PSYCHOLOGICAL MECHANISMS OF FORMATION OF EMOTIONAL INTELLIGENCE IN TRAINING FORMAT

Abstract

Introduction. Emotional intelligence is considered as an important factor in successful interaction, professional effectiveness and psychological well-being. The growth of its significance in the context of social changes increases interest in the mechanisms of emotional competence development. Training programs play a key role, as they provide emotional experience, reflection and practical formation of skills. Various models of emotional intelligence – cognitive, mixed and personal – require further analysis regarding their application in the training format, which emphasizes the relevance of studying this process. The purpose of the study is to theoretically substantiate and analyze the psychological mechanisms of emotional intelligence formation under training influence, as well as to identify effective conditions and components of the training program that contribute to the development of emotional competence. The scientific novelty of the study lies in generalizing approaches to understanding emotional intelligence, substantiating the key mechanisms of its development in training, demonstrating their complex impact on the formation of emotional skills, and clarifying the role of group dynamics and facilitation in increasing the effectiveness of training programs. Conclusions. The theoretical analysis conducted confirms that emotional intelligence is a multidimensional competence that can be purposefully developed under training influence. Within the framework of different models – cognitive, mixed, and personal – different components of EI are emphasized, but they are united by the recognition of the possibility of acquiring emotional skills through training and practice. It has been established that the key mechanisms of training development of emotional intelligence are emotional selfreflection, cognitive reappraisal, social facilitation, and behavioral rehearsal. They provide a deep processing of emotional experience, the formation of new regulation strategies, and increasing the effectiveness of social behavior. The importance of participants’ motivation and trainer’s professional competence as factors determining the effectiveness of the training process is emphasized. The results obtained can be used to improve training programs and further research in the field of emotional competence development.