Psycho-emotional applicants’ for education intelligence as a key aspect of modern educational system

Abstract

The article carries out theoretical and methodological analysis and characterization of positive psycho-emotional intelligence of applicants for education. To implement the goal, a number of tasks are defined: 1. Characterize  types of intelligence allocated by scientists. 2. Analyze the essence and content of the concept of «emotional intelligence,» formulate the definition of the term «psycho-emotional intelligence.» 3. Characterize main theories of the development of psycho-emotional intelligence. 4. Highlight the role of mentoring programs to provide applicants for education with support in psycho-emotional terms. To achieve this goal and certain tasks the following methods were applied: theoretical: theoretical analysis and generalization of literary sources; comparison, generalization; deductive, inductive; systemic, formalization; idealization; empirical: pedagogical observation, generalization of pedagogical experience. Conceptual and categorical apparatus of research is disclosed, the terms «intelligence,» «emotional intelligence,» «psycho-emotional intelligence» are characterized. Basic theories of development of psycho-emotional intelligence, effective methods that can be used in educational process to form and develop psycho-emotional intelligence of applicants for education are characterized. Necessity of implementation of programs for the development of emotional literacy, mentoring programs and socio-emotional learning to improve the level of psycho-emotional intelligence of applicants for education, promoting the development of empathy, self-regulation and social skills are proved. Features of mentor programs, system qualities, knowledge, skills, ability, formation, readiness, responsibility, compliance with  modern model of  pedagogical profession in the system of postgraduate education for sustainable mentos development  as a leading tool for interaction, efficiency and continuity of pedagogical traditions are reasoned. Examples of successful implementation of the process of formation of applicants’ for education positive psycho-emotional intelligence in foreign education systems are provided. It is summed up that  formation of positive psycho-emotional intelligence of applicants for education is a key aspect of modern educational system, which contributes to their general well-being and success in life.