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In the process of learning, students are constantly faced with various difficulties and experience intellectual and emotional stress. In addition, serious changes are taking place in the system of higher professional education, which add new ones to the former pedagogical and psychological problems of learning the educational material. In this regard, the search for ways to solve these problems and develop recommendations for teachers is being actively pursued.

In the process of overcoming learning difficulties, teachers have to take into account and rely on the individual characteristics of students. One of such features is personal anxiety, which characterizes the persistent tendency of a person to perceive a wide range of situations as threatening, to respond to such situations with a state of anxiety [1, p. 10]. It creates tension in different learning situations and in case of exceeding the optimal individual level prevents the student himself in achieving good results, and the teacher.

The concept of "emotional intelligence" entered the scientific terminology thanks to J. Mayer and P. Salovey, after the publication of their joint article. Emotional intelligence in the authors' understanding is the ability to process the information contained in emotions as a basis for thinking and decision-making. This understanding was close to the traditional aspects of intelligence, the only difference being the quality of the information coming in: there is mood and emotion. "Emotional intelligence", according to these authors, is a constructor consisting of the ability to distinguish and express emotions, manage them and use the information contained in emotions for thinking and acting [2, p. 19].

According to the model of emotional intelligence created by these scientists, emotional intelligence is a set of hierarchically organized abilities associated with information processing. These abilities are grouped into four groups:

1. Detection of emotions. It includes a number of interdependent abilities, such as the perception of emotions (is the ability to notice the very fact of the presence of emotion), their identification, adequate expression, distinguishing between real emotions and their imitation.
2. Using emotions to increase the effectiveness of thinking and acting. Includes the ability to use emotions to focus on important events, to evoke emotions that help solve problems (for example, to use a good mood to generate creative ideas), to use mood swings as a means of analyzing different points of view on a problem.
3. Understanding emotions. Ability to understand complexes of emotions, connections between emotions, transitions from one emotion to another, the causes of emotions, verbal information about emotions.
4. Emotion management. Ability to control emotions, reduce the intensity of negative emotions, be aware of their emotions, including unpleasant, the ability to solve emotionally charged problems without suppressing the associated negative emotions. Promotes personal growth and improvement of interpersonal relationships.

This hierarchical sequence is based on the following considerations. The ability to recognize and express emotions (first group) is a necessary basis for generating emotions in order to solve specific problems (second group). These two possibilities are procedural in nature. They are the basis of the declarative ability to understand the events that precede emotions and follow them (third group). All these abilities are necessary for the internal regulation of one's own emotional state and for the successful influence on the external environment, which leads to the regulation of one's own and others' emotions (fourth group).

Emotional intelligence helps to understand the emotions experienced by others, their nonverbal and verbal behavior, allows to distinguish between the manifestations of people's feelings, promotes the ability to determine the cause and source of emotion, its purpose and possible developmental results, and its usefulness in a given situation. , accordingly, if necessary, be able to find a way to regulate emotions.

In addition, emotional intelligence includes the ability to determine the probable cause of emotion in other people and assume the results of its development, the dynamics of the emotional state of another individual (intensity of emotion, transition to another emotion) by nonverbal and verbal means, the ability to evoke the necessary emotion in man [ 3, p. 27].

A high level of development of emotional intelligence can affect a person's ability to identify and regulate emotions and feelings, both negative and positive. This is due to the relationship of emotional intelligence with anxiety. Only an individual with high emotional intelligence is able to understand himself, identify the causes of their emotions and feelings, interact effectively with society.

Highly developed emotional intelligence helps a person to recognize their cause by a significant number of negative emotions, helps to adequately assess the situation and allows to react reasonably to it, so anxiety, which is characterized as an emotion with a negative message, expressed by feelings of uncertainty and anticipation of adverse events.

мemotional intelligence; student's personality; anxiety; potential; individual features; models of emotional intelligence