Роль школьного образовательного фона и повседневных рефлексивных практик в развитии эмоционального интеллекта и экзистенциальной компетентности у студентов университетов Индонезии

В данном исследовании рассматривается взаимосвязь между типом образовательного учреждения (общеобразовательные, профессиональные и исламские школы) и повседневными рефлексивными практиками в прогнозировании индивидуального развития эмоционального интеллекта (ЭИ) и экзистенциальной компетентности (ЭК) у студентов индонезийских университетов. Исследование выполнено в рамках кросс-секционного дизайна с участием 754 респондентов. Для оценки эмоционального интеллекта, экзистенциальной компетентности и рефлексивных практик применялись апробированные психодиагностические методики. Результаты многомерного ковариационного анализа (MANCOVA) показали, что тип школы не оказывает значимого влияния на уровень изучаемых показателей. Вместе с тем был выявлен сильный и статистически значимый эффект рефлексивных практик в отношении обоих показателей. Полученные данные свидетельствуют о том, что индивидуальная вовлеченность в рефлексивные практики играет более значимую роль в развитии эмоциональных и смыслообразующих качеств личности, чем формальное школьное образование. Исследование подчеркивает важность поведенческих и рефлексивных процессов в психологическом развитии студентов с учетом социокультурного контекста.

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