Problems of the development of emotional intelligence and emotional-volitional self-regulation of police officers at the initial stage of professional training

Abstract

The relevance of the study of the problem of the development of emotional intelligence and emotional-volitional self-regulation is determined by the increasing level of requirements for professionally significant personality traits of police officers. The ability for self-regulation and a high level of emotional skills presented in the structure of emotional intelligence allows a person to integrately process the information received and use environmental stimuli for cognitive assessment, making conscious decisions in a situation associated with emotional response. Mastering the skills of emotional-volitional self-regulation contributes to the achievement of significant results in professional activity, socio-psychological adaptation and self-realization. The aim of the study was to analyze the psychological factors of the development of the emotional intelligence of police officers, the ability to emotional-volitional self-regulation and to establish the nature of the relationship between the indicators of emotional intelligence and the indicators of self-regulation. The empirical study was conducted on the basis of a sample of male police officers enrolled in the primary vocational training program as a police officer. The psychodiagnostic procedure involved 150 respondents, of which there were experimental and control groups, 40 people each. The study used techniques aimed at identifying the level of development of emotional intelligence and the ability to self-regulation: Emotional Intelligence Research Methods Russian-language version of the MSCEIT V2.0 test by J. Mayer, P. Salovey, and D. Caruso as adapted by E.A. Sergienko, I.I. Wind; R. Cattell's 16-factor personality questionnaire - form C; questionnaire V.I. Morosanova Style of self-regulation of behavior. The results of the study show that changing the tasks and technology of teaching aimed at the development of emotional intelligence ensures the development of significant abilities. As a result of the formative experiment, shifts in the values of indicators of the use of emotions in problem solving (t = 2.03; p ≤ 0.05), understanding and analysis of emotions, the general level of emotional intelligence (t = 3.55; p ≤ 0.001), emotional volitional self-regulation (t = 2.74; p ≤ 0.01). An increased number of positive correlations between the values of indicators of the emotional, communicative and intellectual spheres of a person was revealed. The statistically significant dynamics of indicators of emotional intelligence and self-regulation, reliable relationships with the signs of personality traits, allow predicting the further formation of competencies in the field of emotional-volitional self-regulation.

Optimizing expected policy outcomes through creative problem structuring: Police human resource development policy in the southeast Sulawesi regional police, Indonesia

“…The process of constantly improving and facilitating the development of human resource capabilities is called human resource development (Ainslie & Huffman, 2019;Bimenyimana, Abay, & Lee, 2021;Dirani et al, 2020;Edvardsen & Hoel, 2022;Goncharova & Zhidkova, 2021;Hamouche & Chabani, 2021;Koedijk, Renden, Oudejans, Kleygrewe, & Hutter, 2021;Kohlström, 2022;Kosmajadi, 2021;Mroziewski, 2021;Mukwevho & Bussin, 2021;Nascimento, Souza, & Adaid-Castro, 2020;Nasir, 2017;Parameswaran, 2020;Razali, Rami, Nazuri, & Suhaimi, 2021;Rothwell, Lindholm, Yarrish, & Zaballero, 2012;Staller & Körner, 2021;Sunahwati, Maarif, & Sukmawati, 2019;Tshukudu, 2021;Ulyanina, Levi, & Teplova, 2020). Human resource development itself is still considered by a number of scientists as part of human resource management (Armstrong & Taylor, 2014;Rothwell et al, 2012;Werner & DeSimone, 2012) although other scientists have viewed it as a new discipline (Tshukudu, 2021) with an interdisciplinary foundation (Jacobs, 1990).…”