EMOTIONAL INTELLIGENCE AND ACADEMIC ABILITIES OF OLDER TEENAGE STUDENTS

Abstract

The article is devoted to revealing the emotional intelligence peculiarities of students with different types of academic abilities. As a result of clustering data on psychodiagnostic techniques that measure intelligence, creativity, and motivation, as well as considering an average semester score reflecting overall and partial academic performance, five and three typological profiles were obtained from a sample of academically successful and academically unsuccessful students.

There were no statistically significant differences found in indicators of emotional awareness, self-motivation, and self-regulation among students with high level of academic performance. It is proved that the dominance of inner motivation in the structure of typological profiles of academically successful students is positively influences the level of development of empathy and ability to manage the emotions of others. It was revealed that lower emotional awareness, low ability to motivate oneself to experience certain emotions, poorly expressed empathy and low ability to manage the emotions of others characterize students with low academic ability. It is stated that the decline in academic ability in all areas is generally negatively correlated with the level of emotional intelligence.