictors of this phenomenon is emotional intelligence, the development of indicators of which can contribute to optimizing a teenager’s self‑attitude. However, there are insufficient studies reflecting the specifics of the influence of emotional intelligence on self‑attitude during adolescence, which has determined the relevance of this study. The objective of the study – to analyze the nature of the influence of emotional intelligence on adolescents’ self‑attitude indicators. Methodology and methods. Research methods: testing, methods of mathematical statistics (correlation analysis, Mann-Whitney U test, multiple regression analysis). The following psychodiagnostic methods were used: The Emotional Intelligence Test by D.B. Lyusin and the Method for Studying Self-Attitude by V.V. Stolin and S.R. Pantileev. The survey involved 80 teenagers, aged 15-16, from Borisovskaya Secondary School in Borisovka village, Belgorod region. Results. Among the surveyed adolescents, self‑acceptance occupies a dominant position among the self‑attitude scales. The level of interpersonal emotional intelligence in adolescents is higher compared to intrapersonal emotional intelligence. In the female sample, a higher level of self‑confidence, self‑control, self‑acceptance, and self‑blame, as well as a higher level of emotional intelligence, was observed compared to the male sample. Conclusion. Emotional intelligence acts as a predictor of adolescents’ self-attitude. Namely, managing others’ emotions and the overall level of emotional intelligence influence the development of indicators such as self-confidence, reflected self, self-attachment and self-worth. A higher level of understanding one’s own emotions also contributes to reducing internal conflict. The research perspective is related to the implementation of a developmental program and conducting an experiment to develop indicators of emotional intelligence that contribute to the harmonization of a teenager’s self‑attitude.
Introduction. Adolescence is a sensitive period for the formation of self‑attitude; it performs a regulating function and becomes a key element in the development of personality. One of the predictors of this phenomenon is emotional intelligence, the development of indicators of which can contribute to optimizing a teenager’s self‑attitude. However, there are insufficient studies reflecting the specifics of the influence of emotional intelligence on self‑attitude during adolescence, which has determined the relevance of this study. The objective of the study – to analyze the nature of the influence of emotional intelligence on adolescents’ self‑attitude indicators. Methodology and methods. Research methods: testing, methods of mathematical statistics (correlation analysis, Mann-Whitney U test, multiple regression analysis). The following psychodiagnostic methods were used: The Emotional Intelligence Test by D.B. Lyusin and the Method for Studying Self-Attitude by V.V. Stolin and S.R. Pantileev. The survey involved 80 teenagers, aged 15-16, from Borisovskaya Secondary School in Borisovka village, Belgorod region. Results. Among the surveyed adolescents, self‑acceptance occupies a dominant position among the self‑attitude scales. The level of interpersonal emotional intelligence in adolescents is higher compared to intrapersonal emotional intelligence. In the female sample, a higher level of self‑confidence, self‑control, self‑acceptance, and self‑blame, as well as a higher level of emotional intelligence, was observed compared to the male sample. Conclusion. Emotional intelligence acts as a predictor of adolescents’ self-attitude. Namely, managing others’ emotions and the overall level of emotional intelligence influence the development of indicators such as self-confidence, reflected self, self-attachment and self-worth. A higher level of understanding one’s own emotions also contributes to reducing internal conflict. The research perspective is related to the implementation of a developmental program and conducting an experiment to develop indicators of emotional intelligence that contribute to the harmonization of a teenager’s self‑attitude.
This article is dedicated to the 150th anniversary of Belgorod National Research University and its long-standing tradition of researching the psychological and pedagogical mechanisms of personality development, advanced educational practices, and the integration of science, education, and upbringing.