Component Of Social Intelligence Research Articles

The Role of Social Intelligence and Resilience in Explaining Students’ Distress Tolerance: A Study during Covid-19 Pandemic

IL RUOLO DELL’INTELLIGENZA SOCIALE E DELLA RESILIENZA NELLO SPIEGARE LA TOLLERANZA AL DISAGIO DEGLI STUDENTI: UNO STUDIO DURANTE LA PANDEMIA DI COVID-19 Abstract Understanding the factors that influence or correlate with distress tolerance is very important. Therefore, the aim of this study was to investigate the role of social intelligence and resilience in explaining college students’ distress tolerance. A descriptive correlational study was carried out on 260 male college students of Farhangian University of Birjand, Iran in 2020/21. They completed Social Intelligence Scale, Resilience Scale, and Distress Tolerance Questionnaire. The results showed that there was a direct and significant relationship between social intelligence and distress tolerance (r = 0.473; p <0.001), as well as resilience and distress tolerance (r = 0.608; p = 0.008). Also, the coefficient of determination showed that the components of social intelligence and resilience up to 65% can explain the variance of students’ distress tolerance. Psychological interventions such as promoting social intelligence and effective resilience can be used to prevent and control the college students’ distress especially during Covid-19 pandemic.

"Intelligence, Social and Emotional Intelligence: Correlation of Concepts in Modern Psychology "

The purpose of our article is to carry out an analysis of the author’s research on social intelligence according to Structural and Functional Approach; describe our researches of Social Intelligence; to propose own definition of “emotional intelligence”; to show the correlation of concepts “intelligence”, “social intelligence” and “emotional intelligence” in Modern Psychology. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. The results of the research. We think, that social intelligence is a system of cognitive characteristics of the individual. It consists of three basic components: social-perceptive abilities, social imagination and social technique of communication. So, the effectiveness of subject-subject communication largely depends on the formation of social intelligence. Social intelligence is considered as a certain cognitive component of communicative competence, which is defined as the ability of the individual to accept the position, point of view of another person, to predict his/her behavior, to solve effectively various problems arising between subjects of dialogical interaction. Conclusions. We believe that emotional intelligence is defined as a set of non-cognitive abilities, competencies or skills that affect a person’s ability to face challenges in the external environment, the emotional intelligence should be attributed to the empathic aspect of social intelligence. That is, we will consider emotional intelligence as a component of social intelligence. Let’s justify our own point of view. In this context, emotional intelligence is a set of general personality’s abilities, interconnected four skills, such as: awareness of one’s own emotions, the ability to determine what emotion the person feels at a given moment in time, to determine what basic emotions consists of this understanding; the ability to manage one’s own emotions (to change the intensity of emotions), to determine the source and the cause of their occurrence, the degree of usefulness; understanding other people’s emotions, determining emotional states by their verbal and non-verbal manifestations; management of other people’s emotions, providing purposeful action on emotions. At the same time, we’d like to make a generalization regarding the definition of emotional intelligence. Emotional intelligence, as we see, is the ability of an individual to perceive, evaluate and express emotions adequately; the individual’s ability to generate feelings when they contribute to thinking, to understand emotions and knowledge related to these emotions, the individual’s ability to regulate emotions, contributing to one’s own emotional and intellectual growth.

Small Business and the Supply Chain: The Influence of Social Intelligence on Relationship Resilience

The need for SME owner/managers to engage in building and maintaining collaborative business relationships is paramount for their success and the resilience of these relationships can be viewed as a crucial factor in successful supply chain management for SMEs. The present study investigates the relationship between the social intelligence of the SME owner/manager and relationship resilience between firms with which they do business. The objective of this study is to explore the relationship between four components of social intelligence (situational awareness, situational response, cognitive empathy, and social skills) of small to medium sized business owners/managers on the resilience of their supply chain relationships. A survey was conducted, and responses gathered from small business owner/managers and the data was analyzed using structural equation modeling. The study provided evidence that the four components of social intelligence are positively associated with relationship resilience.

NĂNG LỰC NHẬN THỨC XÃ HỘI CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG: THỰC TRẠNG VÀ NHỮNG YẾU TỐ ẢNH HƯỞNG

This study presents the survey results of 781 students of high schools in Hanoi on social cognitive competence, which is one of the four components of social intelligence. The survey results on the current situation of social cognitive capacity show that the majority of students have correct and appropriate awareness. The majority of students rated their own social cognitive performance (graded by scores) from average to good. However, there is still a significant part of high school students with incorrect and inappropriate perceptions, belonging to the group of low social-cognitive ability (14.6%). The survey results also found a number of factors that significantly affect the level of this ability of students. This result contributes to providing useful information in the development of educational programs and is a reliable database when providing educational solutions to improve the social cognitive capacity of high school students.

NĂNG LỰC GIẢI QUYẾT VẤN ĐỀ TRONG CÁC TƯƠNG TÁC XÃ HỘI CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG

This study presents the results of a survey of 790 students from 6 high schools in Hanoi about problem-solving in social relations, which is one of the four components of social intelligence. The results of the survey on the current situation of this capacity showed that the majority of students displayed constructive problem-solving behavior and appropriate positive response strategies. The majority of students self-assessed the manifestations of problemsolving ability in social relations (classified by scores) from average to good. However, there is still a significant proportion of students with negative and inappropriate problem-solving activities or strategies, belonging to the group with the low problem-solving ability (15.6%). The study also tested a number of factors that may significantly affect the level of this ability of students. This result contributes to providing useful information in the development of educational programs and is a reliable database when providing educational solutions to improve the social problem-solving capacity of high school students.

Determining Social Intelligence of Dental Students ar Various “Academic Levels by Trosmo Social Intelligence Scale”

Background/Introduction: Social intelligence is of great importance in the life of health care professionals because it is a significant factor of prediction and interpretation of human behavior in various contexts of social and clinical practice. The purpose of this study was to determine social intelligence of dental students at various academic levels by Trosmo Social Intelligence scale. Methods: This is a descriptive cross-sectional study conducted at various dental colleges of Pakistan. Re-validated Trosmo social intelligence questionnaires were distributed to undergraduate dental students to assess their social intelligence at various academic levels. Likert scale was used to assess the opinions and attitudes of the respondents. Results: The study consisted of 403 participants, of which 129 (32%) were male and 236 (58.6%) were female. The minimum age of the respondents was 18 and 28 being the maximum. The average values of social intelligence at various academic levels are as follows: 1.944 for BDS 1, 1.980 for BDS 2, 1.87 for BDS 3, 2.053 for BDS 4, respectively. Nor growth in all three component of social intelligence was identified. Conclusion: There is insignificant change in social intelligence of students at various academic levels and no significant link is found between the three dimensions of social intelligence and the upgrading academic levels, which is concerning. Keywords: Social intelligence; academic levels; TROSMO scale; dental students, social skills, clinical practice, healthcare, human behavior, professionalism, curriculum

Management of social intelligence in the context of developing citizen’s patriotism

The study examines the possible influence of social intelligence on the development of such a civic sense as patriotism. The full-scale aggression against Ukraine, which began on February 24, 2022, clearly demonstrated the relevance of patriotic education of young people, which is reflected not only in the performance of military duty, but also in active volunteering and support for the national idea in the media space, that is, the development of information security of the state. The purpose of the study is to identify the influence of social intelligence on feelings of patriotism. The study was conducted among students of colleges and universities in Poltava. To determine the level of social intelligence of young people, the TROMSØ rapid test developed by Norwegian researchers was used. Using this method, it was possible to obtain the necessary data for conducting a correlation analysis of social intelligence with a sense of patriotism. The experiment revealed a significant influence on patriotism of such components of social intelligence as social information processing, social skills, and social awareness. The development of a certain value system among young people under the influence of social intelligence, which increases the sense of patriotism, is one of the main possible explanations for such results. The development of social competence among students contributes to strengthening the economic, political and social security of the state. Further study of practical mechanisms for developing the social intelligence of young people would certainly strengthen the state in the face of potential future challenges and contribute to ensuring stable economic development

Developing the emotional intelligence of senior preschoolers through various types and forms of social practice

The article presents the results of an empirical study aimed at assessing the effectiveness of the author’s program for developing the emotional intelligence of senior preschoolers through various types and forms of social practice. Like other personality traits, the emotional intelligence of senior preschoolers manifests itself and develops in various types of social practice. One of the most widespread options is different joint activities with peers and adults. Joint activity with peers and adults based on more complex forms of interaction is regarded as the most accessible option for the social practice of children. The article presents a model of children’s emotional intelligence that serves as a basis of the author’s program of its development in senior preschoolers through various types and forms of social practice. The diagnostic assessment of the emotional intelligence of senior preschoolers was conducted with the use of the author’s methodology developed for teachers and psychologists of preschool educational organizations. Teachers of preschool educational organizations participated in the study as experts assessing the emotional intelligence of children. The results were determined based on the average values provided by each expert for each child and indicator. The study has demonstrated that an important condition for the effective development of the emotional intelligence of senior preschoolers is specially organized social practice based on the child’s gradual mastering of the basic components of social intelligence. To gradually improve the emotional intelligence of senior preschoolers, it is necessary to include them in more complex joint activities with peers and adults.

Features of Social-Perceptual Properties of Mathematically Gifted Students

The attention of modern society to intellectual potential makes the problem of studying mathematically gifted youth at the stage of self-determination in higher education relevant. Practical problems related to the psychological features of social adaptation of mathematically gifted youth require solving. The main goal of the research is to study the social and perceptual abilities of mathematically gifted students. The study sample consisted of 76 natural science students aged 17-23 years (M=19.8, SD=3.2 (58% men). The research methods were: testing (test of analytical mathematical abilities, test of the structure of intelligence (TSI) of R. Amthauer), expert assessment, survey (questionnaire of V. A. Krutetsky, questionnaires aimed at diagnosing socio-perceptual abilities), statistical methods. Self-assessment of intelligence, composite assessment, and some components of social intelligence and some components of empathy are significantly different. The ability of mathematical generalization and practical mathematical thinking have a greater number of relationships with social and perceptual properties. Here we found relationships not only with empathy, but also the ability to recognize verbal expression and the General ability to understand and manage their own and other people’s emotions. The ability to operate images in two-dimensional space is related only to the level and components of emotional intelligence. According to the results of the study, the features of socio-perceptual properties of students with different levels of analytical mathematical abilities are described. The conclusions can be used in the development of a program of psychological support for this category of students.

Особенности связи типа сердечной регуляции с компонентами социального интеллекта обучающихся

The article presents the results of a pilot study investigating features of social intelligence (SI) and its connection with the type of cardiac rhythm regulation in schoolchildren. Currently, there is evidence that informational overload and increase in psychological stress associated with the learning process lead to stress in the functional systems of the body. At the same time, training success depends on the blood flow rate in the brain, which in turn depends on the characteristics of the cardiac output. It is known that the regulation of cardiac output is carried out by autonomous and central circuits, the activity of which can be marked by indicators of cardiac rhythm variability. The central regulation loop includes mechanisms of control from the cortex of the cerebral hemispheres. It is also the cerebral cortex that determines the characteristics of susceptibility to social influence. Studies show that modulation of control over the results of activities leading to changes in behaviour is associated with susceptibility to social influence. In turn, success of interpersonal interaction and adaptation to social reality depend on social intelligence. In this regard, it is suggested that schoolchildren with different levels of social intelligence development will exhibit different characteristics of cardiac rhythm variability, as well as that the type of cardiac regulation can be associated with the characteristics of both social intelligence and its components. The current research involved 54 schoolchildren. Assessment of their social intelligence development was administered using the Guildford Social Intelligence Test, adapted by E. S. Mikhailova (Mikhailova 2007). Evaluation of the cardiac regulation type was carried out on the basis of cardiac rhythm variability analysis. The results of the study suggest that type III cardiac regulation prevails among schoolchildren (54.9%), which indicates the optimal state of regulatory systems. Reliable differences of such a SI component as the “factor of cognition of behavioral classes — СВС” were revealed in students with type I and type III cardiac regulation. It is suggested that there is a connection between the components of social intelligence and the indicators of the cardiac rhythm variability in schoolchildren.

A process model of social intelligence and problem-solving style for conflict management

PurposeThis study aims to explore the relationship between social intelligence (SI) and problem-solving (PS) style of handling conflict.Design/methodology/approachData on SI and PS were collected with questionnaires from 406 faculty members, and the data were averaged by departments. This resulted in a sample of 43 departments, and all the data analyses were performed with this sample of 43. SI is defined as the ability to be aware of relevant social situations, to handle situational challenges effectively, to understand others’ concerns and feelings and to build and maintain positive relationships in social settings.FindingsData analyses with LISREL at the department level suggest that SI is positively associated with PS.Research limitations/implicationsData were collected from only one public university in the USA, which might limit the generalizability of the results. The department chairs need to acquire the four components of SI to improve faculty members’ PS. This will hopefully lead to constructive management of many faculty–department chair conflicts.Originality/valueOne of the strengths of this study is that the measures of endogenous and exogenous variables were analyzed at the department level, not individual level. This study contributed to our understanding of the relationships of situational awareness, situational response, cognitive empathy and social skills with each other and to PS.

The Study of Social Intelligence of Students Majoring in “Industrial and civil construction”

The article tackles the question of the interconnection between the components of social intelligence (the N. Hall test and the D. V. Lyusin questionnaire test Emln) and self-presentation tactics (the S. Lee, B. Quigley scale). To win on the market of vacancies the graduates have to know how to present themselves and their own projects, and have high social intelligence. The survey of 147 Russian students of Tyumen Industrial university has shown that the subjects with high and low levels of emotional awareness tend to resort to intimidation and managing behavior and emotions as well as such assertive self-presentation tactics as entitlement and blasting. Students with a developed ability to manage their emotions more often than the others declare their virtues and past achievements. Examinees with low and with high ability to control their emotional states can be characterized by negative and critical evaluation of others. The authors emphasize the research prospects of individual human resources where social intelligence as one of the components of the behavioral control is seen as a predictor of various self-presentation tactics, protective and assertive in particular.

English

This study presents a structural equations model that represents relationships between department chairs’ social intelligence (SI) and their creative performance (CP) at a public university in the United States. SI was defined as the ability to be aware of relevant social situations, to manage situational challenges effectively, to understand others’ concerns and feelings, and to build and maintain positive relationships in social settings. Four components of SI were examined: situational awareness, situational response, cognitive empathy, and social skills. The model was tested with questionnaire data from 406 faculty members belonging to 43 departments in a state university. The data analyses with LISREL suggest that department chairs’ SI was positively associated with CP. Implications for management, directions for future research, and limitations of the study are discussed.

Cognitive similarities between academically and socially gifted students

Research conducted on academically gifted children's problem‐solving abilities suggests that heightened cognitive flexibility is an important component of academic intelligence. For example, academically gifted children are better able to adapt prior knowledge to formulate solutions to novel problems than other people. To date, little research has focused on applying these findings to the social domain. We propose that social‐cognitive flexibility (i.e., the ability to adapt prior social knowledge to formulate solutions to new interpersonal situations) is an important component of social intelligence. This article draws a comparison between the structure of academic and social intelligence, and speculates an important relationship exists between flexible social problem‐solving and social gift‐edness.

Leadership and social intelligence: Linking social perspectiveness and behavioral flexibility to leader effectiveness

This paper examines social intelligence as a quality of effective organizational leaders. Specifically, it is proposed that successful leaders have as individual characteristics two components of social intelligence, social perceptiveness and behavioral flexibility. In essence, leaders are able to ascertain the demands, requirements, and affordances in organizational problem scenarios and tailor their responses accordingly. The qualities of social perceptiveness and behavioral flexibility are based upon well-organized and sophisticated knowledge structures or cognitive representations of the social elements (e.g., organizational members, work behavioral settings, problem scenarios, organizational goals, expected interaction rituals) residing in organizational domains. Five propositions are offered regarding differences between leaders and nonleaders in the nature of these social knowledge structures. Several implications of these arguments are discussed, including (a) viewing leaders as experts in the operations of complex social systems, (b) considering social intelligence as part of a network of leader attributes, and (c) examining differences between leaders and nonleaders in their cognitive qualities and representations.

The Dimensionality of Social Intelligence: Social Abilities, Interests, and Needs

Abstract In this study, we used measures of social vocational interests, needs, observed behavior, and knowledge of socially effective responses to examine dimensions of social intelligence. A multifactorial model of social intelligence was found with separate factors for social needs/interests (personality), ability, and knowledge. All components of social intelligence had low or negative correlations with academic ability as measured by self-reported grade point average (GPA). In predicting the choice of a social major (the analogue of a social career choice), only the behavioral measure was statistically significant and in the predicted direction. Implications of the study for future research on social intelligence are discussed.