PECULIARITIES OF EMOTIONAL INTELLIGENCE OF ADOLESCENTS

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1364 PECULIARITIES OF EMOTIONAL INTELLIGENCE OF ADOLESCENTS Bakhriddin Umarov Professor, Doctor of Psychological Sciences Department of Psychology, Alfraganus University Department of Psychology of Religion and Pedagogy, International Islamic Academy Tashkent, Uzbekistan Abstract: The article describes in detail the research and interesting thoughts of world scientists about the properties of emotional intelligence. The concepts of emotional intelligence in adolescents, which are actively studied within the framework of modern psychology, are described. Sex and gender characteristics of the manifestation of emotional intelligence in adolescents are also considered. Key words: emotion, emotional intelligence, teenager, personality, inner world of a teenager. In the relationship with the external environment, a person meets with the need to understand the feelings of other people. The success of a person is undoubtedly connected with knowledge, skills, erudition and ability to think in general, i.e. with the level of general intelligence. However, in most cases, a high level of general intelligence is not enough. The idea of emotional intelligence was a consequence of the development of ideas about social intelligence, the main reason for singling it out as an independent ability or trait was the frequent discrepancy between the level of general intelligence and the success of the individual in interaction with the social environment [1, P .92]. The answer to the practical inquiry was the concept of emotional intelligence, which is being actively developed within modern psychology. Previously, the intellectual side of human life was opposed to the emotional component of personality. Nowadays it is recognized that emotion, as a special type of knowledge, can give a person the ability to successfully adapt to environmental conditions and correlates with the category of intellect. Emotion and intellect are able to unite in their practical orientation. This integration is necessary for the harmonious development of personality. The theory of emotional-intellectual abilities by J. Mayer, P. Salovey, D. Caruso, the theory of emotional competence by D. Goleman, and the noncognitive theory of emotional intelligence by R. Bar-On present interesting solutions to many theoretical and practical problems of emotional intelligence. G.G. Garskova, I.N. Andreeva, D.V. Lyusin, E.L. Nosenko, N.V. Kovriga, O.I. Vlasova, G.V. Yusupova, M.A. Manoilova, T.P. Berezovskaya, A.P. Lobanov, A.S. Petrovskaya and other scientists are working on the problem of emotional intelligence. Emotional intelligence has become a subject of psychological research relatively recently. The first work devoted to its study dates back to 1990. Its authors P. Salovey and D. Mayer define emotional intelligence as a group of mental abilities that contribute to the realization and understanding of one's own emotions and emotions of others [2, P. 113]. D. Goleman continued the consideration of emotional intelligence and defined it as an important component of leadership abilities and considered emotional intelligence primarily as a social ability. This problematic was studied in more detail and effectively by R. Bar-On. The author proposes to define emotional intelligence as all non-cognitive abilities, knowledge and competence that enable a person to successfully cope with various life situations[5, P. 291]. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1365 Thus, V.D. Lyusin, considers this category as a set of cognitive abilities "to understand and manage emotions, both one's own and those of others". The author emphasizes that it is better to treat emotional intelligence as a cognitive ability and not to include in it personality traits that may contribute to better or worse understanding of emotions, but at the same time are not its components. The concept of emotional intelligence owes its popularity to the work of D. Goleman, who in 1995 published the monograph "Emotional Intelligence". The problem of emotional intelligence in adolescence in modern research is not sufficiently covered. The vast majority of studies cover the problem of emotional intelligence of adults. However, in adolescence there are significant changes in intellectual, emotional and motivational spheres of personality, which require adequate psychological support, correction and purposeful development. Adolescence has a number of specific features. Let us list those related to the development of the emotional and volitional sphere of personality: the emergence of reflexion, leading to the development of self-analysis, the emergence of a special interest in their experiences, dissatisfaction with the outside world, withdrawal into themselves, the emergence of a sense of exclusivity, the desire for self-assertion, opposing themselves to others, increasing the number of conflicts with them. The discovery of one's inner world by an adolescent is accompanied by joy and excitement, but creates a lot of anxiety. Along with the realization of one's uniqueness, uniqueness, unlike others, joy is replaced by a sense of loneliness. The adolescent self is still uncertain, and it is often experienced as anxiety or a feeling of inner emptiness that wants to fill with something. Therefore, it is possible to observe an increase in the need for communication and, at the same time, an increase in its selectivity and the need for solitude. The emotional sphere of the adolescent undergoes significant changes, in general, it can be characterized as labile, unstable. It is difficult for adolescents to process their emotions, they often do not understand what is happening to them. The issues of the structure of emotional intelligence of adolescents in the context of social situations were reflected in the works of L.D. Kamyshnikova. Kamyshnikova. The author revealed that the factor of personality adaptability is the ability to understand and manage emotions. Successful resolution of various situations provides socially adaptive function of emotional intelligence. In addition, L.D. Kamyshnikova emphasizes that the manifestation of emotional intelligence in various social situations is related to their frequency of occurrence, value and prototypicality [3, P. 617 ]. In her research, I.I. Vetrova studied the development of behavior control, coping and psychological defenses in adolescence. According to the analysis of the research results, in the context of emotional intelligence, behavioral control as a phenomenon of self-regulation, based on the resources of individuality (cognitive, emotional, volitional abilities) and their integrativity - creates an individual pattern of self-regulation. I.I. Vetrova points out that within the framework of emotional intelligence there is an inseparability of behavior control, coping and psychological defenses. Also Y.V. Davydova investigated the essential signs, structure and features of emotional intelligence in adolescence and revealed that emotional intelligence in adolescence is a stable heterogeneous category, the functions of which are to ensure the success of activity, optimization and harmonization of intrapersonal and interpersonal interaction processes. The author notes that the development of emotional intelligence and its essential features is quantitative: by the senior adolescence more children demonstrate a high ability to recognize other people's emotions and show empathy [2, P.113]. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1366 Let's consider sex and gender peculiarities of emotional intelligence manifestation in adolescents. A number of researchers I.N. Andreeva, A.A. Aleksandrova, Y.V. Davydova in their works point to gender differences in the expression of components of emotional intelligence in adolescents. The authors are unanimous in their opinion that boys, compared to girls, have a lower level of emotional intelligence in general. According to I.N. Andreeva, in girls the general level of emotional intelligence is primarily related to cognitive processes of understanding and comprehension of emotions, and in boys - to a greater extent with the quality of interpersonal relationships [4, P. 29]. In adolescence, differences in various indicators of emotional intelligence are expressed in the greatest form. According to the results of A.A. Aleksandrova's study, adolescents of 12-13 years old have a low level of emotional intelligence and a high level of empathy. This may indicate the inability of most adolescents of 12-13 years old to express their feelings, to connect non-verbal or gesture symbols with feelings. Moreover, girls have a more pronounced ability to empathize with another person, to feel what another feels, to experience the same emotional states, to identify themselves with others. The greater variety of ways of displaying emotions in girls can be explained by the fact that in girls the ability to verbalize emotions develops earlier and is formed faster than in boys [3, P.618]. The higher level of development of girls' emotional intelligence is associated with the fact that the signs of emotional intelligence that load the factor "understanding of emotions" (emotional awareness, empathy and recognition of other people's emotions) are higher in girls than in boys. The obtained results can be explained by the fact that the noted signs of emotional intelligence, being socially determined, in our society are more associated with the manifestation of female social roles. Girls learn earlier and more about their emotions and feelings and feelings of other people, and also, following the maternal instinct, from childhood develop in themselves the ability to empathy, empathy, sympathy - those qualities that are considered primordially feminine. This difference persists throughout the entire adolescent period [1, P.92]. In her study, Y.V. Davydova obtained data on the ability of adolescents to manage their emotions. In adolescence in general there is a limited ability of children to high volitional stress, lack of endurance and self-control, which is expressed in intemperance, impatience, harshness. The results of the study revealed a lower development of boys' ability to manage their emotional states compared to girls. In the studies of V.A. Kulganov, N.N. Samuylova it was revealed that girls try to take control of their own manifestations of aggression and guilt, which is not characteristic of boys. This proves, in the authors' opinion, that girls especially try to protect themselves from aggressive manifestations, and young men at the same time do not try to cope with aggression and guilt-related experiences. LITERATURE: 1. Davydova Y.V. Features of emotional intelligence of adolescents// Vestnik RUDN. - Series: Psychology and pedagogy. - 2012. -№2. 92-100 pp. 2. Davydova Y.V. Gender aspect of the study of emotional intelligence of adolescents// Vestnik RUDN. - Series: Psychology and pedagogy. - 2010. -№4. 113-118 pp. 3. Aleksandrova. A.A. Gender aspect in the study of emotional intelligence in adolescents / A.A.Aleksandrova, T.V.Gudkova // Young Scientist. -2013. -№5. 617-622 pp ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1367 4. Lyusin, D.V. Modern ideas about emotional intelligence / Edited by D.V. Lyusin, D.V. Ushakov// Social intelligence: Theory, measurement, research. - M:. Institute of Psychology RAS. 2014, 2936 pp. 5. Murotmusaev K.B., Umarov B.M., Khaidarov H.K. Psychological features of emotional intelligence in leadership activity: Education and innovative research (2022. №11) Tashkent, 291-301 pp.