Nowadays, in the context of war, there is an urgent need in Ukraine to study the psychological mechanisms that affect the adaptation of youth in crisis situations. Given the modern challenges faced by Ukrainian society, it is particularly important to investigate the factors that contribute to the development of emotional resilience and the effectiveness of learning under stress.
The aim of the study was to provide a theoretical foundation and empirical investigation of the factors that shape emotional intelligence and resilience in young people. To achieve the stated objectives, both theoretical and empirical methods of scientific research were employed. The theoretical methods included analysis, synthesis, and generalization based on materials presented in the scientific literature regarding the current state of the problem. Within the framework of empirical methods, surveys and testing were conducted. The processing of the obtained data was carried out using statistical methods, including descriptive statistics, Pearson correlation analysis, one-way ANOVA, identification of statistically significant differences using the Mann-Whitney U test, and multiple regression analysis.
In our research, we found a significant relationship between emotional intelligence (EI) and resilience among students. This is supported by the study conducted by Kukreja and colleagues [3], who examined emotional resilience in the context of obtaining an EB1A visa. They emphasize the importance of emotional intelligence and motivation as key factors for overcoming difficulties. Our sample showed that students with high EI scores, particularly in emotional management and self-motivation, exhibit greater resilience.
An analysis of the psychological aspects of elite athletes conducted by Fletcher and Sarkar [2], indicates that an optimistic outlook and intrinsic motivation are protective factors in stressful conditions. Similar results were observed in our study, where emotional management and self-motivation were found to be primary factors affecting students' adaptive capacities.
The research by McLin [5] demonstrated that high EI scores awarded by instructors are positively correlated with students' self-assessments. This aligns with our findings, which indicate that emotional awareness significantly influences academic achievements. Students receiving "excellent" grades showed the highest levels of emotional awareness, confirming their ability to manage emotions during the learning process.
According to the study by Malakar [4], significant differences were found in the relationship between EI and academic performance among students with varying levels of anxiety. We also observed similar trends: students with low EI levels often struggle with stress management, negatively impacting their success.
The results from Rauf and colleagues [6], confirm the positive relationship between EI and academic performance, which is also reflected in our sample. The study by Stankovska et al. [7], highlights that students with high EI scores achieve better academic results due to their ability to self-regulate and adapt to stress.
Furthermore, research by Afuzova et al. [1], indicated that students with high resilience can effectively cope with academic stress even in wartime conditions. This aligns with our conclusions that emotional intelligence is a critical factor for maintaining resilience.
To study the relationship between emotional intelligence, resilience, and academic achievement among students, grouping was conducted into three categories based on the results of the first session at the higher education institution. All participants in the study were classified according to their academic performance into the groups of "excellent," "good," and "satisfactory."
Interesting results were found regarding the relationship between emotional awareness and resilience among students with "excellent" grades. The negative correlation (r = -0.666) suggests that excessive self-reflection may hinder adaptation to stressful situations, underscoring the need for further research to understand how different components of EI affect resilience in various contexts.
Overall, our results indicate that developing emotional intelligence, particularly in the areas of emotional management, self-motivation, and empathy, can significantly enhance students' resilience and academic success. Understanding these interconnections is vital for creating support programs that promote the development of EI and resilience in the educational process.
The study of the relationship between emotional intelligence, resilience, and academic success among students during the ongoing war in Ukraine revealed significant features in the development of individual components of emotional intelligence. The average levels of emotional awareness, emotional management, self-motivation, empathy, and emotion recognition indicate the presence of both developed and underdeveloped skills among students. Specifically, 49.4% of students demonstrate low levels of emotional awareness, which can negatively affect their learning and adaptation.
The analysis of emotional management showed that 81.8% of students have a low level of this component, which is critical for their ability to cope with stress. Self-motivation also requires attention, as 59.7% of respondents exhibited low levels of motivation to achieve their goals. Empathy and the ability to recognize emotions showed considerable variability, highlighting the need to develop these skills to improve interpersonal relationships.
The average level of resilience among students was moderate, but 11.7% had scores below average, indicating a risk of developing stress-related disorders. The positive correlation between emotional intelligence and resilience, depending on academic performance, confirms the importance of developing emotional competencies to support students' resilience.
The study revealed that emotional intelligence, resilience, and academic success among students are interrelated and significantly influence each other. High levels of emotional awareness and emotional management positively correlate with academic achievements. Students receiving "excellent" grades demonstrate high levels of emotional awareness, indicating that the ability to recognize and understand their own emotions contributes to their success. Conversely, students with low grades often face difficulties in managing their emotions, which hampers their learning process.
Resilience proved to be an important factor influencing students' success. Positive correlations between resilience and components of emotional intelligence, such as self-motivation and empathy, confirm that the ability to adapt to stressful situations and maintain motivation is critical for achieving high results.
Among high-achieving students, a negative correlation was observed between emotional awareness and resilience, suggesting that excessive self-reflection may reduce adaptability in stressful situations. Meanwhile, for students with average and low success, emotional management and self-motivation positively impact their resilience.
Thus, the results of the study underscore the importance of developing emotional intelligence and resilience to enhance students' academic achievements. The findings indicate the necessity of implementing psychological support programs aimed at fostering emotional intelligence and resilience, which, in turn, will positively affect students' success. Priority should be given to supporting students in developing emotional skills that will help them better adapt to the stressful learning conditions during wartime.
References
1. Afuzova H., Naid'ionova H., Krotenkо V. A study of Ukrainian first-year students’ resilience at the stage of adaptation to training and professional activities under martial law. Porivnial'no-pedahohichni studii. 2023. № 1(45). С. 4–12. [in Ukrainian]. DOI: 10.31499/2306-5532.1.2023.288413.
2. Fletcher D., Sarkar M. A grounded theory of psychological resilience in Olympic champions. Psychology of Sport and Exercise. 2012. DOI: 10.1016/j.psychsport.2012.04.007.
3. Kukreja P., Das S., Balsara K. Emotional intelligence and resilience: Key determinants of success in high-stakes scenarios. European Journal of Biomedical. 2024. Vol. 11, No. 3. P. 275-284.
4. Malakar P. Test anxiety, academic achievement and relationship between general intelligence and emotional intelligence in adolescence. Conference paper. 2019. DOI: 10.33422/6th.icrbs.2019.07.431.
5. McLin A. Jr. Emotional management: Accessing student behavior. Arkansas State University, Mid-South Educational Research Association. 2003.
6. Rauf K., Iqbal N. Exploring the relationship between test anxiety, emotional intelligence and academic performance among university students. Journal of Education and Educational Development. 2024. Vol. 11, No. 1. P. 119-141.
7. Stankovska G., Dimitrovski D., Angelkoska S., Ibraimi Z., Uka V. Emotional intelligence, test anxiety and academic stress among university students. BCES Conference Books. 2018. Vol. 16. Sofia: Bulgarian Comparative.
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