Developing The Emotional Intelligence Of Academic Lyceum Students On The Basis Of A Cognitive Approach
DOI:
https://doi.org/10.57033/mijournals-2026-4-0295Keywords:
emotional intelligence, cognitive approach, academic lyceum, cognitive reappraisal, emotion regulation, adolescence, emotional literacy, test anxiety, psychological and pedagogical modelAbstract
This article examines the development of academic lyceum students’ emotional intelligence through a cognitive approach. The ability model Published:09-06-2026 of emotional intelligence, the appraisal theory of emotion and the process model of emotion regulation are taken as the theoretical basis of the study. It is argued that the period from fifteen to eighteen years of age is particularly suitable for building the skill of cognitive reappraisal, and that the heavy workload and examination pressure characteristic of the academic lyceum environment make Copyright: © 2026 by the authors. this skill correspondingly more necessary. The article sets out the logic by which Submitted for open access publication cognitive techniques can be distributed across the four branches of emotional under the terms and conditions of the intelligence, and argues that such work is more effective when embedded in Creative Commons Attribution (CC existing subjects than when delivered as a separate course. The limitations of BY) license available measurement instruments, the problem of cultural adaptation, and (http://creativecommons.org/licenses/ the risk that a cognitive approach may encourage excessive rationalisation of by/4.0/) feeling are also discussed.References
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