This article substantiates the criteria, indicators and levels for assessing the development of emotional intelligence in academic lyceum students. It offers a comparative analysis of the potential and limitations of ability-based tests (MSCEIT), self-report questionnaires (EmIn, EQ-i:YV, TEIQue, SSEIT) and pedagogical observation as methods of measuring emotional intelligence. Drawing on the cognitive approach, the study identifies four criteria (cognitive-awareness, appraisal-interpretive, regulatory and communicative-social) and specifies concrete indicators and diagnostic instruments for each. The article further describes low, intermediate and high levels of emotional intelligence development and formulates principles for the application of a comprehensive diagnostic system.
Criteria and Indicators for Assessing the Level of Emotional Intelligence Development in Academic Lyceum Students
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