Development Of Social Intelligence Research Articles

Gender Characteristics of Reflection in Higher Education Students in Relation to Social Intelligence

Purpose of article: to highlight the results of an empirical research on the gender characteristics of the differential type of reflection in higher education students in relation to social intelligence. Systemic reflection, which allows simultaneous coverage of both the subject and object poles, is found at a high level in all male and almost all female participants; at an average level, it is found in a small number of female participants. Introspection, which promotes focusing on the experiences of both own and other people, is identified at a high level in three-fifths of the male participants and slightly less than one-second of the female participants; at an average level, it is found in two-fifths of the male participants and slightly more than one-second of the female participants. Quasi-reflection, which involves detachment from the real situation due to a focus on an ideal object, is found at a high level in three-fifths of the male participants and slightly more than one-second of the female participants; at an average level, it is found in two-fifths of the male participants and slightly less than one-second of the female participants. No low levels of systemic reflection, introspection, or quasi-reflection were observed. Statistically significant differences were found only in the levels of introspection between male and female participants. Statistically significant correlations between the overall social intelligence indicator and systemic reflection, introspection, and quasi-reflection have demonstrated that reflection is a psychological mechanism of the development of social intelligence in higher education students with special educational needs.

Development of social intelligence of students in the process of thinking

Development of social intelligence of students in the process of thinking

The Correlation between Definitions of General and Social Intelligence in the Empirical Study on Teachers of Preschool Educational Institutions

The purpose of our article is to analyze the Phenomenological Scientific Approach to the characteristics of general intelligence of a personality; to consider Intelligence structure as a basic general category, to describe the problem of its origin and essence as one concept of the “eternal”, “planetary” problems; to show Measuring (or Testological) Scientific Approach to characterize the general intelligence of a person; to propose the characteristics of Associated-systems theory; to study the problem of general and social intelligence, to analyze correlation of these definitions according to the thoughts of teachers of preschool educational establishments. 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, methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, like statement study. The results of the research. We proved that in the paradigm of Cognitive Psychology the study of social cognitions and social intelligence has greatly enriched in the Psychology by the essence and the content of social intelligence, which previously had been developed in the psychometric tradition. Thanks to Cognitive Psychology, the actualization of the concepts of social representation was intensified. However, the analysis of existing models of representations of social knowledge suggests that the greatest attention in the history of Cognitive Psychology was given to abstract representations, and existing mental models (which relate to both verbal and figurative presentation formats of information) were not systematically checked. In addition, the functioning of these models, as a rule, plays a leading role in such a field of social cognition, as actualization of processes of social categorization and stereotyped thinking, in the field of perception of psychological features, the formation of the first impression, understanding of subjects of interpersonal interaction, etc. This situation, we deal with, sets the prospect of further empirical research on the development of social intelligence. Conclusions. So, Intellect (from the Latin Intellectus – feeling, perception, understanding, concept, mind) is a quality of the psyche of a personality, which is based on the ability to adapt to new situations, the ability to learn on the basis of acquired personally significant experience, understanding and application of both specific and abstract concepts to use their knowledge in order to influence and manage the environment. Intelligence is defined as the general ability of an individual to know and solve problems and tasks, which unite all cognitive processes and present human cognition: feelings, perception, memory, representation, imagination and thinking.

Specific features of the development of social intelligence of the students (Kazakh diaspora) in higher education institutions in Kazakhstan

Relevance. The introduction of new information and psychological and pedagogical technologies stipulates a need to train professional specialists who can easily interact with the team and society. Therefore, it remains important to develop human qualities that will help to understand the behaviour and activities of people in different situations.Purpose. The aim of the work was to determine a student�s level of social intelligence, to identify ways of improving it and to define the state of this criterion in society.Methodology. The study used questionnaires and observations, and the training process involved students from different educational institutions. It is important to note that a low level of social intelligence was prevalent in most students in the study, demonstrating those who are insufficiently confident, conflicted and who do not fully understand the behaviour of others.Results. First, the authors highlighted the state and level of understanding of what is social intelligence. Secondly, the students singled out some qualities that they think develop this concept. The researchers described the influence of the level of communication qualities on the level of social intelligence and showed that the more communicative the person, the higher the level of social intelligence.Conclusions. The authors also demonstrated that training workshops and classes based on improving social communication, adaptation and interaction with the community had a positive impact on the development of social intelligence.

The impact of technology and pedagogical support on the development of social intelligence in adolescents

The development of social intelligence is a delicate issue among teenagers. Insufficient social intelligence leads to social disorientation which may impede students' capacity to grow positively and to understand the reasons for their actions and the logic of the development of complex situations of interpersonal interaction. This study aims to evaluate the technology of pedagogical support in increasing the social intelligence of adolescents in a primary school's educational process. The Mann-Whitney test was used to find differences between subject groups and the Wilcoxon T-test was used to evaluate the social intelligence development programme. The study involved 40 students from Almaty's secondary school no. 76. The social intelligence of adolescents in the school environment was improved through the effective application of technological and pedagogical support in the teaching process. Education policymakers assess the social intelligence of adolescents in their own countries and institutions and make international comparisons.

Dynamic research on winding and capturing of tensegrity flexible manipulator

With the rapid development of social intelligence, flexible manipulator has become a typical representative of the intelligent era. However, due to the strong nonlinearity brought about by the high flexibility of the flexible manipulator, as well as the nonsmooth problems it faces during operation such as cable slacking and contact, it poses challenges to its modeling and dynamic analysis. Considering the above difficulties, this article first proposes a modeling strategy for flexible manipulator based on the theory of tensegrity, which can establish a highly flexible manipulator model. Then, based on the theory of nonsmooth multibody systems, a nonsmooth mathematical formula for cable slacking and contact is established to address the nonsmooth phenomena. Finally, a variable cross-section tensegrity flexible manipulator is designed, and the dynamic characteristics of winding and capturing are analyzed. Numerical results validate the effectiveness of the proposed method.

Abnotivity as the Сharacteristics of Social Intelligence of a Teacher

The purpose of our article is to maintain abnotivity as the characteristics of social intelligence of a teacher, to show its main qualities. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods, such as statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M. O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021). The results of the research. In the paradigm of the process-activity approach we consider social intelligence as practical thinking of the individual. In such a way we define social intelligence as a practical thinking activity. Analyzing the structure of cognitive activity, we characterize practical activity, including thinking activity as purely situational one. Reflecting on the characteristics of practical thinking, we emphasize that this type of thinking is no less complex in its structure than theoretical thinking. At the same time, it is noted that there are different forms of thinking activity, which determine the level of the formation of the person’s social intelligence. Conclusions. The process-activity approach is proved to emphasize the connection between social intelligence and professional orientation of the individual. In particular, studying the professional thinking of a teacher, we single out the structural component of “abnotivity”, the main components of which are: social intelligence, creativity and motivational-cognitive component. Our experimental research showed that teachers with a high level of social intelligence were more objective in evaluating creatively gifted students; teachers with a low level of social intelligence were not capable of an adequate, objective assessment of the creative potential of a pupil (or a student)

Social intelligence of students with and without hearing impairment in mainstream schools

Children must accomplish interpersonal tasks and behaviors to have an appropriate relationship. To achieve this goal, the development of social intelligence which is the ability of individuals to understand the feelings, thoughts, and behaviors of others, and respond to them properly, is important. This study aimed to compare the social intelligence of students with and without hearing impairment. This study was descriptive and 122 students from mainstream schools participated (61 students with hearing impairment and 61 without any disability). The Tromso Social Intelligence scale was used to gather the data and analyze it. The results showed that social intelligence and its components (social information processing, social skills, and social awareness) are lower in students with hearing impairment than their peers from the general population. These findings, make us look more into this area and have a plan and appropriate interventions to enhance the skills related to social intelligence in students with hearing impairment.

Psychological and pedagogical support technologies for children with anxiety manifestations in the conditions of a preschool organisation

ABSTRACT The purpose of the article is to analyse the psychological and pedagogical support technologies for children with anxiety manifestations in the educational process. Research methods: theoretical (analysis, synthesis, generalisation of scientific literature on the studied issue); empirical (conversation, identification and development), comparison, test: methods for determining the anxiety level as personal property and as a state; assessment of anxiety manifestations; diagnostics of social intelligence; assessments of social and communicative competence to identify the ability to cooperate, conduct discussions, and perceive criticism; mathematical-statistical and interpretive (analysis, synthesis, systematisation of the data obtained for their visual display). Based on the selected programme of empirical research and selected empirical indicators, the features of the influence that anxiety has on children’s social intelligence development were studied as a percentage. As a result, different children have different depths and intensities of emotions and these characteristics depend on physiological, psychological, and social factors. The practical value of the study is determined by the fact that the results obtained can be used by specialised professionals to complement their own research.

The problem of the Influence of Professional Reflection of Teachers of Preschool Educational Establishments on the Qualities of their Social Intelligence

the purpose of our article is: to investigate the problem of the influence of professional reflection of teachers of preschool educational establishments on the qualities of their social intelligence; according to the results having been ob-tained in the experiment to describe the structure of social intelligence of teach-ers of preschool educational establishments methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also, in our research we used such empirical methods as statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M.O’ Sullivan “Research of Social Intelligence”, adapted by E.S. Mikhailova (Гилфорд & О’Салливен, 2021).the results of the research. We think, that the functioning of social intel-ligence as a group of abilities and capabilities of the individual takes place at three levels, which allow us to reflect the dynamic nature of this phenomenon. In the structure of social intelligence we distinguish the potential level, which contains the potential abilities and possibilities of the individual, which are at the stage of the development with the name “the actual level”, which includes the abilities and possibilities of the person. This level has a normative (medium and a high) level of its development, and the effective level, which contains such personality’s characteristics that highlight the peculiarities of the explanation of these abilities in the sphere of cognitive activity of the person.conclusions. We proved, that a variety of characteristics directly related to the social intelligence of the person, reflects its diverse peculiarities. At the same time, in defining these characteristics that predetermine the development of social intelligence, there are a number of common points. First of all, they are interpreted as the ability, therefore, directly interrelated with certain activities. Secondly, the subject of these abilities is the possibility of the person to establish connections between events in which actors are other people. Thirdly, in wha­tever context social intellect was described in scientific theories and concepts, it is in any case presented as a rather complex structural formation consisting of different abilities and possibilities. Also, the accuracy of the understanding of other people, the adequacy of interpretation, prediction and reflection are the main indicators of the presence or absence of the person’s ability to solve tasks in order to establish the relationship between events in the subject­subject com-munication and interaction

The Problem of the Influence of Social Intelligence of Teachers on the Organization of Problem-Based Learning at Secondary Schools

The purpose of our article is to study the level of the development of tea­chers’ social intelligence of teenagers and senior pupils who teach the natural sciences and humanities; to receive and to analyze the results according to Sub-test 3 “Verbal Expressions” (Гилфорд & О’Салливен, 2021), which determine the ability to understand the significance of such verbal reactions of people de-pending on the context of the situation; to study the problem of the influence of Social Intelligence of teachers on the organization of problem­based learning at secondary schools.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. In our research we used empirical methods, such as statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M.O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021).the results of the research. We diagnose the level of the development of the ability to predict the development of a social situation depending on exter-nal circumstances. There is a slight tendency towards higher indicators of social intelligence of women, but there aren’t significant differences in the indicators of social intelligence of men and women at high, medium and low levels, which have been established. We can note that the subjects who performed the tasks of this test equally well, had indicators of a high level of development of so-cial intelligence. We proved, that because respondents with a high level of the development of social intelligence according to this subtest are able to extract the maximum amount of information about people’s behavior, they are able to understand the language of non­verbal communication, express quick and accu-rate judgments about other people, successfully predict their reactions in given conditions, show farsightedness in the relationships with others, which contri­butes to their successful social adaptation.conclusions. So, teachers with a high level of social intelligence are usually successful communicators. They are characterized by contact, openness, tact, benevolence and cordiality. A high level of social intelligence is associated with a great interest in solving social problems, by the need to influence others and it is often combined with a high level of organizational pupils’ skills development. All the listed personal qualities characterize teachers of humanitarian professions.

СОПЕРЕЖИВАНИЕ В СТРУКТУРЕ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА У ПОДРОСТКОВ С ЛЕГКОЙ СТЕПЕНЬЮ УМСТВЕННОЙ ОТСТАЛОСТИ

In Russia, more children with mental disabilities receive education in so–called "specialized" educational institutions – schools or boarding schools for children with disabilities, despite the widespread introduction of inclusive education. The process of education and upbringing in this context leads to the problem of the development of social intelligence in such students. The lack of research in this direction is confirmed by a small number of publications over the past fifteen years. The social intelligence of adolescents with mental retardation is formed in such a way that it does not always allow them to understand the norms and rules of social behavior. The difficulty lies in the insufficient development of this type of intelligence. Many scientists say that when studying social intelligence, it is necessary to analyze and study all the criteria that make up it, namely: cognitive, behavioral and emotional. In this connection, the aim of the study was to study the level of empathy in the structure of social intelligence and its features in adolescents with mental disorders of secondary school. The study was conducted among high school students diagnosed with mild mental retardation. The study involved 59 schoolchildren, of the Regional state educational Institution "Boarding School No. 3" in Kursk for people with disabilities. The age of students is from 12 to 17 years When collecting data, standardized methods were used, as well as conversation, observation, and when processing the data obtained, computer methods of statistical processing were used. Empirical research has shown the relationship between the features of social intelligence and the age of students: with age, relationships develop, and the structure of social intelligence develops to older adolescence, helped to identify aspects inherent in younger and older adolescents with intellectual disabilities.

Вплив стилю та типу виховання в сімʼї на функціонування соціального інтелекту дитини в умовах дистанційного навчання

The article reveals the influence of the style and type of upbringing in the family on the functioning of the social intelligence of a child of primary school age in the conditions of distance learning. It is shown that currently the influence of information technologies is growing rapidly, the so-called "digitalization" of many social spheres is taking place. The remote conditions of the educational environment have various consequences on the psychological state of younger schoolchildren and the functioning of their social intelligence. The educational process in the context of social deprivation is a modern norm. This is where the psychogenic nature of distance learning is born, which directly or indirectly affects its subjects. Accepting modern trends in the development of school education, it is important to emphasize the need to harmonize the conditions of the influence of family upbringing on the functioning of the social intelligence of a child of primary school age, which would help the creative self-disclosure of his personality. The psychogenic aspect of distance education in one way or another makes it possible to increase the experience of self-regulation, space for creative expression and self-realization, conscious encounter with new distance learning conditions. The essence of the harmonization of the learning process in the conditions of a distance educational environment is the adoption of a new learning format, the ability to adapt the style and type of family upbringing in the direction of the formation of the creative potential of the younger schoolboy's personality and the development of his social intelligence. Key words: younger schoolchildren, social intelligence, development of social intelligence, functioning of social intelligence, distance learning, family education, styles and types of family education.

ЖОҒАРҒЫ ОҚУ ОРНЫНЫҢ ОҚЫТУ ЖҮЙЕСІНЕ БЕЙІМДЕЛУ ПРОЦЕСІНДЕ БОЛАШАҚ ПЕДАГОГ-ПСИХОЛОГТАРДЫҢ ӘЛЕУМЕТТІК ИНТЕЛЛЕКТІСІН ДАМЫТУ

The relevance of the article is due to the high requirements of the modern education system to the level of professional training of practical teachers-psychologists. Here, as an indicator of the successful professional development of a teacher-psychologist during the period of basic vocational education, one can name the indicators of the student's adaptation to the educational process of a higher educational institution. That is, the article deals with the problem of the development of social intelligence of future teachers-psychologists in the aspect of adaptation to the educational system of the university. The purpose of the article is a theoretical understanding of the essence of the scientific content of the concepts of «social intelligence» and «adaptation to the university education system», the solution of which is carried out through the following tasks: theoretical analysis taking into account various theoretical and applied approaches in Western and domestic pedagogy and psychology, determination of structural components of social intelligence of future teachers-psychologists; determination of indicators of social intelligence future teachers-psychologists and their adaptation to the learning process at the university The article clarifies the concepts of «social intelligence» and «adaptation to the university education system». The indicators of students' adaptation to the educational «group» and educational «activity» are determined. Correlations between indicators of social intelligence of future teachers-psychologists and indicators of their adaptation to the educational process of the university on the basis of the empirical method have been identified and verified.

ОСОБЕННОСТИ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА

The article is devoted to the study of the problem of social intelligence at primary school age. The relevance of the study is due to the fact that it is at this age that the child’s social intelligence is actively developing, which is associated with the beginning of school education. However, this development can proceed unevenly and has its own difficulties. Developed social intelligence contributes to the successful child’s learning at school, as it is the foundation for the effective interpersonal interaction with adults and peers and successful adaptation to new social conditions. In order to study the features of the social intelligence of younger schoolchildren, a set of diagnostic techniques was used: “The test of the empathic potential of personality” (I. M. Yusupov), “Assessment of self-control in communication” (M. Snyder), “Methods of social intelligence research” (J. Guilford, M. Sullivan) and observation of children. The results of the study showed that only 18 % of primary school students have a high level of empathy. Only 7 % of the sample showed a high level of communicative control. 24 % of children demonstrated a level of social intelligence above average. Thus, the study showed that children of primary school age are dominated by medium and low levels of social intelligence development. Such indicators can negatively affect the formation of such components of a child’s social development as adaptation to changes in social conditions, establishing contacts and interactions in a group of peers and with teachers and, as a result, on the success of schooling. In this regard, the problem of purposeful development of social intelligence at primary school age becomes urgent.

Формирование социального интеллекта студентов на основе развития эмоциональной гибкости и эмпатии

Importance. Within the framework of modern education reform, the training of an education specialist with a set of personal qualities formed on the basis of social intelligence acquires a special sound. However, the issue of scientific and methodological support for the development of this personality trait within the modern space of the university is ambiguous and far from its scientific solution and practical implementation in practice. The purpose of the research is to study the conditions for the formation of social intelligence, to discover the mechanisms of its relationship with the empathy of students of pedagogical training areas. Research methods. The following methods were used: content analysis of scientific literature on the topic of research, generalization, systematization, structuring of information, methods of psychodiagnostics, methods of mathematical statistics (correlation analysis). Results and Discussion. The relationship between social intelligence, emotional flexibility and the ability to understand and manage the emotions of respondents is revealed. In addition, one of the research tasks was to establish the connection of social intelligence with the level of empathy development. It should be noted that the majority of respondents have average and low indicators of emotional intelligence, which indicates an insufficient formation of personal qualities that affect self-motivation to any activity. Moreover, this circumstance affects the ability to recognize the emotions of other people. According to some scales, for example, “Managing one’s own emotions”, low results were revealed, so the inability and incorrect expression of one’s own emotions significantly complicates communication processes among students. High indicators of the “Moral normativity” scale indicate a competent self-assessment of social roles, a high orientation towards compliance with the norms of behavior at the university and in society as a whole. A correlation was found between empathy and emotional intelligence, adaptive potential and penetrating abilities in empathy, which can be used in the process of training of a specialist in the field of education. Conclusion. Practical application of the obtained results is possible for the development of psychological and pedagogical conditions and technologies for the development of social intelligence of students in the field of educational activity.

Мягкие навыки: определение, содержание, развитие (по данным научной литературы)

The research examines the concept of soft skills, which include qualities, attitudes, problem-solving skills, leadership and interpersonal skills, communication skills and emotional intelligence. We consider social intelligence as the basis for the formation of soft skills. These skills are important for effective interaction and decision-making in the business process, communication in teams and teamwork. It also discusses such an important concept for the justification and development of soft skills as “social intelligence”, which includes knowledge and understanding of the main ways of communication, leadership, decision-making and teamwork, as well as the ability to evaluate the interaction between people and the ability to use these factors to improve work results. The development of social intelligence requires not only practice, experience and constant self-improvement, but also a special approach based on the basic principles of adult pedagogy.

Тheory and practice of social intelligence development of younger school students in families during distance education

Стаття присвячена опису теоретичної моделі розвитку соціального інтелекту молодших школярів у сім’ї під час дистанційної форми навчання, яка передбачає наявність мети, завдань, принципів, рівнів та рис взаємодії. Важливою передумовою успішного соціально-психологічного супроводу розвитку соціального інтелекту молодших школярів у сім’ях під час дистанційного навчання є співпраця між школою і сім’єю. При цьому наявність відповідного рівня педагогічної культури у батьків має велике значення. Можливо створити спеціальну програму взаємодії між педагогічним колективом школи і сім’єю, яка буде представляти собою цілісний комплекс методів і форм роботи, спрямований на досягнення загальної мети – створення ефективних умов для формування злагоджених відносин між батьками і дітьми молодшого шкільного віку. Вдала кооперація закладу освіти та сім’ї забезпечується зусиллями педагогів, з одного боку, та збагаченням педагогічних знань батьків та їх активною участю у виховному процесі, – з іншого.Здійснено опис програми авторського тренінгу розвитку соціального інтелекту молодших школярів у сім’ї під час дистанційної форми навчання. Відповідно до запропонованої моделі, яка ґрунтується на відповідному алгоритмі спільних дій сім’ї та школи, надано низку практичних рекомендацій батькам та педагогічним працівникам щодо розвитку компонентів соціального інтелекту молодшого школяра у сім’ї під час дистанційної форми навчання. Ключові слова: сім’я, молодші школярі, соціальний інтелект, дистанційне навчання, модель, програма, практичні рекомендації.

Academic Stress of College Students and Sports Participation: Mediating Role of Social Intelligence

This study aimed to investigate the relationship between academic stress, sports participation, and social intelligence among college students in the Multan Division of Pakistan. A stratified random sampling strategy was employed to select a sample of 663 participants from the Government Degree Colleges. Standardized tools, including the Student's Academic Stress Inventory and Social Intelligence Questionnaire, were used to assess academic stress and social intelligence. Participants self-reported their previous youth sports participation. A cross-sectional survey approach was used to collect quantitative data. The results indicated that college students reported high levels of academic stress. College athletes reported significant social intelligence competency, and there was a significant positive relationship between academic stress and the social intelligence competency of college students. Additionally, there was a significant positive relationship between sports participation and social intelligence, suggesting that participation in sports has paramount significance in the development of social intelligence competency among its participants. Social intelligence was found to significantly mediate the relationship between academic stress and sports participation of college students. Furthermore, the data revealed that male athletes reported higher stress levels on various dimensions of academic stress, highlighting the need for counseling centers to provide extra attention and care to athletes and promote mental health awareness. Overall, this study provides valuable insights into the complex relationship between academic stress, sports participation, and social intelligence among college students, shedding light on the mediating role of social intelligence in mitigating academic stress and improving mental health outcomes. The findings have important implications for educational institutions and policymakers, emphasizing the importance of promoting sports participation and social intelligence development to support students' overall well-being.

ТЕОРЕТИЧЕСКИЕ ПОДХОДЫ К ИЗУЧЕНИЮ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА

The work is devoted to the actual problem of studying social intelligence as a socio-psychological construct that influences the processes of modeling effective communication and achieving goals in activities. Based on the purpose of the study, which is to review theoretical approaches to the study of social intelligence, a description is given of the main scientific approaches to understanding the content of social intelligence: general psychological, factor-analytical, psychometric, structural-genetic, cognitive and ethno-psychological. The analysis made it possible to single out common essential grounds in understanding the content of social intelligence: as a complex general ability, characterized by structure and a set of cognitive, emotional and behavioral components, the subject of which is the prediction of one's own actions and the actions of other people in various situations of interaction; as a personal education associated with the performance of certain activities and the level of development of general intelligence. Particular attention is paid to the ethnopsychological approach to the study of social intelligence, which is due to scientific interest in the problem of ethnocultural characteristics of social intelligence. The influence of the social environment, including the ethnic community, within which the socialization of the individual takes place, on the development of social intelligence is emphasized. It is noted that social thinking and social representations and laws, stereotypes, cognitive schemes established in society have an impact on the formation of a person's social intelligence. The article provides the author's understanding of social intelligence as a structural psychological formation that contributes to the socialization of the individual, ensures adaptation in society and influences the effectiveness and success of social interaction. The functions of social intelligence are also given: cognitive-evaluative, communicative-value and reflective-corrective. The applied significance of the results of this study is to substantiate the initial positions of the authors to develop an empirical research program to study the ethnocultural characteristics of social intelligence.