GENDER DIFFERENCES IN EMOTIONAL INTELLIGENCE AMONG PSYCHOLOGY STUDENTS DURING WARTIME

Abstract

The article examines the specific manifestations of emotional intelligence and its relationship with aggressiveness indicators among psychology students under modern crisis challenges. The level of formation of the structural components of emotional intelligence (emotional awareness, management of one's emotions, self-motivation, empathy, recognition of other people's emotions) and the specifics of behavioral manifestations of hostility according to the Bass-Darke questionnaire are analyzed. Special attention is paid to identifying gender differences in the sphere of self-regulation and emotional control of student youth.

The purpose of the article is an empirical study of the features of emotional intelligence and aggressiveness characteristics in psychology students, the identification of gender differences across individual components of the emotional sphere, and the establishment of statistically significant correlations between them. Research objectives: To carry out a theoretical analysis of the problem of emotional intelligence and its connection with the behavioral characteristics of personality. To empirically study the level of emotional intelligence and aggressiveness indicators of psychology students. To identify gender differences in the sample. To establish statistically significant correlations between the indicators of emotional intelligence and aggressive reactions. To achieve the set goal, the following research methods were used: theoretical analysis and generalization of scientific sources, psychodiagnostic methods (N. Hall's test, the Bass-Darke questionnaire), the Mann-Whitney U-test, and Spearman's nonparametric rank correlation method. As a result of the study, the level of emotional intelligence of the studied sample was determined, the indicators of aggressive and hostile reactions were characterized, gender differences were identified, and regular correlations between the studied phenomena were established. Conclusions. The results of the empirical study demonstrated the predominance of moderate (61.36%) and low (38.64%) levels of integrative emotional intelligence in psychology students with a complete absence of a high level, whereas emotion management proved to be the most problematic area. Statistically significant correlations were established that reveal the protective and compensatory mechanisms of the relationship between emotional abilities and manifestations of physical aggression, irritation, verbal aggression, and guilt. The identified gender differences indicate variations in emotional control and self-motivation strategies between young men and women, which highlights the need for the targeted development of the emotional sphere of future specialists.