SOCIO-PSYCHOLOGICAL FACTORS OF EMOTIONAL INTELLIGENCE IN MANAGING THE MOTIVATIONAL SPHERE OF FUTURE TEACHERS

This article examines the characteristics of emotional intelligence among students enrolled in teacher education programmes and its influence on the motivational sphere of future teachers. The study involved 557 students of teacher education programmes at the National University of Uzbekistan (n=139), Jizzakh State University (n=125), Andijan State Pedagogical Institute (n=147) and Bukhara State Pedagogical Institute (n=146). The diagnostic instruments were N. Hall's Emotional Intelligence Test, V. I. Morosanova's Self-Regulation Profile of Behaviour, the Communicative Social Competence questionnaire by N. P. Fetiskin, V. V. Kozlov and G. M. Manuylov, the Academic Motivation Scale by R. Vallerand et al. and the FIT-Choice scale by H. Watt and P. Richardson. Spearman's correlation analysis showed that emotional intelligence is closely associated with communicative social competence (Rs up to 0.60), that styles of self-regulation are associated with the motives for choosing the teaching profession (Rs up to 0.71), and that academic motivation is differentially associated with these motives. The findings confirm that emotional intelligence is an important socio-psychological factor in regulating the motivational sphere of future teachers.