FACTORS OF FORMING THE EMOTIONAL INTELLIGENCE OF ADOLESCENTS IN THE CONTEXT OF GENDER-SPECIFICITY OF SOCIALIZATION AND UPBRINGING

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.

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