DEVELOPMENTAL CHARACTERISTICS OF THE AFFECTIVE-COGNITIVE COMPONENT IN THE STRUCTURE OF YOUTH EMOTIONAL INTELLIGENCE

The goal is to determine the levels of development of emotional intelligence of older pupils (institution of general secondary education) and 1-2 year students (institution of higher education). Methods: 1) the scale of “identification of emotions” ( J. Mayer, P. Salovey and D. Caruso “MSCEIT v. 2.0” in the adaptation of E. Sergienko and I. Vetrova); 2) indicators of the strength and mobility of the nervous system (E. Ilyin "Tapping test"); 3) scales of intelligence: LS, GE, AN, KL, RA, ZR, FS, WU (R. Amthauer "Test of diagnosing the structure of the intellect"); 4) factors B: “Intellect”, M “Practicality: developed imagination” (R. Cattell “Methods of multifactor personality research”); 5) scales: “Need for knowledge”, “Striving for creativity (creativity)” (N. Kalina “Self-actualization Questionnaire of the Person”). Results. 1) the affective-cognitive component in the subjects is expressed at an average level of development with a general tendency of its indicators among people of adolescence to a high level; 2) the ability of an individual to identify emotions in adolescence correlates: with the strength and mobility of neuropsychic activity, the intellectual properties of theoretical and practical intelligence, the ability to adequately perceive the actual situations of life activity, openness to existential cognition; 3) the differences in the affective-cognitive component of emotional intelligence between high school students and students are manifested in the fact that the level of the ability of high school students to identify emotions is due to the properties of practical intelligence and emotional-volitional personality traits. Conclusions: emotional intelligence as a process consists of three stages: perception and analysis of emotional information, verbalization of the received poorly differentiated emotional information, use of verbalized emotional information for understanding and regulation of emotional states.