Vasylkivskyi I. Education of emotional intelligence of secondary school age

The dissertation reveals the theoretical foundations of education of emotional intelligence of students, substantiated and experimentally tested methods of education of emotional intelligence of secondary school age. In the dissertation the complex analysis of problems of education of emotional intelligence of middle school age in the psychological and pedagogical theory and pedagogical practice is carried out. Psychological and pedagogical features of education of emotional intelligence of teenagers are determined. The content and structure of methods of education of emotional intelligence of middle school age (emotional consciousness, emotion management, social consciousness, skills of interpersonal interaction and responsible decision making) are revealed. Criteria (cognitive, motivational-value, affective, reflexive, conative), indicators and levels of formation of emotional intelligence of middle school age are singled out. The structural-functional model of emotional intelligence education is theoretically substantiated, which consists of three interconnected blocks (theoreticalmethodological - structural components of emotional intelligence education, principles and pedagogical conditions of emotional intelligence formation in secondary education; content-activity - stages of pedagogical process, approaches, methods, forms and means of forming students 'emotional intelligence; effective - criteria and levels of formation of students' emotional intelligence). The effectiveness of the methodology and the program of educating the emotional intelligence of secondary school age was tested using the t-test. It is determined that tе>tкр (15,47>2,62), the obtained value of tк<tкр (0,02>2,62), which indicates a positive dynamic in the levels of formation of emotional intelligence of students. The results of the experimental work showed that the difference between the data of the control and experimental groups is not accidental, but arose as a result of the formative stage of the experiment. It is proved that the method and program of education of emotional intelligence of students determines the potential for the development of an integrated indicator of emotional intelligence of secondary school age.