RESUMO
Introduction: The dynamics of increasing rates of interstate educational migration of student youth exacerbates the problems of psychological adaptation and socialization of foreign students in the context of the recipient country's society. The aim is to study the peculiarities of emotional intelligence changes in the process of social adaptation of foreign students of Ukrainian higher educational institutions of medical profile in the conditions of educational migration. Material and methods: There were formed the observational groups of foreign students, natives from different countries, varying in linguistic affiliation and religion. In the research the Hall Emotional Intelligence Test (EQ test) was used, which gave an opportunity to evaluate the dynamics of emotional intelligence development in the process of learning and social adaptation in relation to the first and last courses at a medical higher education institution. Results: As a result of the conducted researches it is possible to notice a marked increase of the level of emotional intelligence in the process of education and socialization of different ethnic groups of foreign students in Ukraine. At initial values in the first year of study (within 30,0-38 points), which is treated as "low" level, after the end of the sixth course of study this indicator increased to values of 59-72 points, which falls within the limits of values of "average", and even "high" in English speaking educational groups (Ghana, Nigeria, Sudan). The obtained data have a statistical probability (p <0.05). It is especially important to emphasize the growth of more than 2 times the components of emotional intelligence on the scales "empathy" and "management of other people, emotions" which are crucial for the successful fulfillment of their professional duties as a doctor. At these scales, the indicators reached the "high" level at statistical probability (p <0.05). First-year students from Arab countries had the lowest baseline on the scale of "managing of one's emotions" (5.9 +0.4), which led to a sufficiently large number of manifestations of deviant behavior, but by the end of the sixth course, this indicator increased to values 10.0+ 0.9 (p <0.05). Accordingly, the deviance of behavioral responses has decreased significantly. Conclusions: In our view, it is expedient to deepen the theoretical analysis of the social-psychological portrait of migrant students with the aim of their effective psychological and pedagogical support in the process of adaptation and assistance while building a professional perspective on the basis of effective development of emotional intelligence.
