Publication Details
Abstract
Objective: This article examines the role of emotional intelligence in students’ adaptation to higher education institutions and explores the psychological determinants that contribute to its development. Method: The study focuses on key components of emotional intelligence, including emotional awareness, self-regulation, empathy, and interpersonal communication skills, and analyzes their influence on academic and social adaptation. Particular attention is paid to the relationship between emotional intelligence and such psychological factors as learning motivation, resilience to stress, self-management, reflective thinking, and communicative competence. Results: The findings indicate that students with higher levels of emotional intelligence tend to demonstrate better academic performance, greater psychological well-being, and more effective integration into the educational environment. Novelty: The study highlights the importance of emotional intelligence as a personal resource that facilitates successful adaptation to university life and supports students’ personal and professional development. The results may serve as a theoretical and practical basis for designing psychological and educational interventions aimed at enhancing students’ emotional competence and adaptive potential in higher education settings.