STUDY OF EMOTIONAL MATURITY OF UNIVERSITY TEACHERS FROM THE POINT SYSTEMS APPROACH
Abstract
The article analyzes the phenomenon of emotional maturity from the perspective of various philosophical and psychological approaches (psychoanalytic, existential, humanistic, cognitive, emotional, cultural and historical). We present the author's definition and criteria for the systematic study of emotional maturity. The results of the research in the period 2009-2015. on a sample of teachers from various universities (volume 477) of some indicators of emotional maturity: situational and personal anxiety, profiles of differential emotions in stressful situations, emotional relationships in the professional activities of basic emotions motivations: interest, joy, anger, shame. The results indicate the difficulties of emotional development of teachers, hindering the achievement of maturity: the dynamics of growth in recent years closed unconscious forms of anxiety, deficiency of positive emotions and excessive intensity of negative and anxious and depressive emotions in stressful situations, teachers with low and high levels of anxiety, deficiency of motivation, which manifests itself in a variety of emotional experiences.
About the Authors
L. V. Tarabakina
Moskow State Pedagogical University
Russian Federation
Russian Federation
Ph Hab in Psychology, Professor of the Social Pedagogy and Psychology Department,
Moskow
T. L. Shabanova
Minin Nizhny Novgorod Statе Pedagogical University
Russian Federation
Russian Federation
PhD in Psychology, Associate Professor of the Department of Classical and Practical Psychology,
Nizhnу Novgorod
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