EMOTIONAL INTELLIGENCE AS A PSYCHOLOGICAL RESOURCE FOR SUPPORTING MOTIVATION UNDER STRESSOGENIC CONDITIONS

Abstract

The article is devoted to the study of emotional intelligence as an internal psychological resource for supporting and maintaining personal motivation under conditions of increased stressogenicity. Relevance of the study. In today’s conditions of global instability, socio-economic crises, and the increasing intensity of stress-inducing influences, the problem of maintaining personal motivation acquires particular scientific and practical significance. Chronic stress is associated with reduced productivity, disrupted emotional balance, and decreased effectiveness of self-regulation, which complicates the preservation of goal-directed activity and motivational stability in educational and professional contexts. Under such circumstances, there is a growing need to identify internal psychological resources that can ensure adaptation to increased demands and support achievement-oriented behavior. One of the key resources is emotional intelligence as an integrated system of abilities/competencies related to recognizing, understanding, and regulating emotions, which mediates processes of self-control, coping, and decision-making. In domestic scholarly discourse, emotional intelligence is interpreted as a factor of motivational self-regulation and stress resilience; empirical studies demonstrate its association with perseverance, engagement, and the prevention of burnout. In international theoretical frameworks, emotional intelligence is linked to the effectiveness of goal setting, self-control, and adaptive emotionregulation strategies that reduce exhaustion and sustain motivational energy under prolonged stress. Therefore, investigating the relationship between emotional intelligence and indicators of the motivational domain under conditions of heightened stress is timely, theoretically grounded, and practically important for developing psychoprophylactic and developmental programs aimed at enhancing motivational stability and psychological well-being. Scientific novelty lies in the comprehensive empirical substantiation of the role of emotional intelligence as a psychological resource for supporting individuals’ autonomous motivation under conditions of increased stressogenicity, achieved through the integration of two independent models of emotional intelligence measurement with indicators of the motivational sphere, perceived stress, and affective states. Practical significance of the study consists in the development and approbation of a psychological program aimed at fostering emotional intelligence as a resource for maintaining motivation under conditions of increased stressogenicity. The obtained results and formulated recommendations can be applied in the practice of professional psychologists, within systems of psychological support for students and employees, as well as in organizational and educational psychology, with the purpose of enhancing motivational stability, improving the effectiveness of self-regulation, and reducing the negative impact of stress factors on the motivational sphere of personality.