THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND COPING STRATEGIES OF HIGHER EDUCATION STUDENTS IN RETRACTIONS PERIODS

Abstract

The article examines the relationship between emotional intelligence (EI) and coping strategies of higher education students in conditions of uncertainty. Six structural elements of coping strategies are identified: stressadaptation, multi-componentality, consciousness and unconsciousness, resources and mechanisms, contextuality,and effectiveness. It has been determined that the modern educational environment is characterized by highlevels of stress and unpredictability. Particular attention is paid to the role of EI as a key resource for selectingand implementing effective coping strategies. The study was conducted in the fall of 2024 (n = 146) using two methodologies: N. Hall's Emotional Intelligence Test to determine the level of emotional intelligence development and Lazarus’s Coping Test to assess the methods people use to deal with stressful situations. The results of the study showed that the level of emotional intelligence significantly influences the choice of stress-coping strategies.Students with low EI levels were more likely to use maladaptive coping, indicating insufficient capacity for effectiveemotional regulation. For students with a medium level of EI, balanced use of various coping strategies wascharacteristic. Problem-focused coping demonstrated a statistically significant correlation, emotion-focused coping showed a moderate correlation, and social-focused coping was used to maintain interpersonal connections. In the high EI group, problem-focused coping dominated, indicating the ability of students to constructively resolve problems. The correlation with emotion-focused and social-focused coping was minimal, which may result from highindependence and effective internal control. The study emphasizes that the development of emotional intelligencepromotes the use of adaptive coping strategies and reduces reliance on maladaptive behavioral patterns.