The Role of Physical Activity in Enhancing Social Intelligence among Secondary School Students

The article deals with the development of social and emotional intelligence in art students at foreign language classes. Social and emotional intelligence is important for various spheres of a person’s life, as they increase their professional and personal success and improve their social interaction. For art professionals, a high level of social and emotional intelligence helps to improve communication with the audience as well as to feel more deeply social and emotional phenomena that need to be reflected through art. The article analyzes the features of social and emotional intelligence as psychological phenomena, their common and distinctive features. By comparing the structural components of social and emotional intelligence, their close relationship and the importance of complex development for the individual are proven. The authors made a theoretical analysis of the definition and understanding of social and emotional intelligence in modern psychology. An empirical study was conducted to investigate the level of emotional intelligence in art students of the National Academy of Fine Arts and Architecture (NAFAA), Kyiv. The research method was Hall test of emotional intelligence, which measures the general level of emotional intelligence, as well as its level according to scales. The results of the empirical study show that the students have mostly a low level of emotional intelligence. The article attempts to provide recommendations how to foster emotional intelligence development at foreign language classes which take into account students’ psychological characteristics and future profession. The practical results of the study can be applied at foreign language classes at art universities in order to increase students’ social and emotional intelligence. Key words: social intelligence, emotional intelligence, foreign language classes, methods of developing emotional intelligence, empathic listening, empathic discussion, holistic learning.

The purpose of this study was to set forth the relationship between the individuals’ states to adopt social networks and social intelligence and analyze both concepts according to various variables. Research data were collected from 1145 social network users in the online media by using the Adoption of Social Network Scale and Social Intelligence Scale during the summer, 2015. Status of the participants to adopt social networks was medium, and their social intelligence states were at a high level. There was no relationship between the adoption of social networks and social intelligence states and the gender of the participants. Adoption of social networks and social intelligence levels of university graduates were significantly higher than primary school graduates. Social information process and social skill sub-dimensions located in the Social Intelligence Scale has a significant positive correlation with all sub-dimensions except social impact sub-dimension of Social Networks Adoption Scale (usefulness, ease of use, facilitating conditions, community identity). There is a significant positive relationship between the social network adoption levels of individuals and the level of social intelligence. Social intelligence in general, can explain the 2.25% of social network adoption situation. Article visualizations:

Objective: To identify the social intelligence of medical educationists, and the coping strategies used to deal with workplace challenges. Method: The mixed-method study with an explanatory sequential design was conducted from March 15 to July 30, 2021, after approval from the ethics review committee of Riphah International University, Rawalpindi, Pakistan, and comprised medical educationists working in medical and dental colleges and institutions across the country. Data was collected using Tromso social intelligence scale in the quantitative phase. The socially intelligent educationists were identified, and were interviewed. Qualitative data was subjected to thematic analysis to identify predominant themes explaining the coping strategies used. Results: In the quantitative phase, there were 80 participants; 51(63.7%) females and 29(36.3%) males, with 24(30%) having >10 years of professional experience. Of them, 11(13.8%) scored low, 54(67.5%) moderate and 15(18.8%) high on the social intelligence scale. In the qualitative phase, there were 13 subjects; 9(69.2%) females and 4(30.8%) males. There were 4 themes identified as coping strategies; inspire respect and trust, bringing readiness before a change, a collaborative and inclusive approach, and soft skills. Conclusion: Variation was seen in the levels of social intelligence among medical educationists working in academic institutions. Those with high levels of social intelligence used their non-cognitive soft skills to manage workplace challenges. Key Words: Social intelligence, Medical education, Workplace, Coping strategies, Coping skills.

Objective: This present study was aimed to explore the attachment patterns on the social Intelligence scale in visually and non-visually impaired adolescents. Methodology: This is a cross-sectional study which was conducted in different private and government schools of special education and mainstream from Lahore. Results and Conclusion: During the two years of study, total contributors were122 in which Visually Impaired participants were 56 and Non-Visually Impaired were 66 with the maturity era of 14 to 19 years. Two scales were used; Social Intelligence Scale (SIS), and the Attachment Questionnaire for Children (AQC). In this study, results indicated that there was no significant difference found between the level of Social Intelligence on different attachment patterns between visual and non visually Impaired adolescents. There was no difference between the three types of attachment patterns on the social intelligence level of Visually Impaired and non Visually Impaired adolescents. On the other hand, Non-Visual Impaired adolescents had shown more secure attachment while Visual Impaired adolescents showed more ambivalent attachment patterns. Key Words: Visual Impairment, Non-Visual Impairment, Social Intelligence, Attachment Patterns

Intelligence is a general mental capability that involves the ability to reason, plan, think abstractly, comprehend ideas, language, and learn things. Being excellent in general intelligence (IQ) alone will not guarantee success in a student's life. Emotional intelligence is an important element in enhancing an individual's ability and skills in communication and interpersonal relations. Social intelligence involves identifying key interaction skills and then assessing them behaviorally. Emotional intelligence and social intelligence make an important role in the academic and social life of students. This study attempted to measure the level of Emotional intelligence and Social intelligence of the postgraduate agricultural students of Tamil Nadu Agricultural University. Using a proportionate random sampling method, 138 students (52 boys & 86 girls) were considered respondents for this study. Wong and Law's emotional intelligence scale and Tromso's social intelligence scale were used to assess respondents' levels of emotional intelligence and social intelligence. Findings of this study revealed that more than sixty percent (67%) of the respondents had a medium level of emotional intelligence and sixty-seven percent of respondents were under the moderately socialized category.

Self-esteem, Defensive Strategies and Social Intelligence in the Adolescence

Background Over the years, scholars have conceived and operationalized social intelligence in several ways that were mostly inclined toward social compliance. The current research emphasized the role of subjectivity, self-efficacy, and personal autonomy in social intelligence in addition to the traditional aspects of social intelligence such as knowledge about social norms and maintaining healthy social relationships. The objective of the current research was to develop and validate a new scale on social intelligence, focusing more on self-efficacy and personal autonomy. The scale was labeled as Efficient Social Intelligence Scale—ESIS. Methods The ESIS was developed and validated in a series of four phases by involving 744 conveniently selected participants (Mage = 23 years, SD = 6.18; women = 55.5%). The ESIS was evaluated through rigorous statistical procedures involving internal consistency, exploratory & confirmatory factor analyses, and convergent & discriminant validity. Results The ESIS was found to be a highly reliable and valid instrument having nine items and four sub-scales. Indicators such as Cronbach’s alpha (0.830), average item-total correlation (r = 0.614; p < .001), average item-scale correlation (r = 0.913; p < .001), comparative fit index (0.990), Tucker-Lewis index (0.983), root mean square error of approximation (0.045), standardized root mean square residual (0.027), convergent validity with TROMSO social intelligence scale (r = 0.562; p < .001), and discriminant validity with psychosocial illness (r = -0.200; p < .001) established the reliability and validity of the PS. Additionally, men reported significantly higher levels of social intelligence as compared to women (Men = 82.82%; Women = 81.19%; p < .05; Cohen’s d = 0.184). Conclusion The ESIS redefines social intelligence to emphasize personal autonomy and subjective fulfillment within social interactions.

Our study aims to examine the effect of social intelligence level in athletes on decision making since it is thought that social intelligence increases the relationships between individuals and at the same time, exchanging ideas with other people will directly affect their decision-making skills. The universe of the research consists of licensed athletes in Elazig in 2022. The sample of the research consists of 812 athletes selected by random method. In order to determine the demographic characteristics of the athletes participating in the research The personal information form (gender, age, sports branch) and, to determine the social intelligence levels the Tromso Social Intelligence Scale (TSIS), the Melbourne Decision Making I Scale (Melbourne Decision Making Questionary)was used to determine the decision-making levels. SPSS 22 program was used for data analysis. There was no statistically significant difference between gender and branch type variables with social intelligence levels and decision-making levels of licensed athletes in Elazig province. According to the age variable, statistically significant differences were found between the total scores of the social intelligence scale and the sub-dimension levels of the social knowledge process. The total score of the social intelligence scale is 66.01 and the decision-making scale's total score is higher than the average with 9.66 in line with the study findings. In conclusion, according to the linear regression analysis, a positive and significant relationship between social intelligence level and decision-making has been identified.

Background: The present article deals with the results of research on the psychological diagnosis of social intelligence and its connection with general intelligence. Methods: The analysis of the relationship between the Social Intelligence Scale of the University of Tromso, Norway (TSIS) (Social awareness scale, SA) with the R. Amthauer Intelligence Test was carried out on a sample of 407 students of comprehensive schools aged from 12 to 18. Social Intelligence Scales have relationships with R. Amthauer Intelligence Test. Factor analysis has shown that the TSIS (Social Awareness, SA) is present in the structure of general intelligence. The other two TSIS Social information processing (SP) and Social Skills (SS) scales have minor correlation relationships with R. Amthauer Intelligence Test. The result shows the structural relationships between general intelligence with social intelligence. The aim of the research is to identify and analyze the regular relationship between general intelligence (IQ) with social intelligence. Results: The correlational and factor analysis results established certain relationships in the factor-analytical structure of general intelligence with social intelligence. The correlation relationship of the social awareness subscale (SA) from the Social Intelligence Scale (TSIS) with individual subtests of the R. Amthauer Intelligence Structure Test was revealed. Conclusion: Our study established a statistically significant relationship at the significance level of 0.05 between IQ and social intelligence, particularly social consciousness (understanding), which allowed us to connect social intelligence and general (psychometric) intelligence.

This study investigated social intelligence as a predictor of counselling competencies among prospective counselors in public universities in Edo and Delta States. Its aim was to precisely examine the level of social intelligence among these individuals and determine whether it predicts their counselling competencies. In other words, it was not a comparative study based on sex or class within the states. Two research questions were raised and one hypothesis formulated and tested at significant level of 0.05. Survey research design adopting the correlational approach was used in the study. The population of the study comprised all Master’s students in public universities in Edo and Delta States in the 2021/2022 and 2022/2023 sessions who had completed practicum counselling course. A sample of 81 prospective counsellors was used for the study. The researchers used the Tromsꝋ Social Intelligence Scale (TSIS) and the Counsellor Competency Scale (CCS) as research instruments. The reliabilities of the instruments were established using the Cronbach’s alpha statistic. Data analyses were carried out using descriptive statistics (mean and standard deviation) and regression analysis. The findings of the study implied the social intelligence level of potential counsellors in public universities in Edo and Delta States was high, and social intelligence significantly predicted counselling competencies of prospective counsellors in public universities in the Edo and Delta States.

Social and emotional intelligence moderate the relationship between psychopathy traits and social perception

Among the problems of modern psychology, the concept of «social intelligence» and the problems of its study attracts much attention of researchers and practitioners. The study of social intelligence in modern psychological science has a relatively short research history, but numerous studies by scientists have proven its importance in human social life. It is social intelligence that is associated with the success of human life. The scientific interest in the peculiarities of social intelligence formation is largely related to the search for ways of developing a modern integrated personality. The article is devoted to the problem of social intelligence development and the establishment of links between the level of social intelligence development and the choice of strategy for responding to adolescence conflict situations. The concept of social intelligence, its structure and functions, modern approaches to the problem of social intelligence development in young people are considered. Approaches to the interpretation of response strategy concept are revealed and the types of response strategies in a conflict situation are named. The results of empirical study on the influence of social intelligence development on the choice of response strategy in conflict situations are presented. The general level of social intelligence development in the group of young people is assessed as below average. Such indicators point out the need to develop the level of social intelligence in adolescence, which should contribute to the formation of appropriate social competencies of young people. The absence of low indicators of social intelligence in the study group was proved, which may in some way point out the compliance with the age norms of social intelligence and the general mental development of young people in general, as well as the advantage of using compromise strategy by young men. Among the less used strategies are cooperation and conflict avoidance ones, expressed by relatively identical indicators; the least used strategy is the struggle stategy. Positive relationship was established between the level of social intelligence and the strategy of behavior in a conflict situation: the highest level of social intelligence development is correlated with constructive strategies; the lowest level of social intelligence is correlated with unconstructive strategies. The data obtained point out the need for applying psychological and pedagogical measures to develop social intelligence in adolescence. One of the main and optimal means of developing social intelligence is a developmental program, which is defined as a set of group methods of forming skills and abilities of self-knowledge, communication and mutual understanding of people in the group. The objectives of the program are to form an idea of the essence of the process of identification with other people; awareness of identifying oneself with other people; elaborating individual strategies of identification process actualization; the development of prognostic abilities in communication.

Introduction. The relevance of the study is determined by the importance of the category “psychological safety” for the support of the life quality of modern people, which is influenced in a complicated way by physical health, psychological well-being, value preferences, features of social relations and their relation to the characteristic features of the environment. The state of psychological safety is a significant factor ensuring the effectiveness of еducation, upbrining and development of the younger generation. However, the personal resources that contribute to the support of this state among adolescents and young people in the educational environment are more understudied. The purpose of the article is to determine the resources of adolescents, which are the predictors of the state of psychological safety. Materials and Methods. The method “Psychological safety of the educational environmentˮ developed by I.А. Baeva was used to study students’ level of psychological safety. The method of S. Schwartz was used to assess the personality’s value orientations, to assess the level of psychological well-being – were used Ryff Scales of Psychological Well-Being (RPWB), the level of loneliness – UCLA Loneliness Scale (D. Russell, M. Ferguson), the level of hopelessness – Hopelessness Scale, Beck et al., the level of social intelligence – Tromsø Social Intelligence Scale, the level of aggression – Buss-Perry Aggression Questionnaire, hardiness – Hardiness Survey (S. Maddi). The methods of mathematical statistics used in the research (descriptive statistics, correlation and regression analyzes) are implemented by means of the IBM SPSS Statistics 19 package. Results. It has been proven that the resources of adolescents’ psychological safety in the educational environment are: values, psychological well-being, social intelligence, hardiness and a low level of aggressiveness. The state of psychological safety is influenced by such manifestations as conformity and following traditions, a positive image of the future, the experience of community with other people, the ability to understand and predict other people’s feelings and behavior, a sense of involvement in life events. Discussion and Conclusion. The article is of interest for researchers of psychological safety problems in education, practical psychologists and specialists of the education system for the evidence of prevention programs and ensuring the safety of the educational environment and its participants.

This study aimed to investigate Jordanian university students’ use of Facebook and their perceptions of their social intelligence as well as the relationship between students’ use of Facebook and a self reported measure of their social intelligence. The participants in this study were 282 students from different colleges in a Jordanian public university. For the purpose of the study, the researchers used cross-sectional survey design in which a questionnaire was administrated and collected in-class by number of faculty members, who agreed to have their classes participating in this study. The questionnaire aimed to collect data regarding students’ use of Facebook as well as the perceptions of their social intelligence. The analysis of the collected data showed that the majority of the students were active Facebook users. Participants’ perceptions of their level of social intelligence were positive and at moderate level. The findings showed significant association between Facebook use and perceived level of social intelligence among Jordanian university students. The current study disagreed with the common negative reputation, in Arab World, of the effect of Facebook on students’ social life. The current research study showed that the use of Facebook might benefit students’ social competencies and intelligence, through providing them with electronic platform that they can use to freely express themselves.

Background and Aim: Bullying is a widespread disaster throughout school years which almost one-third of students are faced with. Thus, this study aimed to investigate the role of the determinants of moral and social intelligence components on the bullying of students. Materials and Methods : This study was a descriptive-correlational research. The population study consisted of all students studying in Ahar public and private high schools in the 2017-2018 academic years. According to Krejcie and Morgan table, 359 students were entered to the study who selected by cluster sampling method. Data collection was done using Lennick and Kiel ’ s moral intelligence questionnaire, Tromso ’ s social intelligence scale and the Illinois ’ s bullying scale. Data were analyzed using SPSS software Ver.22 as well as statistical tests of Pearson correlation and stepwise multiple regression. Findings : The mean scores of moral intelligence and social intelligence of the students were high and their bullying rate was low. Pearson correlation coefficient showed that all determinants of the moral intelligence and social intelligence had a significant negative correlation with the bullying components (P<0/01). Also, multiple regression analysis showed that the components of moral intelligence and social intelligence could significantly predict the bullying components in the students. Conclusion: Findings showed that moral intelligence and social intelligence play an important role in reducing the bullying in students. Therefore, it is recommended that improving the students’ social intelligence and moral intelligence be paid attention in any policy-making and planning to reduce students' bullying and their dropout. Please cite this article as: Shahbaziyan Khonig A, Hasani O, Mahmoudi A. The Relationship between Moral and Social Intelligence with the Bullying among High School Students. Bioethics Journal 2018; 8(28): 7-16.