THE STRUCTURE OF EMOTIONAL COMPETENCE: ANALYTICAL REVIEW OF THE SCIENTIFIC APPROACHES

Abstract

This article observes the different approaches of scientists to the structure of emotional competence, as all agree that before we talk about the development of emotional intelligence, it is necessary to allocate its basic components and indicators to judge the level of its development in humans. The subject of study is the structure of emotional intelligence of the individual. The subject of research is aimed on the analysis of scientific approaches to determining the structure of emotional competence of the individual. The goal is to determine the structure of emotional competence of students socionomy direction. Methods are analysis of the scientific approach to the consideration of the structure of emotional competence; comparison of parameters included in these structures; study the specifics of emotional competence structures of students in socionomy sphere. The article characterizes the approaches to the structure of emotional competence of scholars such as K. Saarni, I. Voytsih, I. Matiykiv, H. Yusupova. It was presented their structure. It was allocated the common characteristics and are taken as the base for determining the structure of emotional competence for its development of the students in socionomy sphere. It was justified the choice of exact components and indicators for each component as essential for the development of the learning process of students in higher education and to construct the corresponding structure of the emotional competence of students in socionomy sphere. It was concluded that a common approach to the definition of emotional competence of personality structure does not exist because of the complexity of this phenomenon. It was found that despite differences in approaches to the study of competence structure foreign and domestic scientists include components such as: self-regulation of emotions; recognition and control of other people’s emotions, empathy, reflection, which we have incorporated into their structure and have identified for each component of the four key indicators, which together make it possible to judge the level of emotional competence the test categories of students.