INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
143
DEVELOPMENT OF EMOTIONAL INTELLECT IN ADOLESCENCE AND ITS
ROLE IN CAREER CHOICE
Sipatdinov Arman Sharafatdinovich
Student of the “Applied Psychology” program at Berdakh Karakalpak State University
Abstract:
This article highlights the processes of developing emotional intelligence in
adolescence and its role in career choices. According to the results of a study conducted among
9th and 11th-grade students, a comparative analysis of the indicators of emotional intelligence
and professional orientations characteristic of age groups was conducted.
Keywords:
emotional intelligence, career choice, adolescence, N. Hall methodology, J.
Holland test, professional orientations.
Adolescence is one of the most important stages in the emotional, social, and cognitive
development of a person. During this period, the individual begins the process of determining
their future professional path. In modern psychological research, emotional intelligence is
considered not only as a means of interpersonal communication and stress management, but
also as one of the inevitable factors of professional success. Research by domestic and foreign
scientists shows that young people with a high level of emotional intelligence can more
accurately assess their capabilities and interests when choosing a profession.
According to UNESCO reports for 2021, 68 percent of adolescents highly value the importance
of the ability to manage their emotional state in the process of choosing a profession. Similar
studies were conducted in other countries, and the results showed that this skill helps to make
the right decisions in stressful situations. Emotional stability is especially important in
professions that require direct communication with people and prompt decision-making.
Therefore, the development of emotional intelligence serves as an important factor in the
conscious and accurate formation of professional orientations of young people.
The concept of emotional intelligence was first introduced into scientific circulation by P.
Salovey and J. Mayer, and later expanded by D. Goulman. He divides emotional intelligence
into four main components: understanding one’s own emotions, managing them, understanding
the emotions of others (empathy), and managing social relationships. In career choice theories,
J. Holland’s RIASEC model is widely used. He divides a person’s professional interests into six
types: Realistic, Investigative, Artistic, Social, Enterprising, Conventional.
M. Yakubova, N. Khudoyberdiyeva, and other domestic researchers noted that if adolescents
have a high level of emotional intelligence, then their professional decisions will be more
conscious and positive. Also, foreign scientists such as Mayer, Salovey, Holland have proven
the existence of a direct connection between emotional intelligence and professional
adaptability.
In order to determine the relationship between the level of emotional intelligence in
adolescence and priority areas in choosing a profession, a total of 220 schoolchildren (110 in
9th grade, 110 in 11th grade) aged 15-17 years, studying in 9th and 11th grades, were subjected
to psychological diagnostics in equal numbers of girls and boys in both groups. In the research
process, the methodology «Determination of the Emotional Intelligence Coefficient» by N. Hall
and the RIASEC professional orientation test by J. Holland were used. The N. Hall
methodology measures five components of emotional intelligence: awareness of emotions,
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
144
management, motivation, empathy, social skills. The Holland test helps to determine the type of
professional interests.
Analysis of the results obtained using the N. Hall test «Determination of the Emotional
Intelligence Coefficient» (n=220)
Component
Grade 9 (M) Grade 11 (M)
t
p
Emotional awareness
7.8
8.9
-2.1
<0,05
Self-control
6.5
8.2
-2.9
<0,05
Motivation
7.1
8.7
-2.6
<0,05
Empathy
7.4
8.1
-1.9
>0,05
Social skills
7.0
8.4
-2.7
<0,05
The research results showed that some components of emotional intelligence in 11th grade
students are significantly higher than in 9th grade. In particular, in the «self-control»
component, 11th grades scored 8.2 points, and 9th grades 6.5 points (t=-2.9; p<0.05). This
indicates the development of the ability of high school students to control their emotional state
in stressful or complex situations, reduce negative emotions, and maintain a positive
psychological balance. Also, in terms of the «motivation» component, 11th grades prevailed
(7.1 points versus 8.7 points; t=-2.6; p<0.05). This difference shows that older students have
stronger sources of internal motivation, such as setting goals, striving for them, and overcoming
obstacles. In «Social Skills» 11th-grade students also showed a high result (8.4 points) (t=-2.7;
p<0.05), which indicates their high ability to communicate, work in a team, and successfully
perform social tasks. However, the difference in the «empathy» indicator was not statistically
significant (p>0.05), which means that sensitivity to the emotions of others was sufficiently
developed in both groups. In general, the high level of emotional intelligence of 11th grade
students gives them an important advantage in assessing their real capabilities in the process of
choosing a profession, making targeted decisions, and forming a plan for the future.
Analysis of the results obtained using the RIASEC professional orientation test by J.
Holland (n=220)
Analysis of professional orientations showed a significant change in the structure of interests
with age. 11th grade students scored 7.5 points in the «investigative» type, and 9th grade
Type of professional
orientation
Grade 9 (M) Grade 11 (M)
t
p
Realistic
6.4
7.2
-1.8
>0,05
Investigative
5.9
7.5
-2.7
<0,05
Artistic
8.1
7.4
1.9
>0,05
Social
8.3
7.6
2.1
<0,05
Enterprising
6.0
7.9
-3.0
<0,05
Conventional
5.8
6.9
-2.2
<0,05
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
145
students 5.9 points (t=-2.7; p<0.05). This indicates that representatives of the older class have a
stronger need for scientific research, logical analysis, and analytical activity. In the
«Enterprising» type, 11th grades also have a significant advantage (6.0 points versus 7.9 points;
t=-3.0; p<0.05), which indicates the development of initiative, leadership, and organizational
skills. In addition, 11th grades also showed a high result in the «Conventional» type (5.8 points
versus 6.9 points; t=-2.2; p<0.05), which means an increased tendency to perform systematic
and orderly work. On the contrary, 9th grade students have slightly higher indicators in the
areas of «Artistic» (8.1 points) and «Social» (8.3 points), which means that younger students
are more interested in creative expression and direct work with people, but these differences are
not statistically significant (p>0.05). In general, the results of the Holland test show that in high
school students, professional orientations are formed more practically, strategically, and in
accordance with market requirements, while in lower grades, broader and more diversified
interests are preserved.
In conclusion, it can be noted that 11th-grade students are more mature than 9th-grade students
in managing their emotions and striving towards goals. This helps them make more accurate
decisions in the process of choosing a profession. a high level of emotional intelligence
increases flexibility in choosing a professional direction. The research results confirmed the
importance of emotional intelligence in choosing a profession in adolescence. Students with
high emotional intelligence consciously choose their future profession by realistically assessing
their interests and capabilities. Therefore, psychologists recommend organizing special
trainings on the development of emotional intelligence among adolescent students, providing
advice on individual career choices based on the J. Holland test, and conducting seminars for
parents and teachers on the importance of emotional intelligence in professional development.
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