The study of emotional intelligence and pedagogical abilities of university students

Relevance. The presence of emotional intelligence, the presence of emotional competence of a specialist in various fields of activity and communication determines his professional and personal success. Modern research shows that for teachers, a high psycho-emotional culture is a necessary attribute of effectiveness in working with students. Objective conditions are being created for studying the relationship between the severity of emotional intelligence and pedagogical skills. In the practice of teaching and educating students, methods of more detailed acquaintance with the manifestations, factors of the presence and development of emotional intelligence should be used. This can help to increase the level of pedagogical abilities of students and further ensure high productivity in school.

Purpose. To identify indicators of the ability to teach, the level of development of emotional intelligence among students. To analyze the relationship between the level of development of emotional intelligence and pedagogical abilities of university students.

Materials and methods. 37 undergraduate students participated in the pilot psychodiagnostic study. Psychodiagnostics of students' pedagogical abilities was carried out using a questionnaire to determine the degree of severity of A.N. Aminov's pedagogical abilities. To study the characteristics of emotional intelligence in the subjects, the emotional intelligence questionnaire "Emin" (D.V. Lyusin) was used. The relationship between the level of development of pedagogical abilities and emotional intelligence was indicated and described using the r–Pearson correlation.

Results. As a result of the conducted research, the average level of pedagogical abilities among first-year students is overwhelming. Among the subjects throughout the sample, there is a decrease in the ability to manage, understand, and accept their own and others' emotions. The ability to control one's emotional manifestations and expression is indicated. The manifestations of interpersonal and intrapersonal emotional intelligence are reduced. The study revealed significant direct correlations between indicators of pedagogical abilities and the development of emotional intelligence on the following scales: the ability to control other people's emotions, inspire other people, exercise external control, manage their own and others' emotions.

Conclusions. According to their ideas, the high level of pedagogical abilities of future teachers in their first year of study at the university is associated with a high level of ability to manage their own and other people's emotions, as well as expressions, the ability to generally influence and manipulate people around them. At the same time, the respondents' high level of pedagogical abilities is less associated with empathy, compassion, and acceptance of their own and others' genuine feelings.

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