The Emotional Intelligence Development in the Context of a Problem-based Approach to Intellectual Activity

Abstract

The article shows that the considering of emotional intelligence as one of the types of general and single intelligence, leads us to the most fundamental point - is the tasks it solves. Therefore, the use of the problem situation tasks in emotional intelligence development in adolescence is a prerequisite for the actualization of individual emotional and cognitive activities. The paper also represents the theoretical and methodological analysis of the psychological foundations of individual emotional intelligence genesis in early adolescence, which became the basis for the development of the author’s concept of this study. Thus, the theoretical model of the emotional intelligence genesis in early adolescence is formulated and substantiated; the quantitative and qualitative analysis of the structure, levels and features of emotional intelligence development of young people is made; the system of psychological factors, mechanisms and laws of emotional intelligence genesis in early adolescence is determined. The materials of the article can be used to solve practical problems of modern institutions of general secondary, vocational and higher education, in particular, to diagnose the level of emotional intelligence of pupils and/or students, to work out effective programs of psychological support in early personality development; to elaborate the individual programs for the emotional intelligence development. Theoretical provisions and research results can be used for the studying process in general secondary education, vocational training and/or higher education institutions, as well as in the psychological education practice and social and psychological centres for the development and implementation of psychological support programmes for both personal counselling and educational process. The main attention in emotional intelligence studies is focused on its psychological structure and relationships with other intrapersonal manifestations. This trend has led to contradictions between ideas about the place of emotional intelligence in the structure of personality and understanding of structural and functional features of emotional intelligence as a metacognitive construct, as well as between criteria for determining a sufficient level of emotional intelligence for mental development and scientifically reasonable psychological and pedagogical tools of emotional intelligence formation, functioning and development. However, the problem area remains the question of the peculiarities of emotional intelligence development at different age stages of individual mental development. Problems of the emotional intelligence genesis in adolescence have not been studied, respectively, there is a lack of clear understanding of the psychological conditions and specifics of the emotional intelligence development in adolescence