This article develops and substantiates a pedagogical model for enhancing the emotional intelligence of academic lyceum students on the basis of cognitive-emotional integration. The model is conceptualised as a coherent system comprising five interrelated blocks: target, theoretical-methodological, content, technological, and outcome-evaluation. Its theoretical foundations draw on L.S. Vygotsky’s thesis of the unity of affect and intellect, P.Ya. Galperin’s theory of the stage-by-stage formation of mental actions, R. Lazarus’s cognitive appraisal theory, and J. Gross’s process model of emotion regulation. The article delineates four stages of emotional intelligence development (awareness, analysis, regulation and integration) and specifies the pedagogical conditions required for the model’s effective implementation.
A Pedagogical Model for Enhancing the Emotional Intelligence of Academic Lyceum Students Based on Cognitive-Emotional Integration
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