The previously mentioned study by I.N. Andreeva
highlights that the development of emotional
intelligence in adolescents plays a significant role in
their adaptation to the social environment. The
author's assumptions are supported by the empirical
findings of O.I. Vlasova, which show that
"emotionally gifted" adolescents easily establish
relationships within a group, often assume leadership
roles, adapt well to new conditions, and contribute to
improving the socio-psychological climate within the
group.
O.V. Grebennikova's study focuses on social
competence (a more integrative concept than
communicative competence) in relation to social
intelligence in adolescents. Social competence is seen
as an integrative personal quality that includes
knowledge, skills, abilities, and competencies formed
during socialization, allowing individuals to adapt
and interact effectively in society. The study
identifies several behavioural, cognitive, and
emotional determinants of social response, which
influence not only social competence but also a
teenager's social development. These determinants
include social knowledge, social perception, accuracy
of social information processing, interpersonal
problem-solving skills, social responsibility towards
others, ability for prosocial behaviour, skills in self-
regulation and self-control, implementation of social
skills, and emotional regulation, including emotional
disorders such as anxiety, aggression, and depression.
The study concludes that social competence is
interconnected with social intelligence, where social
intelligence acts as a means of understanding social
reality, while social competence is the outcome of this
understanding. Furthermore, social intelligence is
considered the psychological foundation of
communicative competence, as indicated by
Emelyanov Yu.N.
In E.S. Ivanova's study, the correlation between
emotional intelligence and communication skills is
explored. The author examines this relationship
through self-assessment of emotional intelligence
levels using questionnaires and compares the data
with real communication skills, diagnosed through
communication tasks [22]. The concepts are seen as
highly similar, if not synonymous. The study reveals
that adolescents who can successfully identify
emotions from photographs may find it challenging to
verbally describe them, which is also associated with
low self-assessment scores of their communication
skills.
To summarize the points mentioned above, it can be
suggested that the relationship between emotional
intelligence and communication skills requires
further empirical research.
Conclusions on the Theoretical Review:
1. Interpersonal communication encompasses various
aspects such as informational, perceptual, and
interactive elements. It involves both verbal and non-
verbal information transfer, feedback processes,
communicative influence, and the presence of
communicative barriers.
2. Communicative competence is an integral
characteristic of effective communication. It involves
an individual's orientation towards specific
communication, deep awareness and experience, and
the ability to interact freely with others based on self-
understanding and understanding of others within the
dynamic development of interpersonal relations and
social environments.
3. The emotional aspect plays a significant role in
interpersonal interaction, including partners' mental
states, their relationships, and the presence of
empathy and shared experiences. Empathy, a key
component of communication, also relies on the
emotional resources of individuals.
4. Communication barriers arise when the
communication process is distorted. Psychological
barriers serve to protect individuals from the threat of
destructive influences. The emergence of socio-
psychological barriers can lead to communicative
aggressiveness.
5. The communicative component can be measured
using parameters such as communicative tolerance
(acceptance of others), empathy, goodwill, mental
stability in interpersonal relationships, low
impulsivity, aggressiveness, conflict, and the
presence or absence of communicative barriers.
6. Communication with peers is the leading activity
during adolescence, playing a crucial role in
psychological development and maturation. Through
communication and identification with others,
teenagers learn about themselves without losing their
own value and significance. In order to belong to a
significant group, teenagers may conform
conscientiously to the norms and rules of the group,
which may increase conformity to the peer group's
values and norms.
7. For a teenager, communication represents a
specific type of emotional content that provides a
sense of solidarity, emotional well-being, and self-
respect.
8. This paper proposes an interpretation of emotional
intelligence as the ability to understand and manage