The article explores the role of emotional intelligence (EI) as a resource for students to overcome difficulties. The purpose of the study is to identify the role and specifics of the relationship between emotional intelligence (EI) and coping strategies in students. The empirical base was 78 students. The study was conducted using the questionnaire of D.V. Lyusin (EmIn), R. Lazarus and S.S. Goncharov. It has been established that the overall level of EI is average with an uneven structure: cognitive components (understanding of emotions) are more developed than regular ones (managing emotions). Adaptive strategies (problemsolving planning, positive reassessment) dominate coping behavior. Correlation analysis revealed significant positive associations of regular EI components with constructive copying and negative associations with maladaptive strategies (avoidance, self-blame). The results prove that the development of emotional intelligence, especially the skills of managing emotions, is a key condition for the formation of psychological stability of students. Based on the conclusions, a system of practical recommendations for psychological and pedagogical support is proposed.
Skripnichenko et al. (2026) studied this question.