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Psychoeducation as a tool for fostering emotional intelligence and reflection in university students // Pedagogical Review. 2026. Issue 1 (65). P. 140-151

Based on the analysis of scientific publications, the paper outlines the relationships between emotional intelligence (EI) and reflection identified in individual studies, as well as the generally low level of research on the effectiveness of public psychological education, both in this specific area and overall. The presented study aimed to test the hypothesis that students who engage more with psychoeducational materials have more developed EI and systemic reflection, demonstrate greater accuracy in their self-assessment of these traits, and that the manifestations of these phenomena are interrelated. The research employed D.V. Lyusin’s “Emotional Intelligence” questionnaire, D.A. Leontiev and E.N. Osin’s “Differential Type of Reflection” questionnaire, and an author-developed survey designed to identify respondents’ experience with psychological educational materials. The sample consisted of 66 students from VGSPU aged 17 to 29. Significant positive correlations were found between systemic reflection and most EI indicators, while significant negative correlations were identified for introspection. Comparing questionnaire and survey data revealed that students more interested in self-developing their EI and reflection demonstrated significantly higher scores on scales related to understanding emotions and systemic reflection. Groups of students with medium-low and high interest in developing EI and reflection were identified; the latter group showed stronger correlations between direct self-assessments of these qualities and the scales of the diagnostic questionnaires. Specific correlations were found between the reported frequency of using publications on open internet resources and books and the questionnaire scales, leading to conclusions about the potential contribution of these particular educational resources to the development of EI and systemic reflection. The absence of differences in the diagnostic questionnaire scores between students from different years and fields of study, along with the lack of correlations with subjective assessments of the contribution of university classes to the development of EI and reflection, did not reveal any influence of the university learning experience on this process.

Keywords: emotional intelligence, reflection, psychoeducation, effectiveness, university students