THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE, RESILIENCE AND ACADEMIC SUCCESS OF HIGHER EDUCATION STUDENTS DURING THE FULL-SCALE WAR IN UKRAINE
Abstract
Relevance. In light of the contemporary challenges confronting Ukrainian society, it is extremely important to study the factors that contribute to the development of emotional resilience and the effectiveness of the educational process under stress conditions.
The purpose of the study was the theoretical substantiation and empirical investigation of the factors influencing the formation of emotional intelligence and resilience among university students.
Methodology. To address the outlined objectives, a comprehensive set of theoretical and empirical scientific research methods was used. Theoretical methods: analysis, synthesis, and generalization. Empirical methods: surveys and testing were conducted. The processing of empirical data was performed using methods of mathematical statistics: descriptive statistics, correlation analysis using Pearson’s correlation coefficient, one-way ANOVA, identification of statistically significant differences using the Mann-Whitney U-test, and multiple regression analysis based on the regression coefficient.
Results. 49.4% of students have a low level of emotional awareness, which affects their adaptation, and 81.8% show a low level of emotion management, complicating stress coping. Furthermore, 59.7% of respondents demonstrate low self-motivation. Students' resilience levels are assessed as moderate, with 11.7% of respondents showing resilience below the average level, indicating a risk of stress disorders. A positive correlation between emotional intelligence and resilience was identified, confirming the importance of emotional competencies for success. A high level of emotional awareness and emotion management positively correlates with academic performance. However, among students with high academic achievement, a negative correlation between emotional awareness and resilience was observed, suggesting a potential decrease in adaptability due to excessive self-reflection.
Conclusion. The results emphasize the need for psychological support programs aimed at developing emotional intelligence and resilience, which would help students better adapt to stressful educational conditions during the war.
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