The impact of emotional intelligence on coping strategies

Yuldashev Sherigit Ergashevich Lecturer; Department of Family Psychology; Jizzakh Branch of Uzbek National University Sharaf Rashidov str., 259, Jizzakh region, 130100, Uzbekistan ysherygit@gmail.com

Ilaeva Railya Anisovna ORCID: 0000-0001-8671-4714 PhD in Pedagogy Senior Lecturer; Institute of Psychology and Education; Kazan (Volga Region) Federal University Kremlevskaya str., 18, Kazan, Republic of Tatarstan, 420008, Russia www.railya13@mail.ru

Introduction

In modern society, the number of stressful situations is growing, and therefore personal attitude towards them is becoming important. A person's ability to cope with stress is directly related to their emotional intelligence.

According to Yu.V. Smyk, emotional intelligence (EI) is the ability of a person to understand and manage his emotions, as well as to be aware of the emotions of others, which plays an important role in choosing coping strategies ^[13]. Coping strategies are the methods that a person uses to adapt to stressful situations.

According to V.I. Rerke, emotional intelligence is based on the ability of a person to manage his emotions, control them and make the right decisions in various stressful situations ^[12]. Foreign researchers of emotional intelligence Albesher S.A. and Alsaeed M.H. have determined that individuals with the ability to effectively manage negative emotions often resort to constructive methods in the process of dealing with stress ^[16].

In the work of K. According to Stanislavsky ^[14], the main coping strategies were developed by American psychologists, the authors of the transactional model of stress and coping, R. Lazarus and S. Folkman ^[23]. They identified two main categories of strategies, including:

1) Problem–oriented strategies are strategies based on dealing with the problem itself; this type of coping is common among people with high emotional intelligence, as they clearly see the problems and take rational and effective measures.;

2) emotion–oriented strategies are strategies aimed at reducing stress, but not at solving a problem, but at managing emotions; individuals with high emotional intelligence use this approach to positively channel their emotions ^[23].

The level of emotional intelligence determines which coping strategies a person will use. People with high emotional intelligence usually use a problem-oriented approach to stressful situations and effectively mobilize their resources to solve any difficulties. For example, they seek to identify the causes of stress and eliminate them. This increases their ability to deal with stress quickly and effectively.

People with low levels of emotional intelligence, on the contrary, often resort to emotion-oriented strategies. They are mainly engaged in suppressing or distracting their emotions. These strategies can bring relief in the short term, but in the long run they do not lead to a reduction in stress levels, but on the contrary, they can contribute to the persistence of the problem.

Theoretical overview

The problem of studying emotional intelligence and coping strategies is considered in detail in the works of foreign psychologists.

The concept of coping strategies (in Russian literature), or "copping behavior" (in foreign literature), was introduced into science by A. Maslow as a special form of behavior, which is an indicator of personal readiness to solve their problems ^[17].

The American psychologist S. Folkman (1984) conducted research on coping strategies. With her participation, many theories and models in the field of stress and its management have been developed, including the transactional model of stress and coping ^[15].

Confirming the ideas of other authors, scientists R. Moss and A. Billings (1984) wrote that due to coping strategies, a person can avoid rash actions in stressful situations without using active measures ^[18].

In addition to the possibilities of coping strategies, or coping behavior strategies, American psychologists R. Kessler and E. Wethington (1986) discovered that at the time of a crisis, a person can choose one or another coping behavior strategy (preliminary or final) ^[27].

According to another concept formulated by another group of American scientists, Carver, Scheyer, and Weintraub (1989), coping strategies should be considered as a process of self-regulation in order to achieve a goal. At the same time, strategies may vary depending on the following factors: environment, stressor, individual characteristics, etc. ^[19].

The founders of the theory of emotional intelligence are American psychologists P. Salovey and J. Meyer (1990, 1997, etc.). They are engaged in measuring emotional intelligence and studying its psychological functions, as well as clarifying its essence in general. Originally by P. Salovey and J. Meyer proposed the definition of "emotional intelligence" to understand the ability to identify one's own and others' emotions and feelings in order to use them in thinking and actions ^[24].

For example, the American psychologist D. Goleman (1995) wrote that emotional intelligence allows you to "bring intelligence to emotions" and mood control, as well as determines motivation, goals and values of a person. His merit is the study of the concept of emotional intelligence and its popularization in the fields of psychology, business and education ^[6].

Another vision was presented by R. Bar-On (1997), who was one of the first to develop an assessment of emotional intelligence, and also introduced the concept of EQ (emotional coefficient). Another scientific achievement was the study of the relationship between emotional intelligence and life satisfaction, which in turn determined the understanding of emotional intelligence as "emotional and social competence" ^[4].

Another theory of emotional intelligence is the mixed theory of X. Weisbach and W. Dax (1998), which essentially continued and expanded the definition of R. Bar-On. According to their model, emotional intelligence is an ability based on social competence, or intelligent emotion management ^[5].

Various studies show that individuals with high emotional intelligence show greater flexibility in dealing with various difficulties. For example, studies conducted by Petrides and Fernham (2003) found a positive relationship between EI and problem-solving coping strategies ^[25]. This confirms the role of emotional intelligence in shaping positive and constructive personality behavior in stressful situations.

The study of the relationship between emotional intelligence and coping strategies has been studied in the works of such scientists as: A.A. Aleksapolsky, A.S. Drygina, E.S. Leontieva, E.V. Saraev, S.A. Khazov, M.A. Kholodnaya and others.

Research methods

The study was conducted on the basis of the Jizzakh branch of the Mirzo Ulugbek National University of Uzbekistan. The age of the participants in the experiment ranged from 18 to 24 years (the average age of students was 20 years), a total of 410 students: 49.76% of them were boys (204 people) and 50.24% of girls (206 people).

D. Amirkhan's "Indicator of coping strategies" technique was used to determine the levels of preference for the main coping strategies ^[17].

The Lazarus questionnaire of struggle strategies was used as research methods ^[23]. This questionnaire contains statements describing behavior in difficult professional and life situations. The respondents' task is to evaluate and match each statement to a specific life experience and a specific type of behavior. The purpose of the test is to identify strengths and weaknesses in the context of coping with stress in students.

To determine the mental states and personality traits of students, primarily necessary for the process of social and professional adaptation and behavior regulation, the Freiburg Personality Questionnaire (Fahrenberg, H. Zarg and R. Gampel) was chosen ^[21].

The Mann-Whitney U-test was used to correlate the personal characteristics and determine the gender differences of students.

The results of the study and their discussion

As a result of the study of strategies for overcoming life problems among students, the following data were obtained, presented in Table 1.

Table 1 - Strategies for overcoming life problems (according to the method "Indicator of coping strategies" by D. Amirkhan)

The respondents' use of problem-solving and social support strategies was average or high, while problem avoidance showed relatively low rates. These results demonstrate the importance of emotional intelligence and coping strategies. Students' problem solving and social support strategies are developed at an average level, meaning they use these strategies equally. The problem avoidance strategy is less active, which suggests that students are not inclined to avoid problems often.

The skewness and kurtosis of the distribution given in Table 1 show that the results are distributed relatively evenly, without significant deviations. Standard deviations demonstrate that there are certain differences among students in the use of problem solving, social support, and problem avoidance strategies, but these differences are minor.

Table 2 - Statistics on Lazarus' questionnaire of struggle strategies

The survey results presented in Table 2 show statistics on Lazarus' fighting strategies, as well as provide a basis for drawing conclusions on the following indicators:

· Overcoming the resistance: the average value is 10.84, the minimum value is 1, the maximum value is 20.00. The levels of skewness and kurtosis are relatively low, which indicates the consistency of the results.

· Suspension: the average is 11.02, the minimum is 3, and the maximum is 21.00. The values of skewness and excess are also low, reflecting the prevalence and consistency of the suspension strategy.

· Self-control: average value is 13.13, minimum value is 1, maximum value is 34.00. The levels of skewness (0.993) and kurtosis (4.570) are high, which shows great variability in the data and the prevalence of self-control strategies.

· Social assistance: average value 11.09, minimum value 1, maximum value 34.00. The levels of asymmetry (1.153) and excess (6.795) are high, which indicates the importance of the need for social assistance.

· Acceptance of responsibility: the average value is 7.70, the minimum value is 1, the maximum is 18.00. The levels of skewness (0.429) and kurtosis (0.214) are relatively low, which indicates the stability of this strategy.

· Success avoidance: average value is 12.98, minimum value is 3, maximum value is 30.00. The levels of skewness (0.080) and kurtosis (0.292) are relatively consistent.

· Problem solving planning: average value 11.42, minimum value 1, maximum value 34.00. The levels of skewness (1.249) and kurtosis (6.033) are high, indicating a diversity in approaches.

· Positive revaluation: average value 13.39, minimum value 3, maximum value 54.00. The levels of skewness (2,360) and kurtosis (17,695) are high, indicating the prevalence of this strategy.

In general, the results show that respondents most often use strategies of self-control and social assistance, but the strategy of positive reassessment is reflected with a large deviation.

According to the Mann-Whitney criteria, there is a difference in the level of nervousness between boys and girls. In young men (M = 21,864), this indicator is higher, which indicates their greater predisposition to nervousness. There are several reasons why boys can be more nervous than girls.:

· Social pressure and roles: Young men are usually viewed by society as individuals who should not show their emotions. These social roles and stereotypes can lead to attempts to hide their nervousness, which in turn leads to the accumulation of internal stress and increased nervousness.

· Competition and pressure: Young men often strive to compete and achieve success. This rivalry can cause intense stress and nervousness, as they are afraid of failure.

· Limited emotional expression: Young men often face difficulties in openly expressing their emotions. This can lead to a feeling of nervousness without expressing your inner emotional states.

· Biological factors: Young men have higher testosterone levels, which can make them more aggressive and prone to stressful situations. It can also have an effect on their nervousness.

These factors together can contribute to an increased level of nervousness in young men.

There is a significant difference between boys and girls in the indicator of shyness. In boys, this indicator (M = 22474) is higher, which indicates less shyness compared to girls (M = 18645). There are several reasons why boys may be less shy than girls.:

· The process of socialization: Young men are often encouraged to be active, independent, and courageous. They are more likely to participate in external activities, which helps to develop their social skills. These social demands on young men make them less shy.

· Stereotypical gender roles: young men are often expected to have leadership qualities, they are assigned the task of showing initiative and active participation in the team. This helps them to express themselves freely and reduce their level of shyness.

· Physical and psychological fitness: Young men are often more involved in sports and physical activity, which helps to increase their self-confidence. Athletic activity and team games make it easier for them to express themselves in society.

· Competitive tendencies: Young men usually grow up in a competitive environment, which encourages them to participate more actively in social situations. In a highly competitive environment, they learn to overcome shyness and strive forward.

The openness index also shows the differences between boys and girls. Boys (M = 22044) are more open and willing to express their thoughts and emotions compared to girls. There are several reasons why young men may be more open.:

· Social education and expectations: Young men in society and family are encouraged to be more independent and proactive. Openly expressing one's thoughts and emotions is seen as a sign of masculinity, which increases the level of openness.

· Gender roles: Young men are usually more actively involved in teamwork and show leadership skills. This contributes to their openness in expressing opinions and influencing others.

· Physical and social activity: Young men often participate in sports and other social activities, which makes them more free and open. Participation in team games and competitions helps to develop their openness.

· Low emotional barriers: Boys have less need to hide their emotions compared to girls, as their upbringing is focused on strong and controlled qualities. This helps to increase their level of openness.

These factors may contribute to an increased level of openness among boys compared to girls.

Conclusion

Emotional intelligence plays an important role in choosing strategies for coping with stressful situations. In the course of the research, it was revealed that students with a high level of emotional intelligence are more likely to use coping strategies focused on solving problems, seeking to find constructive and effective solutions in stressful situations. At the same time, a low level of emotional intelligence leads students to use emotion-oriented strategies that can provide short-term relief, but in the long run contribute less to solving the problem.

The obtained research results allow us to formulate recommendations on the specifics of choosing a coping strategy among students, which will increase the effectiveness of the strategies used.:

1. It is necessary to take into account the individual characteristics of each student, including the level of anxiety, emotional stability, cognitive abilities, as well as personal character traits.

2. It is advisable to give students the opportunity to choose between passive (emotionally discharged) and active (problem solving) coping methods, which will allow them to cope with difficulties in the most appropriate ways in a given situation.

3. Learning self-regulation skills (managing emotions, goals, and time) will allow students to choose optimal coping strategies.

4. The support of a close environment and psychological counseling allows students to receive timely help in overcoming difficult life difficulties and soft adaptation to academic and everyday stresses.

5. Regular diagnosis and feedback makes it possible to adjust the selected coping strategies in case of difficulties.

6. Encouraging students to reflect and self-evaluate allows them to focus on their strengths and weaknesses to assess the effectiveness of their chosen coping strategies, and also helps them to adapt more easily to changing conditions.

7. The use of interactive forms of learning with students allows them to organize work in the format of training, role-playing, as well as through group discussion to teach them how to apply various coping strategies in real-life situations.

The development of emotional intelligence improves the ability to cope with stress and promotes more constructive and adaptive approaches to life situations, which, in turn, leads to more effective problem solving and increased psychological stability.