The study is devoted to the study of the effectiveness of an experimental methodology for the formation of Pop Vocal Performing Competence (PVPC) through emotional self-management techniques among future music teachers in the process of their professional university training. Based on research in the fields of emotional intelligence, vocal pedagogy, and the psychology of music pedagogy, a diagnostic tool has been developed to evaluate the four-component PVPC structure using questionnaires, peer review, introspection rubrics, and creative assignments.

A pedagogical experiment was conducted to implement the developed methodology with the participation of control (n = 87) and experimental (n = 91) groups through two-stage verification - preliminary and post-assessment. The results of the preliminary assessment did not show significant differences between the groups. After the introduction of the author's methodology into the educational process, the experimental group demonstrated statistically significant improvements in all PVPC indicators: t-tests of independent samples showed a significant effect of the methodology (t(176) = 13.45, p<0.001; Cohen's d = 2.02), and a2-tests confirmed a significant redistribution of students from the basic level of PVPC education to advanced and advanced (a2(3, N = 178) = 88.76, p<0.001). The correlation calculation additionally confirmed the consistency of the PVPC construct components and the validity of the diagnostic device.

In general, the results confirmed the effectiveness of the author's methodology and demonstrated that the integration of emotional self-management technologies into music pedagogical training within the framework of the application of sound scientific approaches and targeted pedagogical strategies leads to a noticeable increase in the level of PVPC formation.