Defense of the dissertation of Taibolatov Kuandyk Momyngazyuly for the degree of Doctor of Philosophy (PhD) in the educational program «8D01101 - Pedagogy and psychology»
L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Taibolatov Kuandyk Momyngazyuly on the topic «Psychological and pedagogical support of the development of emotional intelligence of secondary school students» in the educational program «8D01101 – Pedagogy and psychology».
The dissertation was carried out at the Department of «Personal development and Education» of Toraigyrov University.
The language of defense is russian
Official reviewers:
Murzalinova Alma Zhakimovna – Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Psychology, Manash Kozybayev
North Kazakhstan University (Petropavlovsk, Republic of Kazakhstan);
Algozhina Anar Rashidovna – Doctor of Philosophy (PhD), Head of the Department of Psychology, NAO "E.A. Buketov Karaganda University" (Karaganda, Republic of Kazakhstan).
Temporary members of the Dissertation Council:
Miklyaeva Natalia Viktorovna – Candidate of Pedagogical Sciences, Professor of the Department of Preschool Defectology, Moscow Pedagogical State University (Moscow, Russian Federation);
Umirbekova Akerke Nurlanbekovna – Doctor of Philosophy (PhD), Leading Researcher at the Center for Inclusive Education, National Academy of Education named after Y.Altynsarina (Astana, Republic of Kazakhstan);
Tuyakova Ulbosyn Zhusipovna – Doctor of Philosophy (PhD), Senior Lecturer at the Department of General Pedagogy and Management in Education, Aktobe Regional University named after K. Zhubanov (Aktobe, Republic of Kazakhstan).
Scientific consultants:
Pfeifer Nelly Emilevna – Doctor of Pedagogical Sciences, Professor, Deputy Chairman of the Public Association “Local Trade Union of Employees of JSC “KazTransOil” (Pavlodar, Republic of Kazakhstan);
Chernik Valery Eduardovich – Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Pedagogy of the Federal State Autonomous Educational Institution of Higher Education “Murmansk Arctic University” (Murmansk, Russian Federation).
The defense will take place on June 13, 2025, at 10:00 AM in the Dissertation Council for the training direction «8D011 – Pedagogy and psychology» in the educational program «8D01101 – Pedagogy and psychology» of L.N. Gumilyov Eurasian National University. Conducting a meeting of the dissertation council in a mixed (offline and online) format.
Link: https://clck.ru/3LtBdL
Address:Astana, Yanushkevich Street,6A, Room 106.
Abstract (English): dissertation work Taibolatov Kuandyk Momyngazyuly on the topic “Psychological and pedagogical support of the development of emotional intelligence of secondary school students”, submitted for the degree of Doctor of Philosophy (PhD) on the educational program 8D01101 - “Pedagogy and Psychology” The relevance of the research topic is conditioned by modern requirements to the educational process, oriented to the formation of a comprehensively developed personality, capable of successful adaptation in society and professional environment. In the National Report “Quality Education Available to Everyone”: “School is not only a place where children study and upon its completion receive a certificate, today school is an organization that cooperates with the local community, parents, public associations, organizations of additional education, culture, sports, business and other structures and together with them: providing intellectual, emotional, moral, physical, social development of students. This has a positive impact on the formation of students' skills of understanding their feelings, managing them, mutual respect and empathy. It turns out that support for emotional development is one of the most important factors that increase the moral and social stability of children and facilitate their adaptation to the environment. The Concept of Development of Preschool, Secondary, Technical and Vocational Education of the Republic of Kazakhstan for 2023-2029 emphasizes the need to improve the content of education. Among the priorities is to provide students with the knowledge, skills, attitudes and values necessary for successful functioning in the conditions of the 21st century. Emotional intelligence, which includes the ability to recognize, understand and manage one's own and others' emotions, is an essential component of these skills. According to the State obligatory standard of basic secondary education, the purpose of basic secondary education is to form the general culture of the individual, its adaptation to life in society and to create the basis for an informed choice of profession. Emotional intelligence plays a key role in personal adaptation, as it contributes to the development of communication skills, empathy and stress resistance, which is necessary for successful socialization and professional realization. The OECD report Social and Emotional Skills for a Better Life emphasizes that learners' social and emotional skills are directly linked to improved life outcomes. Research shows that developing these skills contributes to academic success, greater life satisfaction, healthier behaviors, reduced anxiety and more ambitious career plans. However, it has also been found that the distribution of these skills among learners is uneven and dependent on age, gender and socioeconomic status, requiring targeted pedagogical intervention. Psychological and pedagogical support for the development of students' emotional intelligence not only meets modern educational standards and needs, but also is a necessary condition for the formation of a harmoniously developed personality, capable of successful social and professional adaptation in a rapidly changing world. The dissertation is focused on the study of emotional intelligence of secondary school students taking into account personal characteristics and the development of psychological and pedagogical support for its development. Emotional intelligence is interconnected both with the external relationship with others and with the internal psychological health of the individual, which is most important in adolescence. As in all spheres of human life, personal characteristics should influence the development of emotional intelligence, but many scientists have not yet come to a consensus, which will be the basis for us to solve this problem. The educational process in the secondary comprehensive school is reflected in the studies of domestic scientists. Cooperation in the pedagogical process of secondary comprehensive school is reflected in the works of Khan N. N., scientific and methodological foundations of socialization of students in secondary comprehensive school - Bortko T. G., problems of ethnic education of students - Beisenbekova G. B., problems of teacher training for secondary comprehensive schools - Burdina E. I. Scientific works of foreign scientists devoted to pedagogical and psychological support at school: Grapin S. L. – problems and practice of school psychology, Newman D. S., Rosenfield S. A. - training of school psychologists for psychological support, Dockweiler K. A. – how to promote mental health in schools, Rosenfield S. - professional competencies of the school psychologist, Farrell P. T., Jimerson S. R. – experiences of global school psychologists, Oakland T. D. – influence of world school psychology. The works of Soviet and Russian scientists: Kazakova E. I. studied the process of psychological and pedagogical support at school, Alexandrovskaya E. M. - psychological support of students. M. - psychological support of students, R. V. Ovcharova - psychological support of parents, L. M. Shipitsyna - psychological and pedagogical counseling and support of child development, M. R. Bityanova - organization of psychological work in secondary school. In domestic science, the methodological basis of psychological and pedagogical support is devoted to the work of Sheryazdanova Kh. T., psychological support of upbringing and development of orphans is considered by Kusainov A. K., methodology, technologies and practice of psychological service in education – Abeuova I. A., psychological service in educational organizations – Naubaeva Kh. T., formation of competencies of adaptation to professional activity in future teachers-psychologists – Ismailova G. M., organizational and pedagogical conditions of functioning of psychological service in school – Mendalieva R. T., the role of school psychologist in promoting the welfare of children: evidence of the post-Soviet period – Tynybaeva M. A., development of personal and professional properties of subjects of education – Kuanzhanova K. T., psychological support of the educational process – Khusainova R. M.., psychological and pedagogical support of subjects of education – Adushkina K. V., psychological and pedagogical support of pupils with deliquent behavior in closed institutions – Kurbanalieva M. K., psychological and pedagogical support of children with special educational needs in a comprehensive school – Eliseeva I. G., psychological and pedagogical support of overcoming stress in the system of relations “parent - child autistic” – Makhadieva A. К. Currently, the study of emotional intelligence in domestic science is not widespread enough. For the first time this problem was considered in the works of the following researchers: Madalieva Z. B. - psychological bases of management of emotional state of the teacher, Tulegenova A. A. - psychophysiological aspects of emotional intelligence, Akhmetova D. B. – emotional intelligence, competences and strategies of training in higher education institutions, Baitukbaeva D. D. – psychological and pedagogical conditions of formation of psychoemotional stability of future teachers. Algozhina A. R. investigated the relationship of emotional intelligence with professionally significant qualities of higher school teachers. Tuyakova U. J. drew attention to the formation of emotional intelligence of future social teachers, Suleyeva K. M. studied the resistance of school-age children to emotional stress in the conditions of competitive activity. Rizulla A. R. and Adilzhanova K. S. consider emotional intelligence as a basis for improving the subjective well-being of students, Almukhambetova B. J. studied the emotional state of students in need of special education. Also Abdimusa J. N. drew attention to the psychological and pedagogical assessment of students' emotional states, Kotlyarova I. V. - to the paradigmatic modeling of such concepts of emotions as “longing”, “sadness”, “sorrow”, “grief”. Sarbasova G. J. studied the requirements and psychological content of the development of emotional flexibility of future psychologists. Nevertheless, in domestic science many works about emotional intelligence have been written, but the object of research of the majority of domestic scientists is focused on students and teachers. The analysis of the state of the problem of emotional intelligence development and psychological and pedagogical support of this work in pedagogical theory and educational practice allowed us to identify the following contradictions: - between the increased need for psychological and pedagogical support of the development of emotional intelligence of school-age children and insufficient development of its model, which includes the structure, content, age, psychological and pedagogical characteristics of school students, taking into account the impact of global challenges on society and school. - between the role and importance of psychological and pedagogical support for the development of personal qualities of school students substantiated in scientific research and insufficient development of such support in educational practice for the development of emotional intelligence in secondary school students; - between the need of educational practice in the development of emotional intelligence in students of secondary general education school (hereinafter - SES) and the lack of a model of psychological and pedagogical support of its development. The resolution of these contradictions allowed us to define the problem of the research, which consists in identifying the conditions of more successful psychological and pedagogical support for the development of emotional intelligence of students of secondary schools. The presence of this problem determined the choice of the research topic “Psychological and pedagogical support of emotional intelligence development of secondary school students”. Purpose of the research: theoretical substantiation, development and testing of the model of psychological and pedagogical support for the development of emotional intelligence of secondary school students. Object of the study: the process of psychological and pedagogical support for the development of emotional intelligence of secondary school students. Subject of the research: development of emotional intelligence of students of secondary schools. Hypothesis: if we develop a model of psychological and pedagogical support for the development of emotional intelligence of school students and implement it in practice, it will affect the development of emotional intelligence of students, as the emotional intelligence of students will include the necessary components: emotional awareness, ability to manage their emotions, empathy, ability to manage the process of communication, academic motivation, stress resistance, which provides the development of emotional intelligence of students of secondary schools. In accordance with the purpose, object, subject and hypothesis, the research objectives were determined: 1. to study the background to the study of the phenomenon of emotional intelligence and reveal the importance of emotional intelligence for the personal development of SES students. 2. To define and describe the structure of emotional intelligence. 3. To reveal the essence of the concept of “psychological and pedagogical support” and to analyze the existing models and systems of psychological and pedagogical support for the development of emotional intelligence of SOS students. 4. To develop a model of psychological and pedagogical support for the development of emotional intelligence of schoolchildren and diagnostic tools. 5. Experimentally test the effectiveness of the proposed model of psychological and pedagogical support for the development of emotional intelligence of schoolchildren. The leading idea of the research: the creation of an effective model of psychological and pedagogical support for the development of emotional intelligence contributes to the improvement of personal qualities of schoolchildren. Theoretical and methodological basis of the study was formed by: Philosophical principles of study theoretical foundations of the study and the theory of existential philosophy - Maslow A., Rogers K., Frankl V., Sartre J.-P., Kunanbaev A., Kudaiberdiev Sh.); theories of emotional intelligence -Goleman D., Bar On R., Cooper R., Mayer J.D., Caruso D., Salovey P., Roberts R. D., Matthews G., Zeidner M., Stenberg R.J., Lyusin D.V., Manoilova M.A., Andreeva I.N., Sergienko E.A.); psychological and pedagogical studies of emotional intelligence in education and emotional state of students - Madalieva Z. B., Tulegenova A. A., Akhmetova D. B., Baitukbaeva D.D., Algozhina A. R., Tuyakov U. J., Suleev K. M., Rizulla A. R., Adilzhanov K. S., Almukhambetov B. J., Abdimus J. N., Kotlyarov I. V., Sarbasov G. J. Psychological-pedagogical support in the educational process is considered in the works of Grapin S. L., Newman D. S., Rosenfield S. A., Dockweiler K. A., Rosenfield S., Farrell P. T., Jimerson S. R., Oakland T. D., Kazakova E. I., Aleksandrovskaya E. M., Ovcharova R. V., Shipitsyna L. M., Bityanova M. R., Sheryazdanova H. T., Kusainov A. K., Abeuova I. A., Naubaeva Kh. T., Ismailova G. M., Mendalieva R. T., Tynybaeva M. A., Kuanzhanova K. T., Khusainova R. M., Adushkina K. V., Kurbanalieva M. K., Eliseeva I. G., Makhadieva A. K. К. The thesis work was based on interdisciplinary, systemic, praxeological, personality-oriented, competence-based and integrated approaches. Research methods: 1. Content analysis of theoretical approaches. This method consists in a detailed content analysis of selected articles in order to determine the main theoretical and methodological approaches to the development of emotional intelligence. The study of existing models of emotional intelligence proved to be important. 2. PRISMA statement method for review of systematic analysis of scientific literature. Implemented in international scientific databases such as Scopus, Web of Science, Google Scholar, etc. 3- Bibliometric analysis. This method was used to quantitatively analyze publications in order to identify the main scientific trends, authors and studies that have a great impact on the development of the topic of emotional intelligence. VOSviewer is used as a tool for bibliometric analysis. 4. Modeling method. It was used to build a model of psychological and pedagogical support for the development of emotional intelligence of SOS students. 5. Psychometric tools for diagnosing the emotional intelligence of students: Emin questionnaire D. V. Lucin. V. Lucin, academic motivation scale by M. Lukyanova, questionnaire “Perceived Stress Scale for Children” (PSS-D). 6. Methods of statistical analysis of data. The data obtained during data collection are subjected to statistical analysis in Jamovi 2.6.13 application and used to solve research problems, achieve the objectives and ensure the reliability of the results. Pearson χ2 criterion was used to determine the differences between baseline and post-experimental results. Scientific novelty: - on the basis of the identified prerequisites for the study of the phenomenon of “emotional intelligence” the theoretical and methodological basis for the study of emotional intelligence was developed; - approaches to the definition of the structure of emotional intelligence were considered, the following structure of emotional intelligence of school students was determined: emotional awareness, ability to manage their emotions, empathy, ability to manage the process of communication, academic motivation, stress resistance. - foreign and domestic experience of psychological and pedagogical support in SOSH was studied and analyzed; - a model of psychological and pedagogical support for emotional intelligence of schoolchildren was developed and put into practice; - methodological materials were developed and introduced into practice: “Diary of Emotions”, the program of the variant course “Emotional Intelligence and Critical Thinking” for the 7th grade, the program of professional development courses for teachers “Methodological Support for the Development of Emotional Intelligence and Critical Thinking of Students”, as well as the website https://ktaibolatov.kz/ was developed. Theoretical significance: - The definition of the concept “emotional intelligence of school students” is given; - the components of emotional intelligence of school students have been identified; - the model of psychological and pedagogical support for the development of emotional intelligence of schoolchildren was developed, tested and put into practice. Practical significance: - A didactic manual “Diary of emotions” has been developed and introduced into practice; - the program of the variant course “Emotional Intelligence and Critical Thinking” was developed and implemented in schools; - a program of professional development courses for teachers “Methodological support for the development of emotional intelligence and critical thinking of students” was developed and implemented; - Emotional intelligence website was developed: https://ktaibolatov.kz The main provisions for defense 1. Definition of emotional intelligence of students of secondary school - as a complex ability, including components: emotional awareness, management of their emotions, empathy, ability to manage the process of communication, academic motivation and stress resistance, providing their personal, academic and social development. 2. As a result of the study, the following main components of emotional intelligence of SES students were identified: emotional awareness, management of their emotions, empathy, ability to manage the process of communication, academic motivation and stress resistance. 3. The developed model of psychological and pedagogical support aimed at the development of emotional intelligence of schoolchildren, consisting of three main blocks: target, content-technological and resultant. These blocks allow us to propose a comprehensive approach to the development of emotional intelligence of schoolchildren. 4. Methodical developments of support for the development of emotional intelligence of schoolchildren: didactic manual “Diary of Emotions”; the program of the variant course “Emotional Intelligence and Critical Thinking” for 7th grade students; the program of professional development courses for teachers and psychologists “Methodological support for the development of emotional intelligence and critical thinking of students”; website: https://ktaibolatov.kz/. 5. The results of experimental work on approbation of the model of psychological and pedagogical support, reflecting the positive dynamics of emotional intelligence development of schoolchildren. Approbation and implementation of the research results The results of the study were presented at 8 international scientific-practical conferences, including 1 indexed on the international base Scopus (Almaty - 2022, Ufa (Russia) - 2020, Murmansk - 2023, Pavlodar - 2021, 2022, Semey - 2022, Astana - 2023, China - 2024). 4 articles published in scientific and scientific-methodical journals (scientific-methodical journal “Kazakhstan Balalary”, 2023; scientific-pedagogical journal “Bilim-Oeducation”, 2024; NORRAG journal, 2024). 7 articles in publications recommended by the Committee for Quality Assurance in Science and Higher Education of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Journal “Bulletin of the Academy of Pedagogical Sciences of Kazakhstan”, 2020; Bulletin of Abay KazNPU. Psychology Series, 2020, 2024; Bulletin of Toraigyrov University. Pedagogical Series, 2020, 2021, 2022; scientific and pedagogical journal “Bilim-Obrazovanie” of the National Academy of Education named after I. Altynsarin. I. Altynsarin, 2024), 2 articles in the journal included in the information bases “Scopus / Web of Science” (Frontiers in Education, 2024; Anales de Psicologia, 2025). Structure of the dissertation: the dissertation consists of an introduction, three sections, conclusion, list of used literature, appendices. The thesis contains 17 tables and 28 figures. The list of used literature consists of 193 sources.
'/%3e%3cpath%20fill-rule='evenodd'%20clip-rule='evenodd'%20d='M17.5427%2012.684C17.1383%2011.7889%2016.7126%2011.771%2016.3278%2011.7553C16.0132%2011.7419%2015.6529%2011.7427%2015.2932%2011.7427C14.9333%2011.7427%2014.3483%2011.8774%2013.8537%2012.4152C13.3587%2012.9531%2011.9639%2014.2533%2011.9639%2016.8978C11.9639%2019.5426%2013.8987%2022.098%2014.1684%2022.4569C14.4383%2022.8153%2017.9033%2028.4156%2023.3907%2030.5701C27.9513%2032.3606%2028.8793%2032.0045%2029.8692%2031.9149C30.8591%2031.8253%2033.0633%2030.6149%2033.5133%2029.3597C33.9632%2028.1048%2033.9632%2027.0291%2033.8282%2026.8043C33.6932%2026.5803%2033.3333%2026.4459%2032.7933%2026.1771C32.2534%2025.9083%2029.5992%2024.6078%2029.1043%2024.4286C28.6093%2024.2494%2028.2494%2024.1598%2027.8894%2024.6979C27.5295%2025.2355%2026.4954%2026.4459%2026.1804%2026.8043C25.8655%2027.1635%2025.5505%2027.2083%2025.0105%2026.9395C24.4706%2026.6699%2022.7318%2026.1029%2020.6691%2024.2717C19.0641%2022.8472%2017.9806%2021.0877%2017.6656%2020.5496C17.3506%2020.012%2017.6318%2019.7209%2017.9027%2019.4529C18.1451%2019.2121%2018.4426%2018.8254%2018.7126%2018.5116C18.982%2018.1977%2019.072%2017.9737%2019.252%2017.6153C19.4319%2017.2564%2019.342%2016.9425%2019.207%2016.6737C19.072%2016.405%2018.0228%2013.7468%2017.5427%2012.684Z'%20fill='white'/%3e%3cdefs%3e%3clinearGradient%20id='paint0_linear_181_11959'%20x1='22.8525'%20y1='42.8177'%20x2='22.8525'%20y2='0.921701'%20gradientUnits='userSpaceOnUse'%3e%3cstop%20stop-color='%2320B038'/%3e%3cstop%20offset='1'%20stop-color='%2360D66A'/%3e%3c/linearGradient%3e%3c/defs%3e%3c/svg%3e)
