kemsuСибСкриптSibScript2949-21222949-2092Kemerovo State University10.21603/sibscript-2024-26-2-277-286gaboirkemsu-5599Research ArticleПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ ЛИЧНОСТНОГО РАЗВИТИЯPSYCHOLOGICAL AND PEDAGOGICAL ISSUES OF PERSONALITY DEVELOPMENTЭмоциональный интеллект субъекта потенциальной научно-технической элиты РоссииEmotional Intelligence of Russia’s Potential Scientific and Technical EliteКарабущенкоНаталья БорисовнаKarabushchenkoNatalia B. 

Москва

Scopus Author ID: 57190950556

Moscow

Scopus Author ID: 57190950556

ПаршутинИгорь АлександровичParshutinIgor A.

Москва

Moscow

БобковАлександр НиколаевичBobkovAlexande N.

Москва

Moscow

alexbobkov95@yandex.ruНациональный исследовательский ядерный университет «МИФИ»РоссияNational Research Nuclear University MEPHIRussian Federation202423042024262277286Copyright © Карабущенко Н.Б., Паршутин И.А., Бобков А.Н., 20242024Карабущенко Н.Б., Паршутин И.А., Бобков А.Н.Karabushchenko N.B., Parshutin I.A., Bobkov A.N.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.sibscript.ru/jour/article/view/5599

Высокоинтеллектуальная среда, а именно напряженный умственный труд, быстрое освоение нового материала, способность создания собственного продукта (проектная деятельность) и готовность к конкуренции и соперничеству, может привести к повышенному нервно-психическому напряжению, которое должно сохраняться длительное время. Для студентов ведущих технических вузов актуален и злободневен вопрос оптимальных способов преодоления сложных ситуаций. В статье анализируются теоретические подходы к изучению эмоциональной сферы и эмоционального интеллекта личности. Описывается и методо логически обосновывается психологическая модель научно-технической элиты современной России. Модель включает эмоционально-волевой, потребностно-мотивационный, ценностно-смысловой, социально- психологический и когнитивно-деятельный компоненты. Основное внимание уделяется эмпирическому исследованию эмоционально-волевого аспекта у представителей потенциальной инженерной и научно-технической  элиты в техническом вузе. Цель – выявить психологические особенности эмоционального интеллекта и копинг- стратегий студентов начальных курсов. Выборку составили студенты инженерно-технических направлений первого курса Национального исследовательского ядерного университета «МИФИ» (n = 111). Применялся следующий психодиагностический инструментарий: копинг-тест (методика Р. Лазаруса и С. Фолкмана в адаптции Т. Л. Крюковой, Е. В. Куфтяк, М. С. Замышляевой), тест эмоционального интеллекта Д. В. Люсина (ЭмИн). Анализ данных производился с помощью статистического пакета IBM SPSS Statistics V.22.0 с использованием метода математической статистики (Kruskal-Wallis H-test). Выявлено, что студенты целенаправленно анализируют сложные ситуации, прорабатывают различные варианты выхода из них, планируют и мысленно проигрывают собственное поведение, прибегая к прошлому опыту и имеющимся ресурсам. В целом использование данных преодолевающих моделей конструктивно сказывается на развитии личности инженера. Однако неразвитость эмоциональной сферы, скудость в проявлении чувств могут сказаться на межличностных и внутригрупповых отношениях. Результаты анализа указывают на необходимость развития эмоциональной сферы студентов-ядерщиков и инженеров и расширения спектра используемых ими стратегий совладания со стрессом.

A highly intellectual environment involves intense mental activity, rapid acquisition of new material, creativity, competition, and rivalry. All these aspects may cause a long-time neuropsychic stress. Students of leading technical universities need to be able to overcome such difficult situations. The authors reviewed theoretical approaches to emotional intelligence. They designed a psychological model of scientific and technical elite of modern Russia. The model included emotional-volitional, demand-motivational, value-meaning, socio-psychological, and cognitive-activity components. This paper focuses on the empirical study and confirmation of the emotionalvolitional component in potential engineering, scientific, and technical elite, i.e., junior students of Russia’s leading technical universities. The research revealed some psycho-logical peculiarities in their emotional intelligence and coping-strategies. The sample consisted of first-year engineering and technical students of the National Research Nuclear University MEPHI (n = 111). The psychodiagnostic tools included the coping test developed by R. Lazarus and S. Folkman and adapted by T. L. Kryukova, E. V. Kuftyak, and M. S. Zamyshlyaeva; D. V. Lyusin’s test of emotional intelligence. The data analysis relied on IBM SPSS Statistics V.22.0 and the Kruskal-Wallis H-test method of mathematical statistics. The students proved able to consciously analyze difficult situations, work out solutions, plan and predict the outcomes of their behavior, as well as to resort to past experience and available resources. In general, these overcoming models had a constructive effect on the development of an engineer’s personality. However, the underdevelopment of the emotional sphere and poor expression of feelings affected interpersonal and intragroup relationships. Students of nuclear engineering should develop their emotional sphere and expand the range of coping strategies in stressful situations.

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The authors declare that there are no conflicts of interest present.