The relationship between emotional intelligence and negative mental states of students
The period of study at a higher education institution is accompanied by significant cognitive and emotional stresses associated with academic requirements, social adaptation and professional self-determination. These factors create prerequisites for the occurrence of stressful situations and the int...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | Chuvash |
| Published: |
Publishing house "Sreda"
2025-03-01
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| Series: | Развитие образования |
| Subjects: | |
| Online Access: | https://doi.org/10.31483/r-115777 |
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| _version_ | 1850259156520402944 |
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| author | Irina A. Solovyova Svetlana A. Solovyova Natalia Y. Evsyukova |
| author_facet | Irina A. Solovyova Svetlana A. Solovyova Natalia Y. Evsyukova |
| author_sort | Irina A. Solovyova |
| collection | DOAJ |
| description | The period of study at a higher education institution is accompanied by significant cognitive and emotional stresses associated with academic requirements, social adaptation and professional self-determination. These factors create prerequisites for the occurrence of stressful situations and the intensification of negative mental states such as anxiety, frustration, aggressiveness and rigidity. Under conditions of chronic stress, these conditions can develop into maladaptive behaviors, reducing academic motivation and worsening students' overall mental health. The article examines the relationship between the level of emotional intelligence, previously differentiated on the basis of the analysis into three groups (high, medium and low levels), and the severity of negative mental states, including situational and personal anxiety, frustration, aggressiveness and rigidity, which made it possible to identify the features of their mutual influence in the student sample. The data allow us to conclude that the level of emotional intelligence has a moderating effect on the intensity of experiencing negative mental states among students, where a high level of emotional intelligence contributes to a decrease in the severity of all negative states studied, while a low level of emotional intelligence is associated with their intensification. It is concluded that it is necessary to include emotional intelligence development programs in the educational process in order to increase the psychological stability of students and their adaptation to learning conditions. |
| format | Article |
| id | doaj-art-56d581561bf94f218bf9f1b26c59633a |
| institution | OA Journals |
| issn | 2619-1466 2618-8910 |
| language | Chuvash |
| publishDate | 2025-03-01 |
| publisher | Publishing house "Sreda" |
| record_format | Article |
| series | Развитие образования |
| spelling | doaj-art-56d581561bf94f218bf9f1b26c59633a2025-08-20T01:55:57ZchvPublishing house "Sreda"Развитие образования2619-14662618-89102025-03-018110110810.31483/r-115777115777The relationship between emotional intelligence and negative mental states of studentsIrina A. Solovyova0https://orcid.org/0009-0005-7008-8735Svetlana A. Solovyova1https://orcid.org/0009-0009-7899-1784Natalia Y. Evsyukova2https://orcid.org/0009-0000-3168-6461Moscow University of Information Technology – Moscow Institute of Architecture and Civil EngineeringVolga Branch of the Moscow Automobile and Road Engineering State Technical University (MADI)Volga Branch of the Moscow Automobile and Road Engineering State Technical University (MADI)The period of study at a higher education institution is accompanied by significant cognitive and emotional stresses associated with academic requirements, social adaptation and professional self-determination. These factors create prerequisites for the occurrence of stressful situations and the intensification of negative mental states such as anxiety, frustration, aggressiveness and rigidity. Under conditions of chronic stress, these conditions can develop into maladaptive behaviors, reducing academic motivation and worsening students' overall mental health. The article examines the relationship between the level of emotional intelligence, previously differentiated on the basis of the analysis into three groups (high, medium and low levels), and the severity of negative mental states, including situational and personal anxiety, frustration, aggressiveness and rigidity, which made it possible to identify the features of their mutual influence in the student sample. The data allow us to conclude that the level of emotional intelligence has a moderating effect on the intensity of experiencing negative mental states among students, where a high level of emotional intelligence contributes to a decrease in the severity of all negative states studied, while a low level of emotional intelligence is associated with their intensification. It is concluded that it is necessary to include emotional intelligence development programs in the educational process in order to increase the psychological stability of students and their adaptation to learning conditions.https://doi.org/10.31483/r-115777aggressivenessanxietyeducational environmentemotional intelligencefrustrationnegative mental states |
| spellingShingle | Irina A. Solovyova Svetlana A. Solovyova Natalia Y. Evsyukova The relationship between emotional intelligence and negative mental states of students Развитие образования aggressiveness anxiety educational environment emotional intelligence frustration negative mental states |
| title | The relationship between emotional intelligence and negative mental states of students |
| title_full | The relationship between emotional intelligence and negative mental states of students |
| title_fullStr | The relationship between emotional intelligence and negative mental states of students |
| title_full_unstemmed | The relationship between emotional intelligence and negative mental states of students |
| title_short | The relationship between emotional intelligence and negative mental states of students |
| title_sort | relationship between emotional intelligence and negative mental states of students |
| topic | aggressiveness anxiety educational environment emotional intelligence frustration negative mental states |
| url | https://doi.org/10.31483/r-115777 |
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