FACTORS OF FORMING THE EMOTIONAL INTELLIGENCE OF ADOLESCENTS IN THE CONTEXT OF GENDER-SPECIFICITY OF SOCIALIZATION AND UPBRINGING
Bibliographic record
Abstract
The emotional intelligence of adolescents is a complex and multifaceted phenomenon that is formed under the influence of biological, social, and cultural factors. During adolescence, which is characterized by intense psycho-emotional changes, the search for one's own identity and the need for social acceptance, the development of emotional intelligence becomes particularly relevant. The ability to recognize, understand, and regulate one's own emotions and the emotions of others is a key factor in emotional stability, constructive interaction with the environment, and the formation of social competence. Gender differences in the development of emotional intelligence are manifested in the specificity of emotional perception, expression of emotions, and the ability to experience emotions and empathy. Girls usually demonstrate greater sensitivity to emotional experiences and a tendency to emotional reflection, while boys are more often characterized by a lower level of emotional regulation and a tendency to external expression. These differences are caused not only by biological factors, such as hormonal changes and the peculiarities of the functioning of the nervous system, but also by sociocultural processes, among which socialization and upbringing play a key role. They are the ones that transmit normative models of emotional expression, adaptive self-regulation strategies, and acceptable boundaries of affective response in accordance with the gender expectations of society. Gender socialization, as a specific form of socialization, is aimed at the individual's assimilation of those emotional and behavioral scenarios that correspond to socially constructed ideas about femininity and masculinity. It determines which emotions are considered acceptable for boys and girls, and forms strategies for emotional self-expression and regulation. A promising area of research is the development and testing of programs for the development of emotional intelligence, taking into account gender differences, studying the impact of digital media on the emotional development of adolescents, and searching for effective models of upbringing that contribute to harmonious development regardless of gender. The integration of the results of such studies into the practice of inclusive and general education can significantly improve the effectiveness of psychological and pedagogical support for adolescents, help them better adapt to social requirements and norms, and ensure the formation of a mature personal position. Thus, emotional intelligence appears not only as an individual characteristic but as a socially conditioned construct, the development of which requires a comprehensive approach that takes into account biological, social, and cultural factors, as well as gender aspects of socialization and upbringing. References 1. Avgustyuk M. M. (2022). Metodychni porady do pidvyshchennia rivnia emotsiinoho intelektu v zdobuvachiv vyshchoi osvity [Methodical advice for increasing the level of emotional intelligence in higher education applicants]. Ostroh: Publishing House of the National University "Ostroh Academy" [in Ukraine] 2. Afanasenko V., Bondarenko V., Buzivska V. (2024). Psykholohichni osoblyvosti rozvytku emotsiinoho intelektu v pidlitkovomu vitsi [Psychological features of the development of emotional intelligence in adolescence]. XXVI International Scientific and Practical Conference "Theoretical and Practical Aspects of Modern Research" (June 5–7, 2024, Ottawa, Canada), 255–259 [in Ukraine] 3. Bibler V. (2018). Dialoh kultur [Dialogue of Cultures]. Kyiv: Spirit and Literature [in Ukraine] 4. Borysyuk A. S., Radchuk V. M., Lyubina L. A. (2018). Psykhodiahnostyka [Psychodiagnostics: teaching]. Manual, Chernivtsi: Yavorskyi S. N. [in Ukraine] 5. Byalkovska A. D., Semenkova A. M. (2023). Formuvannia emotsiinoho intelektu yak profesiinoi kompetentnosti maibutnikh fakhivtsiv iz sotsialnoi roboty [Formation of emotional intelligence as a professional competence of future social work specialists]. Current research in the social sphere: materials of the 22nd international scientific and practical conference (Odesa, November 17, 2023), 175–176 [in Ukraine] 6. Demchuk V. (2024). Etapy ta pedahohichni umovy rozvytku emotsiinoho intelektu pidlitkiv u protsesi tvorchoi diialnosti [Stages and pedagogical conditions for the development of emotional intelligence in adolescents in the process of creative activity]. Innovation in education, 216–225. 7. Lesch O. P. (2021). Heneza emotsiinoho intelektu v yunatskomu vitsi [The genesis of emotional intelligence in adolescence]: dissertation ... of Dr. Psychology. Kyiv 8. Mazokha I. (2020). Analiz problemy emotsiinoho intelektu yak osobystisnoho resursu. Suchasna psykholohiia: problemy ta perspektyvy [Analysis of the problem of emotional intelligence as a personal resource. Contemporary Psychology]: Issues and Prospects, 100–104 9. Bandura A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall 10. Bussey K., Bandura A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 676–713
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".