2021-4-doc

Victoriia Mendelo. Tendencies of Emotional Intelligence Research.

(2021) Science and education, 4, 45-55. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2021-4-6

Victoriia Mendelo,
PhD student,
Department of Theory and Methodics of Practical Psychology,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”
26, Staroportofrankovskaya Str., Odessa, Ukraine

TENDENCIES OF EMOTIONAL INTELLIGENCE RESEARCH

SUMMARY:

The article covers the process of the historical development of the emotional intelligence concept; as well as the classification of modern approach to this concept in the scientific literature has been created. The purpose of the article is to systemize the modern tendencies of the emotional intelligence research as a component of thinking. To achieve this goal several tasks needed to be solved: to clarify the psychological meaning of emotional intelligence; to systemize the main aspects used in the emotional intelligence research; to describe the psychological models of emotional intelligence. The complex of theoretical methods has been used to solve the given tasks: learning and analysis of scientific literature on the research topic, the systematization of data that characterizes the main aspects and the directions of the scientific process. The given article is the systematic study. The methodological basis of the research consists of the scientific works on psychology of J. D. Mayer, D. Halpern, W. Gray, A. Ortoni, J. Klor, A. Collins, L. S. Vygotskiy, S.L. Rubinstain, A. N. Leontiev, O. K. Tikhomirov, O. Ya. Chebykin etc. The following conclusions have been made during the study: despite the significant amount of types and components of intelligence, their final establishing is still hard to find out. As the result of the current research it was pointed out that the ability models more effectively reveal the emotional intelligence concept. Because they are characterized by the greater practical development and greater reliability of the diagnostic inventory.

KEYWORDS:

emotions, emotional intelligence, models of emotional intelligence, emotional thinking, emotional maturity, history of psychology.

FULL TEXT:

REFERENCES:

1. Amunts, K. (2005). Cytoarchitectonic mapping of the human amygdala, hippocampal region and entorhinal cortex: intersubject variability and probability maps. Anat. Embryol., 210, 5-6, 343-352 [in English].
2. Andreeva, I. N. (2011). Emotsionalny intellekt kak fenomen sovremennoy psikhologii [Emotional intelligence as a phenomenon of modern psychology]. Novopolock : PGU [in Russian].
3. Bar-On, R. (1997). Emotional Intelligence Inventory: Technical Manual. Toronto: Multi-Health System [in English].
4. Bassin F. V. (1968). Problema bessoznatelnogo [The problem of the unconscious]. Moscow : “Medicina” [in Russian].
5. Chebykin, A. Ya. (1992). Emotsionalnaya regulyatsiya uchebno-poznavatelnoy deyatelnosti [Emotional regulation of educational and cognitive activity]. Odessa: Akademiya nauk. Obshchestvo psikhologov SSSR [in Russian].
6. Chebykin, O. Ya. (2020). Emotsiinyi intelekt, yoho piznavalno-myslennievi oznaky ta funktsii [Emotional intelligence, its cognitive and mental features and functions]. Nauka i osvita – Science and Education, 1, 19- 28 [in Ukrainian].
7. Danes, F. (1987). Cognition and emotion in discourse interaction: A preliminary survey of the field. Proceeding from Preprints of the Plenary Session Papers. XIV-th International Congress of linguists organized under the auspices of CIPL (10–15 August 1987), 272-291 [in English].
8. Derevyanko, S. P. (2009). Situativnye aspekty aktualizatsii emotsionalnogo intellekta. Sotsialny i emotsionalny intellekt: ot protsessov k izmereniyam [Situational aspects of emotional intelligence actualization. Social and Emotional Intelligence: From Processes to Measurements]. Moscow: “Institut psikhologii RAN” [in Russian].
9. Dodonov, B. I. (1978). Emotsii kak tsennost [Emotions as a value]. Moscow: Politizdat [in Russian].
10. Degtyarev, A. V. (2012). “Emotsionalny intellect”: stanovleniye ponyatiya v psikhologii [“Emotional intelligence”: the formation of a concept in psychology]. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2(4). Retrieved from https://psyjournals.ru/psyedu_ru/2012/n2/53525.shtml [in Russian].
11. Ekman, P. (1973). Darwin and facial expression: Century of research in review. New York: Academic Press [in English].
12. Garskova, G. G. (199). Vvedenie ponyatiya «emocional'nyj intellekt» v psihologicheskuyu teoriyu [Introduction of the concept of "emotional intelligence" into psychological theory]. Proceedings from scientific conference « Ananyev readings» (26-28.10.1999). SaintPetersburg [in Russian].
13. Goldberg, C. (1991). Why Hamlet could not love. Psychoanal and Psychother. Intelligence, 1(9) [in English].
14. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books [in English].
15. Gray, W. (1973). Emotional cognitive structuring: A new theory of mind. Forum for correspondence and contact, 1(5), 1-6 [in English].
16. Ghosh, R., Shuck, B., Petrosko J., (2012). Emotional intelligence and organizational learning in work teams. Journal of Management Development, 31(6), 603– 619. [in English].
17.Joseph, D. L., Newman, D. A. (2010). Emotional Intelligence: An Integrative Meta-Analysis and Cascading Model. Journal of Applied Psychology, 95(1), 54–78 [in English].
18. Honcharenko, S. U. (1997). Ukrainskyii pedahohichnyi slovnyk [Ukrainian pedagogical dictionary]. Kyiv: Lybid [in Ukrainian].
19.Ilin, E. P. (2011). Emotsii i chuvstva [Emotions and feelings]. Saint-Petersburg: Izdatel'skij dom « Piter», 2011 [in Russian].
20. Izard K. (2012). Psihologiya emocij [The psychology of emotions]. Sankt-Peterburg: Piter [in Russian].
21.Larina, A. T. (2016). Emotsionalny intellekt [Emotional intelligence]. ANI: Pedagogika i Psikhologiya – ANI: Pedagogy and Psychology. №3 (16). Retrieved from https://cyberleninka.ru/article/n/emotsionalnyyintellekt [in Russian].
22.Leontiev, A. N. (1975). Deyatelnost. Soznanie. Lichnost [Activity. Consciousness. Personality]. Moscow: Politizdat [in Russian].
23. Lyusin, D. V. (2004). Sotsialny intellekt: Teoriya, izmereniya, issledovanie [Social Intelligence: Theory, Measurement, Research]. Moscow: “Institut psikhologii RAN” [in Russian].
24. Matthews, G., Zeidner, M., Roberts, R. D. (2003). Emotional intelligence: Science and myth. Cambridge: MIT Press [in English].
25. Mayer, J. D. (2000). Emotion, intelligence, emotional intelligence. In J. P. Forgas (Ed.). The handbook of affect and social cognition. Mahwah, NJ: Lawrence Erlbaum [in English].
26. Mayer, J. D. (2001). A field guide to emotional intelligence. Philadelphia: Psychology Press [in English].
27. Mayer, J. D. (2005). Emotional Intelligence. Popular or Scientific Psychology. N.Y. [in English].
28. Mayer, J. D., Salovey, P. (2005). Emotional Intelligence. N.Y. [in English].
29. Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2001). Emotional Intelligence as a standard Intelligence. Emotion, 1(3), 232-242 [in English].
30. Nosenko, E. L. (2003). Emotsiinyi intelekt: kontseptualizatsiia fenomenu, osnovni funktsii [Emotional intelligence: conceptualization of the phenomenon, basic functions.]. Kyiv: Vyshcha shkola [in Ukrainian].
31. Nosenko, E. L. (2012). Emotsiiny intelekt yak forma proiavu vazhlyvoi skladovoi osobystisnoho potentsialu – refleksyvnoi svidomosti [Emotional intelligence as a form of manifestation of an important component of personal potential - reflexive consciousness]. Visnyk Dnipropetrovskoho universytetu. Seriia “Pedahohika i psykholohiia” – Bulletin of Dnipropetrovsk University. “Pedagogy and Psychology Series”, 18(20), 116-122 [in Ukrainian].
32. Ortony, A., Clore, G. L., Collins, A. (1988). The cognitive structure of emotions. Cambridge: Cambridge University Press [in English].
33.Rubinshteyn, S. L. (1958). O myshlenii i putyakh yego issledovaniya [Thinking and ways of its research]. Moscow: USSR Academy of Sciences publishing house [in Russian].
34. Sherer, K. R. (1986). Vocal affect expression: A review and a model for future research. Psychol. Bull. [in English].
35.Sitnikov, M. A. Emotsionalny intellekt rukovoditelya i deyatelnost gruppy [The emotional intelligence of the leader and the activities of the group]. Organizatsionnaya psikhologiya. Natsionalny issledovatelskiy universitet «Vysshaya shkola ekonomiki» – Organizational Psychology National Research University Higher School of Economics, 3 (9), 153–173. Moscow [in Russian].
36.Tharbe, I. H. A., Sumari, M., Ng, K. (2021). Emotional intelligence from perspectives of malaysian helping professionals: A qualitative study. Pertanika Journal of Social Sciences and Humanities, 28(4), 2529- 2548. DOI: https://doi.org/10.47836/PJSSH.28.4.03 [in English].
37. Tihomirov, O. K. (1969). Struktura myslitelnoy deyatelnosti cheloveka [The structure of human mental activity.]. Moscow: MGU Publishing House [in Russian].
38. Tihomirov, O. K. (1984). Psikhologiya myshleniya [Psychology of thinking]. Moscow: «Akademiya» Publishing Centre [in Russian].
39. Trofymov, Yu. L. (2001). Psykholohiia [Psychology]. Kyiv: Lybid [in Ukrainian].
40. Vasiliev, I. A. (1980). Emotsii i myshlenie [Emotions and thinking]. Moscow: MGU Publishing House [in Russian].
41. Vilyunas, V. K. (1976). Psikhologiya emotsionalnyh yavleny. [Psychology of emotional phenomena]. Moscow: MGU Publishing House [in Russian].
42. Vlasova, O. I. (2005). Psykholohiia sotsialnykh zdibnostei: struktura, dynamika, chynnyky rozvytku [Psychology of social abilities: structure, dynamics, factors of development]. Kyiv: VPTs «Kyivskyi universytet» [in Ukrainian].
43. Vovchenko, O. A. (2020). Vplyv emotsiynoho intelektu na protsesy samoidentyfikatsiyi pidlitkiv z porushennyamy rozumovoho rozvytku [Influence of emotional intelligence on the processes of selfidentification of adolescents with intellectual disabilities]. Nauka i osvita – Science and Education, 2, 14-21 [in Ukrainian].
44. Yakobson, P. M. (1934). Process tvorcheskoj raboty izobretatelya [The creative process of the inventor.]. Moscow; Leningrad: Izd-vo CS Vses. o-va izobretatelej [in Russian].

Svitlana Kaminska. Structure of Extracurricular Activity is The Component of The Formation of Foreign Language Communication of The Future Seaman.

(2021) Science and education, 4, 55-62. Odessa.

DOI: https://doi.org/10.24195/2414-4665-2021-4-7

Svitlana Kaminska,
PhD student of the Department of Theory and History of Pedagogy,
Borys Hrinchenko Kyiv University,
senior lecturer of the Department of Language Disciplines,
State University of Infrastructure and Technology,
9, Kyrylivska Str., Kyiv, Ukraine

STRUCTURE OF EXTRACURRICULAR ACTIVITY IS THE COMPONENT OF THE FORMATION
OF FOREIGN LANGUAGE COMMUNICATION OF THE FUTURE SEAMAN

SUMMARY:

The article describes and analyzes modern aspects and approaches to the definition of extracurricular activity. Its system, forms, content and functions were considered in this article and its structure was also analyzed. It is stated that the purpose of extracurricular activity is to prepare the student to perform his/her professional duties in the future, to overcome the language barrier and to socialize with crew members by means of communication. Significant time in the student's pastime is occupied by classroom activity, such as lectures and seminars, practical or laboratory classes, but it is extracurricular activity that gives students the opportunity to implement their knowledge and acquire new ones through self-education. The relevance of the presented material is about to the needs in additional hours of future maritime transport specialists allocated for the formation of foreign language communication during their studying for direct adaptation, socialization and professional communication during their marine practice and professional activity in the future. As well as increasing the requirements for professional foreign language communication of maritime transport professionals under modern conditions of competition in the labor market, which leads to the renewal of the system of professional culture. Extracurricular activity is a form of student's social work. The article reveals the role of extracurricular activity and the opportunities in the formation of communicative culture of future seamen. Extracurricular activity plays a role in improving the professional communication skills of the future maritime transport specialist. The priority in higher education institutions is given to classroom work, during which hard skills are formed and developed. The importance of extracurricular activity is becoming very important just recently due to the requirements of employers to develop soft skills that can be developed through foreign language communication. It is defined that extracurricular activity helps to increase students' interest in the chosen field of activity, to develop independent work and selfdevelopment, which stimulates the desire for a professional approach and creative search.

KEYWORDS:

professional foreign language communication, extracurricular activity, formation of readiness, standards of professional training, initiative, marine practice.

FULL TEXT:

REFERENCES:

1. Arkhipova, I. A. (2009). Luchshye testy samodiagnostiki lichnosti starsheklassnikov i studentov [The best tests of autodiagnostics senior pupils and students]. Saint Petersburg: Nauka i Tehnika [in Russian].
2. Havryliuk, O. O. (2013). Organizatsiia pozaaudytornoi vykhovnoi roboty z formuvannia komunikatyvnoi kultury maibutnikh vchyteliv [The organization of extracurricular educational work on the formation of communicative culture of future teachers]. Journal of the National Academy of the State Border Guard Service of Ukraine, 2 [ in Ukrainian].
3. Havryliuk, O. O. (2007). Formuvannya komunikatyvnoyi kultury maybutnikh uchyteliv za dopomohoyu poza audytornoyi roboty [Formation of communicative culture of future teachers by means of extracurricular activities]. Candidate`s thesis [ in Ukrainian].
4. Husak, T. M., Malinko O. H. (2000). Pidvyshchennya samostiynosti studentiv pid chas vyvchennya inozemnykh mov [Increasing the independence of students in learning foreign languages]. Pedahohika i psykholohiya – Pedagogy and psychology, 4. Kyiv [in Ukrainian].
5. Koval, V. Yu. (2009). Systema pozaaudytornoyi diyalnosti studentiv vyshchykh navchalnykh zakladiv: Naukovi pratsi Donetsʹkoho natsionalʹnoho tekhnichnoho universytetu [The system of extracurricular activities of students of higher educational institutions: Scientific works of Donetsk National Technical University]. Seriya: Pedahohika, psykholohiya, sotsiolohiya – Series: Pedagogy, Psychology, Sociology, 6 [in Ukrainian].
6. Kondrashova, L. V. (1988). Pozaaudytorna robota z pedahohyky v pedahohichnomu instytuti [Extracurricular work on pedagogy at the Pedagogical Institute]. Odesa: Vyshcha shkola [in Ukrainian].
7. Kucheryava, O. Yu. (2009). Formy ta vydy poza audytornoyi roboty z matematyky v pedahohichnomu universyteti [Forms and types of extracurricular work in mathematics at the Pedagogical University]. Dydaktyka matematyky: Problemy ta doslidzhennya – Didactics of Mathematics: Problems and Research, 31[in Ukrainian].
8. Melnyk, M. V. (2005). Formuvannya profesiynykh znan uchniv profesiynykh uchylyshch u protsesi pozaurochnoyi roboty z pryrodnycho– matematychnykh dystsyplin [Formation of professional knowledge of students of vocational schools in the process of extracurricular work in natural sciences and mathematics]. Candidate`s thesis. Vinnytsya [in Ukrainian].
9. Semenova, A. V. (2006). Slovnyk-dovidnyk z profesiynoyi pedahohiky [Dictionary of professional pedagogy]. Odessa: Palmyra [in Ukrainian].
10. Smalko, O. (2014). Pozaaudytorna vykhovna robota yak chynnyk profesiyno-osobystisnoho stanovlennya maybutnikh fakhivtsiv [Extracurricular educational work as a factor in the professional and personal development of future professionals]. Scientific Bulletin of the Eastern European National University named after L. Ukrainka – Naukovij vіsnik Shіdnoevropeiskoho natsіonalnogo unіversitetu іmeni L. Ukrainky [in Ukrainian].
11. Ukaz Prezydenta Ukrayiny Pro Natsionalnu stratehiyu rozvytku osvity v Ukrayini na period do 2021 roku 25.06.13 № 344/2013 [Decree of the President of Ukraine About the National Strategy of the Development of Education in Ukraine until 2021 June 25, 2013 № 344/2013]. Retrieved from https://zakon.rada.gov.ua [in Ukrainian].
12. Uysimbayeva, N. V. (2015). Zmist, struktura ta osoblyvosti orhanizatsii pozaaudytornoi roboty maybutnoho vchytelya yak skladova yoho osobystisnoho samovdoskonalennya [Content, structure and features of the organization of extracurricular work of the future teacher as a component of their personal self-improvement]. Kirovohrad: Kirovograd State Pedagogical University [in Ukrainian].
13. Yarmachenka, M. D. (2001). Pedahohichnyy slovnyk [Pedagogical dictionary]. Kyiv: Ped. Dumka [in Ukrainian].