Self-regulation in THE emotional intelligence STRUCTURE OF PRIMARY SCHOOL pupils

Abstract

The article deals with the concept of the emotional intelligence of the individual as a psychological phenomenon, it is analyzed it’s structural and functional features. It is designated that self-regulation is a structural component of the emotional intelligence. We define the emotional intelligence as an integral feature of personality which reflects the cognitive ability of a person to understand emotions and manage them through cognitive processing of the emotional information. The emotional self-regulation provides the ability to manage your emotional state, emotionally easy respond to various life events. The analysis of scientific sources has shown that the concept of «emotion management» is seen in the following meanings: 1) as a general emotional capability; 2) as a structural component of the emotional intelligence. The term «emotional regulation» is more often used in the first meaning, while two components are differentiating: an internal emotional regulation (in the sense of «self-regulation») and an exterior emotional regulation (as a «control expression»). The term «emotional control» is actually used in the second meaning, which is mainly interpreted as a control of one's own emotions and the emotions of other people. We consider the emotional self-regulation on the one hand, as an indicator of behavioural component of emotional intelligence, on the other, as one of the most important psychological mechanisms of it’s development. It is proved that the arbitrariness of regulation of one’s emotional state and behavior is developed with the primary school pupils. It is defined that the emotional self-regulation and the development of emotional intelligence in general provide psychological welfare of the child, helps to preserve his/her mental health.