VALUE ORIENTATIONS OF TEENAGERS WITH DIFFERENT LEVELS OF EMOTIONAL INTELLIGENCE

Background. The formation of values in adolescence is one of the priority tasks of school education and upbringing, since it is values that determine a person's relationship with society. In the course of communication and interaction with the surrounding world, adolescents form personal characteristics, including emotional intelligence, adolescents' perception of values and meanings. Purpose. To study the features of value orientations in adolescents with different levels of emotional intelligence. Materials and methods. In the course of studying the value orientations of adolescents with different levels of emotional intelligence, an empirical study was conducted with the participation of 50 adolescents aged 14-15 years of Naberezhnye Chelny city schools. Diagnostic tools of the study included the use of the following methods: ‘Diagnostics of value orientations of adolescents’ (V.F. Sopov L.V. Karpushina), “Value orientations” (M. Rokich), questionnaire “Emotional intelligence” (D.V. Lyusin). Mathematical processing of the results was carried out by Student's t-criterion method. Results. Adolescent children learn to understand their own emotions, but still have difficulty recognising the emotional states of other people, more often by external expression, while showing little sensitivity to the mental state of others. They have poor control over their emotions and are unable to manage the emotions of their peers and are unable to manage external expressive manifestations of their emotions and restrain facial expressions and gestures. Teenagers display the values ‘cognition’, ‘I-value’, ‘other-value’, socially useful activity is not so significant for teenagers, and they do not consider responsibility a valuable quality. In the ‘terminal values’ category, it is more important for adolescents to have loyal friends, health, freedom and material well-being. Adolescents are least interested in happiness in family life, happiness of others and social recognition. In the ‘instrumental values’ category, it is more important for adolescents to enjoy life, to be useful in a common cause, and to be well-mannered and educated. Adolescents pay the least attention to responsibility, high demands, and broad-mindedness.