Abstract:

The paper is devoted to a widely discussed problem of modern psychology and pedagogy. It deals with the issue of emotional intelligence (EI) which is a most important personality characteristic. The authors analyze the nature of the concept, its background, structure and functions. Emotional intelligence is closely connected with happiness and success in life. It helps one to build stronger relationships and achieve career and personal goals. The study presents EI as a complicated phenomenon having different interpretations in the academic literature on the problem.

Summing up the existing approaches three main EI models are described: an ability model, a mixed (traits with abilities) model and a maximal / typical performance one. The ability, more narrow, model sees EI as the ability to carry out accurate reasoning about emotions, to use emotions and emotional knowledge in order to enhance thought as well as the ability to purposively adapt, shape, and select environments through the use of emotionally relevant processes. The mixed EI model classifies EI as a combination of intellect and various measures of personality and affect. Maximal/typical performance approach reflects the level of ability that can be manifested by an individual at a particular time or across a broad class of situations.

After a detailed analysis of EI functions, structure and measuring tools several surveys and tests were conducted to investigate the status of the problem in Russian pedagogical theory and practice. Their results are presented and discussed in the paper.

Keywords:

Competency, education, personality development, emotional intelligence, ability, performance, future teachers.