Emotional intelligence and hardiness as predictors of subjective position in students of psycho-pedagogical classes

Context and relevance. In late adolescence, the student's subjective position is associated with school engagement, the choice of a further educational trajectory, and the maintenance of psychological well-being under increasing educational workload. For students of psycho-pedagogical classes, who combine upper secondary education with pre-professional trials in the field of pedagogy, analysing the personal resources of the subjective position helps describe the factors behind a positive attitude toward learning activity and readiness for conscious professional self-determination. The links between subjective position and emotional intelligence and hardiness in this group of students remain insufficiently studied. Objective. To examine the relationships between emotional intelligence, hardiness, and the subjective position as one of the characteristics of attitude toward learning activity in 10th-grade students of psycho-pedagogical orientation. Hypothesis. Higher emotional intelligence and a higher level of hardiness are positively associated with subjective position and negatively associated with negative position; at the same time, hardiness will make a greater independent contribution to the variance in subjective position than emotional intelligence. Methods and materials. The study involved 341 10th-grade students of psycho-pedagogical orientation (62,5% female), aged 16–17 years (M = 16,09; SD = 0,28). The following instruments were used: Lyusin's EmIn Emotional Intelligence Questionnaire; Maddi's Hardiness Survey adapted by Leontiev and Rasskazova; and the “Subjective Position” questionnaire by Yu.V. Zaretsky, V.K. Zaretsky, and I.Yu. Kulagina. Results. The overall emotional intelligence score was positively associated with subjective position and negatively associated with negative position. Hardiness showed stronger associations with subjective position and negative position. In the regression model, the hardiness score emerged as a statistically significant predictor of subjective position, whereas both lower emotional intelligence and a lower level of hardiness contributed negatively to negative position. No links between hardiness and emotional intelligence scores and object position were found. Conclusions. The subjective position of students in psycho-pedagogical classes is more closely associated with hardiness resources than with the overall emotional intelligence score; however, a decrease in both characteristics increases the probability of developing a negative attitude toward learning activity.

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