The connection of emotional intelligence with the success of educational and professional activities of students of the Music Academy.

Rostovtseva Marina Viktorovna Doctor of Philosophy Professor, Siberian Federal University 660030, Russia, Krasnoyarskii Krai oblast', g. Krasnoyarsk, ul. Vil'skogo, 18a, kv. 58 marin-0880@mail.ru Other publications by this author     Smirnaya Anastasiya Andreevna PhD in Pedagogy Associate Professor, Department of Psychology and Pedagogy, M.F. Reshetnev Siberian State University of Science and Technology 660049, Russia, g.Krasnoyarsk oblast', g. Krasnoyarsk, ul. Mira, 82 nastenasm@yandex.ru Other publications by this author     Shepeleva Yuliya Sergeevna Senior Lecturer, Department of Philosophy and Social and Humanitarian Sciences, Krasnoyarsk State Medical University named after Prof. Voino-Yasenetsky 660022, Russia, g.Krasnoyarsk oblast', g. Krasnoyarsk, ul. Partizana Zheleznyaka, 1 lady@mail.ru Smirnova Anastasia Viktorovna PhD in Pedagogy Associate Professor, Department of English Philology, Krasnoyarsk State Pedagogical University named after V.P. Astafyev 660060, Russia, g. Krasnoyarsk, ul. A. Lebedevoi, 89 anastasyavic@mail.ru Other publications by this author

Kolpakova Tat'yana Vital'evna Senior Lecturer, Department of Psychology, Autonomous Non-profit Organization of Higher Education "Siberian Institute of Business, Management and Psychology" 660131, Russia, g. Krasnoyarsk, ul. Yastynskaya, 7g tat.colpackova2011@yandex.ru

Emotional intelligence is the ability to recognize emotions, intentions, motivation, desires of your own and other people and manage it. The skill helps to solve practical tasks and achieve goals in life and at work. People with developed emotional intelligence are able to negotiate with other people, make decisions and react correctly to negative situations ^[10].

The definitions of intelligence that exist today in psychology include aspects that are important for understanding a person's success, such as interpersonal interaction, understanding of emotions and their regulation ^[11].

To date, studies are relevant that allow us to identify the components of emotional intelligence and associate them with mental processes that cause individual differences in understanding emotions and managing them. Emotional intelligence is recognized as an important quality for a wide range of professions: psychologists, managers, politicians, artists, managers, journalists, lawyers. The success of their activities directly depends on the flexibility of emotional regulation and the ability to use it to increase the effectiveness and success of their activities ^{[6, 7, 9]}.

In foreign studies devoted to emotional intelligence, the interrelationships of this construct with the phenomenon of leadership, with success in various activities are considered. In measuring the level of emotional intelligence, preference is given to D. Goleman's questionnaire of emotional competencies. A study by M.M. Hopkins ^[8] revealed a positive correlation between career success and the level of emotional intelligence. B.A. Rapisard's research ^[10] proved the importance of the components of emotional intelligence (interpersonal interaction, understanding of emotions and their management) in group cohesion.

 In Russian psychology, D. V. Lyusin's questionnaire is most often used to assess the level of emotional intelligence. In the study of I.N. Andreeva ^{[1, 2]}, it was revealed that persons with a high index of emotional intelligence tend to accept the values inherent in a self-actualizing personality.

Currently, G. G. Garskova, S.P. Derevyanko, E. S. Ivanova, Yu.A. Mikhalkina and others are engaged in the study of emotional intelligence.

S. Knyazeva ^[3] conducted a study of the level of emotional intelligence among representatives of various professions using the emotional intelligence test "MSCEIT V. 2.0" adapted by E.A. Sergienko, I.I. Vetrova. It was revealed that the level of emotional intelligence is higher among people of humanitarian specialties than non-humanitarian ones. In addition, the indicators of the coefficient of emotional intelligence are higher among psychology students than among musicians and artists.

The concept of emotional intelligence as an alternative to traditional intelligence has become widely known in popular psychology in recent decades. This theory quickly found its adherents and opponents ^{[4, 5, 8]}.

Some scientists recognize the existence of a certain set of personal properties (abilities) responsible for the effective interaction of the emotional and cognitive components of the psyche and influencing the successful functioning of an individual in society (R. Bar-On, Mayer, R. Saloway, etc.).

Nevertheless, some authors criticize this concept due to the vagueness and excessive breadth of the concept of emotional intelligence itself; overly optimistic forecasts regarding the decisive importance of emotional intelligence compared to IQ; lack of empirical studies that could confirm (or refute) numerous theoretical material; unjustifiably inflated expectations regarding the impact of emotional intelligence on success in legal, medical, pedagogical and engineering professions (R.D. Roberts, J. Matthews, M. Seidner, D.V. Lyusin, etc.).

Nevertheless, in recent decades, the search for psychological mechanisms that contribute to the effective professional implementation of building a flexible system of personal relationships with the social environment has led researchers to the need for a detailed study of emotional intelligence.

Theoretically, an analysis of the literature has shown that the vast majority of studies of emotional intelligence are carried out in the logic of general psychology, in the context of studying an adult and healthy personality. We also examined the features of emotional intelligence and success in the educational and professional activities of students of the Music Academy [].

The purpose of this work is to study the features of emotional intelligence and its relationship with the success of educational and professional activities of students of the Music Academy.

Object of research: emotional intelligence of students.

Subject of research: the relationship of emotional intelligence with the success of educational and professional activities of students of the Music Academy.

Research hypothesis: emotional intelligence affects the success of educational and professional activities of students of the Music Academy. The higher the emotional intelligence, the more successful the educational and professional activities of students and the lower the situational (concert) anxiety.

The theoretical basis of the study was the provisions of foreign psychology on emotional intelligence (the theory of emotional and intellectual abilities of J. Mayer, P. Salovey, D. Caruso; D. Goleman's theory of emotional competence; R. Bar-On's non-cognitive theory of emotional intelligence); ideas about practical and social intelligence (R.J. Sternberg, J.B. Forsyth, J. Hedland, J. Guilford); approaches of Russian scientists to the category of emotional intelligence (G.G. Garskova, I.N. Andreeva, two-component theory of emotional intelligence by D.V. Lyusin and M.I. Manoilova); as well as the theory of T. S. Knyazeva on the role of emotional intelligence in educational andprofessional success of performing musicians.

In addition, the research was based on domestic and foreign theories and concepts that reveal the problems of performing arts; pedagogical and psychological theories and concepts of personality development; modern theories of vocational education; on the professional formation of personality (K.V. Kulaev, L.V. Kurylenko, N.E. Mazhar, I.I. Rezvitsky, T.I. Rudneva); about personality-oriented education (E.V. Bondarevskaya, Yu.N. Kulyutkin, V.V. Serikov, A.V. Khutorskoy); provisions of methodology and methodology of pedagogical research (Yu.K. Babansky, V.I. Zagvyazinsky, V.V. Kraevsky, V.M. Polonsky, M.N. Skatkin).

The following methods were used in the study: the scale of self-assessment of one's success (D. Laikert), the scale of assessment of the level of situational (concert) anxiety (C.D. Spielberg, Y.L. Khanin), the method of assessing "emotional intelligence" (N.Hall), mathematical methods of data processing.

Our study was attended by 1st and 2nd year students of the Krasnoyarsk State Academy of Music and Theater, with a total of 60 people.

Let's display the respondents' data in Table 1.

Table 1 - Average values of some characteristics of students

The age of respondents ranges from 19 to 24 years. The average score is 4.3 points, 60% of the sample were men, respectively 40% were women (Figure 1).

Fig.1.- Gender identity of the subjects

In our study, the indicator of academic musical and performing success was the examination scores in the specialty taken from the official gazette.

Consider in Figure 2 their share ratio in the total sample size.

Fig. 2.- The proportion of exam scores of respondents

According to the results of the assessment analysis, 50% of students received a final grade in the specialty "excellent", 40% received a grade of "good" and 10% - "satisfactory".

In order to determine the features of emotional intelligence and success in the educational and professional activities of students, from the total sample we formed 3 groups of students who differ in their academic performance, expressed in their attestation grades. These groups were diagnosed by the method of N. Hall to determine the level of emotional intelligence. According to the results, the average "integrative level of emotional intelligence" was determined in accordance with the methodology (Figure 3).

Fig.3.- Features of emotional intelligence in students of different academic performance.

Excellent students have a high level of emotional intelligence – 47.7; respondents who do well – 17.67 - average; respondents who do well – a low level of emotional intelligence on average according to the methodology.

Next, we will find differences in the level of situational (concert) anxiety in the same groups: excellent students, good students, triples (Figure 4).

Fig.4.-Features of concert anxiety in students with different academic performance

The drawing tells us that the triples have the highest level of concert anxiety, which is probably why it is difficult for them to pull themselves together, calm down and get a higher rating for the performance. The "good guys" are not far away from the triples, the owners of average anxiety indicators. Excellent students have the lowest result in concert anxiety of all three groups, which can easily be explained. Perhaps they know how to calm down in time and enter a dynamically calm resource state, having received high approval from teachers.

And now we will compare 3 groups of students with different academic performance in grades for their self-assessment of their success according to D. Laikert's method (Figure 5).

Fig.5.- Features of the level of self-assessment of success depending on the academic performance of students

The data show that "excellent students" have the highest level of self-esteem (4.84), the lowest among "triples" (3.6), slightly higher than among triples among "good students" - 3.78. Figure 6 shows the summary values of indicators of anxiety, emotional intelligence and self-assessment of success among students with different academic performance.

Fig.6 - Summary table of indicators for students with different

academic performance

The features of the "excellent students" are:

1. high level of emotional intelligence;

2. low concert anxiety;

3. high self-esteem.

The features of the "khoroshists" are:

1. the average indicator of the level of emotional intelligence;

2. moderate concert anxiety;

3. average self-esteem.

The features of the "triples" are:

1. low level of emotional intelligence;

2. high concert anxiety;

3. low self-esteem.

Next, we combined students by gender into 2 groups and compared them (Figure 7)

Fig.7 - Features of emotional intelligence in men and women

The figure shows that emotional intelligence is higher among men compared to women is almost 2 times (33,33 and 18 points, respectively).

The following charts show the average values of academic assessments for men and women in the comparison (figure 8).

Fig.8.-Features of academic success for men and women

The figure shows that a higher average score in the evaluation are men (4.5 points compared to 4 points).

Figure 9 shows the distribution of students in different grades by gender.

Fig.9 - Features of the distribution of teaching evaluations by gender of students

So, 67% of men have the rating of “excellent” compared with 25% of the female audience of students. In assessments of “good” lead women (50% female, compared to 16% for men). The evaluation is satisfactory and men and women are approximately evenly, but women are a little bit ahead of men on this indicator.

Figure 10 shows the average rate of situational (concert) anxiety in men and women.

Fig.10 - Features a concert of anxiety in men and women

Research shows that men are less inclined to the concert experience.

Consider gender-specific levels of self-esteem in men and women (figure 11).

Fig.11.-Features-esteem levels in men and women

From figure 11 we see more self-esteem from men (4.34 points) compared to the female audience (4.18 points).

Figure 12 summarizes the three tests for men and women.

Fig.12 - a Summary table of indicators in men and women

As can be seen from the figure, the students of the Academy of music – men, in comparison with students of women have:

1. more developed emotional intelligence,

2. they are successful in educational and professional activities

3. they have higher self-esteem and

4. below the concert anxiety.

Conversely, students of the music Academy – women in comparison with students – men have:

1. less developed emotional intelligence,

2. they have a lower rating

3. self-esteem is also below

4. above concert anxiety.

Using the methods of mathematical statistics, the Pearson correlation coefficient, we determined the strength and direction of the correlation between the signs.

The Pearson coefficient was calculated in the Excel spreadsheet editor using the Pearson function. The critical values of the Pearson correlation coefficient for n=60 are 0.31 for a?0.05 and 0.40 for a?0.01.

It was found that statistically reliable indicators were obtained for all the subjects (the final scales for the overall sample of the correlation between emotional intelligence and academic success: the higher the value of emotional intelligence, the higher the score in the musical specialty (correlation index = 0.911 and statistical significance = 0.000). The relationship of assessment scores is present with all indicators of emotional intelligence. Thus, academic grades in the specialty significantly positively correlate with indicators of emotional intelligence (0.729). Thus, it can be concluded that the higher the index of emotional intelligence students have, the better their academic success. Also, successful students are able to manage their emotions at a high level, are able to control their behavior with the help of emotions, understand the emotions of other people. As for concert anxiety, it also has a statistical relationship with the level of ratings, only negative (- 0.471).  That is, the higher the emotional intelligence, the higher the score, which means the more successful the educational and professional activities of students and the lower the concert anxiety of the musician at the performance.

Thus, the data obtained in the general sample of students demonstrate that a high level of emotional intelligence has a positive impact on the academic performance of music academy students.

Emotional intelligence is best developed in students who have an excellent grade. The second group with a good score differs from the average indicator of the level of emotional intelligence, and a low indicator of the level of emotional intelligence was scored by a group of students with satisfactory grades. We can assume a positive correlation between emotional intelligence and grades, the reliability of which we will check later in this study.

The values of students' self-assessments were calculated, which were then compared with the level of emotional intelligence and academic grades. There were strong positive associations between real assessments and self-assessment (0.722). Similarly, a positive correlation was found between self-esteem and the level of emotional intelligence (0.762).

Students with the highest grades have a good ability to understand and distinguish their own emotions and be able to be in two positions on the stage: as a performer playing and as a process manager, putting this performance under their control.

Emotional intelligence also finds a similar positive relationship with self-esteem indicators (0.823).

Negative emotional intelligence strongly correlates only with concert anxiety (-0.471). All the main above-mentioned relationships indicate that the higher the emotional intelligence, the higher the students' grades and the lower the concert anxiety.

To check whether men have higher emotional intelligence than women, we use the Mann-Whitney U-test. This criterion is intended to assess the differences between two samples by the level of any feature quantified.

Ucr for the level of statistical significance p?0.06 is 140 and for p?0.01 Ucr =114.

Thus, Uemp< Ucp, which indicates that a group of men surpasses a group of women in terms of emotional intelligence development with 99% confidence.

Next, let's look at which indicators of emotional intelligence and student success correlate with each other.

Thus, based on the data obtained, we can draw a general conclusion that emotional intelligence affects the success of educational and professional activities of students of the Music Academy and confirm the previously stated hypothesis. Indeed, the higher the emotional intelligence, the more successful the educational and professional activities of students and the lower the concert anxiety. Students with a higher level of emotional intelligence not only have high scores in musical performance, but are also more adequate in self-assessment of their abilities. We believe that in the conditions of musical performance, emotional intelligence receives a specific refraction determined by the peculiarities of musical and artistic activity. This is manifested in the development of such qualities as managing your emotions, self-motivation, empathy.

Emotional intelligence is best developed in students who have an excellent grade. The second group with a grade of "good" has an average level of intelligence, and a very low indicator of emotional intelligence among students with grades of "satisfactory".

Students with a "satisfactory" grade have the highest level of concert anxiety, which is probably why it is difficult for them to pull themselves together, calm down and get a higher grade for their performance. "Goodies" also have a high level of anxiety. Excellent students have the lowest result in concert anxiety. Perhaps they know how to calm down in time and enter a dynamically calm resource state, having received high approval from teachers.

The data also show that excellent students have the highest level of self-esteem, the lowest among the triples.

Emotional intelligence is almost 2 times higher in men compared to the female half (33.33 and 18 points).

67% of men study at “excellent” compared to 25% of the female student audience. In the “good” ratings, women are leading by a very large margin (50% of women versus 16% of men). Both men and women receive a satisfactory assessment approximately evenly, but women are slightly ahead of men in this indicator.

The study shows that men have a lower propensity for concert experience compared to women.

Men have higher self-esteem (4.34 points) compared to the female audience (4.18 points).

A positive relationship was established between emotional intelligence, educational and performance success, and self-esteem of students in the general sample. Students manage their emotions better and are therefore better able to control anxiety and focus on the learning process, which in general has a positive effect on their success.

The results obtained in the course of the study can be used to develop recommendations and a system of diagnostic, preventive and developmental measures that ensure the identification, development and strengthening of the emotional intelligence of music academy students. As well as the data obtained will be used to test applicants in order to select the most "emotionally developed" students.