Special features of emotional intelligence among teenagers with different sociometric status

Statement of the problem. Development of an ability to read and understand emotional signals of another person, to identify their own emotions and feelings, to provide emotional support to others, to regulate behavior is considered essential for constructive social interaction. At the same time, age-related features of the components of emotional intelligence development are not taken into account sufficiently. The purpose of this articleis to identify the qualitative and quantitative features of emotional intelligence among adolescents, characterized by a specific place in the structure of interpersonal preferences in the classroom environment. Research methodology. Emotional intelligence was studied in two tests. The former evaluated their abilities, and the latter objectively measured the ability of emotional intelligence. A qualitative analysis of the components profile in terms of emotional intelligence among adolescents with different sociometric status made it possible to distinguish that sociometric status is determined not by the level of emotional intelligence, but by the predominant ability to emotionally affect the group. It is shown that the allocation of emotional experiences as a subject of self-knowledge, the ability to be distracted from emotions depending on usefulness will make intimate-personal communication more difficult. Conclusion. Taking into account the specific features in the development and structure of the emotional intelligence among adolescents in the process of psychological and pedagogical support can contribute to arrangement of activities aimed at solving educational problems and to development of group relationships.