The study concerns the question of how much the emotional competence and the ability to cope with problems in one’s own personality increase in the process of professional psychological education, for which students of different years of study were tested. The aim of this study is to deeply diagnose various components of psychological flexibility and the ability to cope with unexpected events among psychology students. The study involved 30 students from 1 to 4 years of university grade level participated into study, divided into 4 equal groups from. Based on testing various aspects of psychological flexibility, emotional intelligence test (EQ test), Emotion Regulation Questionnaire (ERQ) and D.V. Lyusin emotional intelligence instrument (Emin) were used; it was tested using Student’s t-test and Kruskal-Wallis H-test to evaluate differences between three or more samples simultaneously. As a result of the study, the significant differences between all groups of participants and between the assessment of individual factors of psychological flexibility in different groups was accepted. Each of the groups demonstrated its specific characteristics of the relationship between emotional competence and coping with stress. Comparison of the results of students from different years of study showed that psychological education does not have a significant effect on emotional intelligence as an indicator of emotional flexibility, but positively affects the development of coping with stress, although in predominantly passive forms. The practical application of the research lies in improving psychology students’ learning; the research results can be used as methods for determining psychological flexibility factors that require development in study groups.

本研究关注的是在专业心理教育过程中，情绪能力和应对自身人格问题的能力有多大提高，对不同年级的学生进行了测试。本研究的目的是深入诊断心理学学生的心理灵活性和应对突发事件的能力的各个组成部分。该研究涉及30名1至4年级大学年级的学生参与研究，分为4个相等的组。在测试心理灵活性各方面的基础上，采用情商测试（EQ测试）、情绪调节问卷（ERQ）和DV Lyusin情商仪（Emin）；它使用学生 t 检验和 Kruskal-Wallis H 检验进行测试，以同时评估三个或更多样本之间的差异。研究结果表明，所有参与者组之间以及不同组中心理灵活性个体因素的评估之间存在显着差异。每个组都展示了其情绪能力与应对压力之间关系的具体特征。不同年级学生的结果比较表明，心理教育对作为情绪灵活性指标的情商没有显着影响，但对应对压力的发展产生积极影响，尽管主要是被动形式。研究的实际应用在于提高心理学学生的学习；研究结果可用作确定研究小组需要发展的心理灵活性因素的方法。