Author(s):
- Berestok Olha Volodymyrivna, ORCID: 0000-0001-7912-9592
DOI: https://doi.org/10.32782/2307-9770.2024.12.04.02
Paper Language: ENG
Abstract
The article deals with the emotional intelligence and emotional literacy as the essential constituents of the emotional component used in the process of education and aimed at establishing positive background for the successful development of the student’s professional skills. A detailed description of the main characteristics of the emotional intelligence and emotional literacy provided by the prominent researchers is presented. The cognitive-psychological theory that examines how emotions are influenced by perceived stimuli, physiological changes in the body, and an individual's assessment of the current situation from the standpoint of their needs and interests as well as past experiences is noted. The dispositional theory of emotional intelligence traits, such as self-control, optimism, assertiveness, emotional expressiveness, and adaptability, is discussed. The purpose of emotional literacy, which focuses on teaching people how to interact more effectively in social situations, is formulated. Self-awareness and comprehension of one's own strengths and weaknesses, as well as the ability to distinguish between one's own feelings and thoughts, as the basis for the internal personal traits, are highlighted. Examples of emotional literacy including psychological resistance to emotional influence, emotional balance, stress resistance, and an optimistic outlook are given. The relation between the concepts of "emotional intelligence" and "emotional literacy", a conscious enhancement of social and emotional competence in the control of emotional reactions and the regulation of behavior in a range of social and real-world contexts, is established. Social intelligence as a part of the broader idea of the ability to understand others and behave wisely in relation to others is emphasized. The terms that affect the social aspect of students' academic activities and offer strategies for incorporating some emotional literacy standards into the curriculum within the HEI framework are determined. The relationship between the affective (emotional) and the intellectual (rational) is shown. The emotional emergence scheme that expresses a propensity in experience, physiological alterations, and behaviors is provided. The results of empirical research aimed at establishing the severity of emotional intelligence in studied group of students with high and low levels of emotional culture are analyzed. The distinctive features of high level and low level of the emotional intelligence and their dependence on the psycho-emotional state of a person are provided. Since emotional intelligence and emotional literacy are essential elements that are closely linked to a fully and harmoniously developed personality, the necessity for development personal and professional programs and curricula for fostering successful relationships and maintaining the emotional component, targeted at creating a positive and productive learning environment in HEIs, is pointed out.
Keywords
emotional intelligence, emotional literacy, stress resistance, social aspect, empathy, productive learning environment
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