Nataliya S. Bobrovnikova

Digitalization is becoming a part of the modern world, without which it is difficult to imagine our life. In pedagogy, information technology is mainly considered as an auxiliary tool for the implementation of effective education. On the part of the child, gadgets satisfy many needs including communication. Groups and chats are created on social networks, thanks to which students are always in touch with their peers. Such immersion in the digital space creates a key risk – cyberbullying. Research shows that experiencing this phenomenon at school leaves a lifelong imprint. The aim of the study is to identify the nature of the influence of cyberbullying on the personal characteristics of students in an educational environment. The research is based on the approaches of domestic and foreign scholars. Thus, theoretically, there is a significant impact of cyberbullying processes on students' personality and academic performance. It is important to note that such cases of online harassment are accompanied by a lack of adult attention. The diagnostic toolkit is represented by two methods: the Questionnaire "Cyberbullying and Aggression on the Internet" and the "Kettell Test, 14PF/HSPQ". The selection of materials and research methods took into account age characteristics and the relevance of the methodology to adolescence. The empirical data obtained were processed and presented in the following distribution: the majority of the sample had a low level of cyber-victimization (47%), a low level of cyber aggression (49%), an average level of negative emotions (45%), and a high level of adult help (41%). A correlation analysis was made using the Pearson r-criterion between the scales of methods and within the same methodology "Questionnaire of cyberbullying and aggression on the Internet". We have identified the most significant relationships between: "Cyber-victimization" / "A"; "Negative emotions" / "I"; "Cyber aggression" / "C"; "Cyber aggression" / "E"; "Adult help" / "J". Also, the following relationships of indicators were statistically justified within the same methodology: "Cybervictimity" and "negative emotions" and "Adult help" and "Cybervictimity"/ "Negative emotions". Thus, it is possible to carry out preventive work by influencing the components that correlate with the victim's or aggressor's position. The theoretical justification of the research problem is presented by the analysis of domestic and foreign scientific literature. The practical significance is realized in the developed diagnostic tools.

The problem of emotional intelligence development is determined by special requirements of modern society to increase the level of social competence of an individual, including high school students. This quality helps them to cope with negative experience in learning activities and successfully adapt to new conditions of social interaction. The purpose of the work is to study the development of emotional intelligence in high school students, the main directions and methods of its development. When choosing methods and techniques for developing emotional intelligence in high school students, the authors took into account the theoretical positions b O.O. Andronnikova on the effectiveness of using art therapy methods in developing the skills of self-learning of their emotions, and the theoretical positions by D.I. Ponomareva on the effectiveness of using active teaching methods. When selecting methods for developing emotional intelligence, the authors relied on the theoretical provisions of L.V. Vasilevskaya, E.I. Baraeva, who recommended to develop indicators of emotional and social intelligence. The study of the problem allowed us to describe productive methods in developing emotional intelligence in students: developing awareness of emotions and emotional states (auto-training techniques); methods of analyzing emotional reactions (reflection and verbalization of emotions); methods of developing empathy (for example, educational games, role-playing games), methods of teaching active listening; methods of developing self-control of emotions and emotional states (psychogymnastics, gaming methods). In the course of the empirical study, it was revealed that the majority of high school students have an average level of emotional intelligence (diagnostics of emotional intelligence by N. Hall), 48% of respondents had an average level of the indicator according to the questionnaire of emotional intelligence by D.V. Lyusin, 40% of high school students had an average level of empathy development, 28% had a low level of empathy development, which indicates that their emotional response is insufficiently developed (method of diagnosing the level of empathic abilities by V.V. Boyko). Theoretical significance of the study: the work examines and classifies scientific ideas about emotional intelligence by foreign and domestic scientists; describes the leading models of the structure of emotional intelligence by S. Hall, L.B. Simonova and others. The authors analyzed the main approaches to the formation of the concept of "emotional intelligence" in foreign and domestic literature. Practical significance: diagnostic tools for the study were selected; the main directions and methods for developing emotional intelligence in high school students in the context of modern education were described; recommendations for educational psychologists on the development of emotional intelligence in high school students in the context of modern society were developed.