Articolul are drept scop determinarea particularităţilor esenţiale ale inteligenţei emoţionale şi înclinaţiilor comunicativ-organizaţionale la studenţii-designer. În calitate de subiecţi experimentali au servit studenţii de la Universitatea Pedagogică de Stat „Ion Creangă”, Universitatea Tehnică din Moldova, Academia de Muzică, Teatru şi Arte Plastice. Cercetarea ne-a permis să constatăm ca studenţii-designer manifestă inteligenţă emoţională la un nivel scăzut şi un nivel mediu al înclinaţiilor comunicativ-organizaţionale. Dezvoltarea inteligenţei emoţionale şi a înclinaţiilor comunicativorganizaţionale este un proces complex şi de lungă durată, astfel indicii integrali ai inteligenţei emoţionale la studenţiidesigner din primul şi ultimul an de studiu nu denotă schimbări. Indicele general al inteligenţei emoţionale corelează cu toate componentele sale, dar o relaţie mai strânsă s-a evidenţiat la „perceperea emoţiilor altor persoane”, „identificarea emoţiilor”, „dirijarea emoţiilor personale”. Înclinaţiile comunicativ-organizaţionale corelează cu indicele general al inteligenţei emoţionale şi toate componentele sale, dar o relaţie mai strânsă s-a evidenţiat la „perceperea emoţiilor altor persoane”, „automotivarea”.

In the course of the work there was carried out the investigation of the peculiarities of "emotional intellect" and organizational inclinations of the students - designers. Insufficient study of psychological peculiarities of the personality of student - designer, which allow him to realize the heightened demands of the modern society in the course of which he must orient maximally rapid in situation and to adapt to it determinates the urgency of the given research. The object of research is "emotional intellect" and communicative - organizational inclinations of the students - designers. The aim of the given work is the analysis of the peculiarities of "emotional intellect" and communicative-organizational inclinations of the students - designers. Students - designers have a low level of "emotional intellect" and during the process of study this level does not grow. It was revealed that students - designers have a middle level of communicative -organizational inclinations with the tendency to a high one. The organizational inclinations have a more distinct character. At the same time there is the lack of development of communicative -organizational inclinations in the process of study. In this way, our second hypothesis is also refuted. The correlation connection of the communicative inclinations with "emotional intellect" of the students - designers it is observed according to the following scales: self-motivation and recognition of emotions of other people. The correlation connection of organizational inclinations and "emotional intellect" of the students - designers it is observed according to the scale of the recognition of emotions of other people. Presence of connection with the given scale leads to the correlation connection of the organizational inclinations with the integral level of "emotional intellect". At the analysis of the diagram of the peculiarities of "emotional intellect" of the students - designers it is clearly observed a very low indicator according to the scale of "control of personal emotions". This confirms out fourth hypothesis.