Social Intelligence Test Research Articles

Psychosocial Training Program for Lifeguards: A Pilot Study.

Research has highlighted the need for training lifeguards in psychosocial skills. Therefore, this study aims to analyze the effectiveness of a short 10-h training program encompassing dimensions associated with emotional management, focus of attention, interpersonal relationships, and lifeguard behavior, and its effects on their psychosocial skills. A total of 64 lifeguards with experience ranging from 1 to 25 years (M = 5.93, SD = 6.07), randomly divided into experimental and control groups, participated in this study. The d2 Test of Attention, the Social Intelligence Test of O'Sullivan and Guilford, and the MSCEIT Emotional Intelligence Test were used to assess psychosocial skills. A multivariate analysis of variance for repeated measures (2 × 3 (Group × Time) MANOVA) was performed to analyze the effects of the training program on psychosocial skills. The results revealed that the experimental group showed statistically significant improvements in focus of attention and emotional intelligence compared to the control group. However, it is worth noting that no statistically significant group interactions were observed for measures of social intelligence. Taken together, these results seem to highlight the importance of including psychosocial content in the general training of lifeguards.

Pilot Research for the Assessment of Neuroanatomical Correlates in Relation to Brain Talents Identified Through the Six Seconds Emotional Intelligence Assessment

The current research is centered on investigating the neurophysiological correlates associated with various talents, with the goal of determining whether specific brain areas are activated during the expression of these talents. The study specifically investigates individuals with different occupational roles, distinguishing between social/healthcare and non-healthcare (administrative) positions. The research was conducted in three phases. The initial phase involved the selection of 60 employees from the Piccola Opera Caritas of Giulianova. Participants were administered the Brain Talent Profile questionnaire to gather information about their talents. The second phase focused on identifying neuroanatomical correlates using the BrainBit helmet. Participants engage in various brief activities while wearing the EEG headband, suitable for both neurofeedback and brain activity measurements. The final phase was dedicated to analyze the data collected through the Brain Brief Profile, which comprises three domains: Perception, Evaluation, and Action. Our hypothesis suggests significant correlations between participants' talents and recorded EEG patterns. To validate this hypothesis, the outcomes derived from the Social and Emotional Intelligence (SEI) test were compared with EEG measurements. This research holds potential applications in the recruitment phase, providing insights into the neurological basis of talents in prospective employees. It may offer advantages in training initiatives dedicated to enhancing talents and skills across diverse organizational roles. The emphasis on various job roles, particularly in the social/healthcare and administrative sectors, strengthens the practical relevance of the study for talent assessment and development within organizational contexts. In summary, our research aims to bridge the gap between talents and neurophysiological correlates, with potential implications for recruitment and training strategies within organizational settings.

Mitigating Attentional Bias: The Impact of Perceived Social Self-Efficacy in Individuals with MMO Games Addiction Tendency

Low self-efficacy in interpersonal relationships, linked to MMO game addiction, worsens the inclination towards addiction as individuals seek social interaction within the game, leading to attentional bias towards game stimuli. This study aimed to investigate if manipulating perceived social self-efficacy levels could reduce attentional bias in MMO game addiction compared to non-addictive gamers. 503 undergraduates participated, including the MMO addiction group (n=60) and the control group (n=60), identified through the Korean version of the Internet Game Disorder Scale. Participants were divided into high and low perceived social self-efficacy conditions through false feedback. Dot probe tasks assessed attentional bias changes before and after manipulated feedback using a “social intelligence test.” The attentional bias score, initially higher in the addiction group, decreased after intervention with increased social self-efficacy. No significant changes were observed in control groups and the addiction group with decreased social self-efficacy. These findings confirm that boosting perceived social self-efficacy in MMO addiction can reduce attentional bias towards game stimuli, suggesting crucial interventions for alleviating addictive behaviors.

Social ecology of interpersonal relationships among pensioners participating in the “Moscow Longevity” project

The paper presents the results of the study of social intelligence in order to identify its features as a resource for reducing biopsychological age in pensioners studying under the programmes of the Moscow Longevity Project. Modern ideas about social intelligence are analysed. Social intelligence is understood as an acquired ability that allows a person to better recognise and understand other people, to act wisely in human relations. The study involved 20 pensioners participating in educational programmes “Moscow Longevity” (average age - 64.4 years). The following methods were used: Guilford Social Intelligence Test (J. Guilford, M. O’Sullivan); complex methodology of diagnostics of biopsychological age (compiled by T.N. Berezina); questionnaire “Resource areas» (by T.N. Berezina). For data processing, the methods of descriptive statistics and correlation analysis by Spearman’s criterion were used. The results show that in pensioners of this sample, the ability to understand the logic of development of interaction situations and the meaning of human behaviour in these situations (“History with additions”) determines the reduction of biological age and indicators of developmental ageing. Indicators of social intelligence are related to the resources of life activity organisation: pensioners are more often involved in intellectual pursuits in various fields of science and technology, less often use humour, communication with others, spiritual practices and self-improvement, and do not seek risky behaviour. The results obtained contribute to the ideas about the relationship between social intelligence and the characteristics of biopsychological ageing and the organisation of resource areas of life activities of the participants in educational programmes of the Moscow Longevity Project.

Personal predictors of assertiveness in adolescence and early youthful period

The purpose of this article was to examine the personal characteristics that would predict assertiveness among adolescence and youth. The relevance of the study is determined by the fact that the changing in assertiveness from early adolescence to youth is not sufficiently studied, while it is important quality for the successful integration of the younger generation into modern society. The goal of the study was to identify predictors of assertiveness in the younger, older adolescence and youthful periods of development. The investigated variables are parameters of self-attitude, personality traits, social intelligence, and behavioral strategies. The sample consisted of 201 people (98 boys, 103 girls), 67 people in each age group: younger teenagers (11-13 years old), older teenagers (14-16 years old) and youth (17-18 years old). Methods used were: Levinson's Assertiveness test, questionnaire ‘Components of Self-attitude’ (S.R. Pantileev), R. Cattell’s Factor personality questionnaire (16PF), the Four Factor Test of Social Intelligence (the Guilford-Sullivan test), and S.E. Hobfoll's Strategic Approach to Coping Scale (SACS). The research revealed that assertiveness slowly increases from younger adolescence to youth; however, assertiveness is not yet a formed personality trait even in youthful period. A central predictor of assertiveness is emotional stability in early adolescence and positive self-image in later adolescence. In youth period, predictors of assertiveness are contradictory, among them are seeking social support, aggressive action, social translations, and reflective self-attitude. Thus, during youthful period, assertiveness is close to aggressive actions, however, in the process of reflection, aggressive and assertive behavior are differentiated and corrected depending on support or condemnation from others.

The The effects of cognitive, social, and emotional intelligence on children’s sociometric status in a new peer group

Sociometric status is of consequence to the child’s development and adjustment, as research shows that people with low status in childhood and adolescence run a greater risk of later maladjustment. On the other hand, popularity is a significant predictor of well-being as well as academic success and effective intra- and interpersonal functioning. Given the importance of sociometric status to a person’s psychological and social functioning, researchers have sought to identify its determinants with a view to developing methods of supporting children’s development and adjustment. The objective of the study was to investigate changes in the sociometric status of children in a new classroom and determine to what extent they are shaped by cognitive, social, and emotional intelligence. Method: The study encompassed 136 first graders aged six and seven years (M = 6,87, SD = 0.54). Sociometric status was evaluated three times: at the beginning of the school year, as well as after six and twelve months. In addition, one test of cognitive, social, and emotional intelligence was performed. The data were analyzed using latent growth curve models. Results: It was found that the sociometric status of children changed over time. Cognitive intelligence was not found to be a statistically significant predictor of either the initial level or the rate of change of sociometric status (whether in the acceptance or rejection domains). Emotional intelligence was significant only for the initial rejection by their peers. While social intelligence did not statistically significantly predict initial levels of acceptance and rejection, it did have a significant effect on the rate of temporal change in both domains of sociometric status. This means that children with higher SI improved their position in the peer group over time (with increasing acceptance and declining rejection levels). Conclusions: The research shows that by developing social intelligence, it is possible to help children with a low sociometric status, who do not cope well in a social group and are often rejected by their peers.

Типи особистісних змін майбутніх фахівців психологів-терапевтів

Background. Socio-political processes exacerbated the problems of psychological assistance to citizens; training of qualified psychologists-therapists. One of the factors of a specialist's personality is the ability for personal change. The goal is to reveal the content of the main factors of personal changes of future psychologists-therapists Methods. The research used the "Big Five" methods; Herzberg's test; "Diagnostics of socio-psychological personality attitudes" (O. Potemkina); "Value questionnaire" (Sh. Schwartz); "Research of volitional self-regulation" (A. Zverkov, E. Eidman); "Diagnostics of motivational orientations in interpersonal communications" (I. Ladanov, V. Urazaeva); "Motivation of professional activity" (K. Zamfir); "Test of social intelligence" (J. Gilford); "Self-Assessment Questionnaire" (V. Stolin, S. Pantileev); "Scale of psychological well-being" (K. Riff) - separate scales from which factors of personal changes were included. Results. As a result of factor analysis using the method of principal components, four factors of personal changes of future psychologists- therapists were identified: 1) "pattern" - tendency to change, voluntary self-control, responsibility, ability to achieve personal success, openness to experience, orientation to the process, independence, universalism, inner type motivation and general self-regulation, social thinking, psychological well-being; 2) "personal-purpose" - social recognition, achievement of personal success, content of work, orientation to results, power, compromise; hedonism, self-control, internal and external positive motivation, self-acceptance; 3) "professional-purpose" - pleasantness, cooperation, work content, process orientation, money; selfishness, kindness, external positive and negative motivation; 4) "pragmatic-humanistic" - extraversion, neuroticism, cooperation, altruism, independence, security, orientation towards acceptance of others, positive relationships. Сonclusion. The process of unfolding individual personal states and traits is the development of the personality, therefore personal changes are the development of the personality. The concept of personal change (personal changes) is generic to the concept of personality development, since the latter involves the specification of personal formations according to the criteria of their complexity and specification, therefore the concepts of change and personality change are different.

Developing an Attention Assessment Tool for Individuals With Autism Spectrum Disorder Using Timbre, Rhythm, and Pitch.

Music is regarded as a beneficial tool for assessing the clinical symptoms and communication skills in individuals with autism spectrum disorder (ASD) or autism. The present study developed a music-based attention test (MAT) for individuals with autism using music parameters and the algorithm of the comprehensive attention test (CAT). We recruited 51 autistic individuals and 50 neurotypical individuals to participate in the CAT, MAT, and social intelligence tests. The reliability and validity of the MAT were assessed using exploratory factor analysis, concurrent validity, and criterion-related validity. The MAT had sound internal consistency (high Cronbach's α = 0.948). In addition, the MAT had suitable concurrent validity in the correlation between CAT and MAT, as well as good criterion validity when attention was measured using the MAT and was compared between autistic individuals and neurotypical individuals. Attention evaluated using the MAT was associated with the social quotient in individuals with autism. The MAT could be a relevant tool for gauging attention in individuals with ASD. Furthermore, attention determined using the MAT may be correlated with social quotient in autistic individuals. Future studies should consider that using music in the field of attention could improve the social quotient of individuals with autism.

Peculiarities of the relationship between social intelligence and cardiorhythm variability parameters of first year students during cognitive load

It is known that the mechanisms of cardioregulation provided by the frontal cortex are also involved in the regulation of social interaction, the success of which is related to social intelligence (SI). At the same time, there are no data on the relationship between cardiohemodynamic indicators of students and the level of social intelligence, as well as insufficient data on the features of cardio-regulation at rest and under cognitive load in students with certain features of SI. In this regard, the purpose of this study was to investigate the variability of cardiorhythm variability in students and describe their relationship with the level of development of social intelligence and its components. Social intelligence was studied using the Guilford Social Intelligence test (E.S. Mikhailova (Aleshina)). Specific features of cardio-regulation were studied by the "OMEGA-M" hardware-software complex in two stages: at rest and when performing a cognitive task (while performing the test "counting in mind"). The results showed that the highest values of heart rate (108,7±12,9 bpm), as well as tension index (TI = 277,5±265,9 units) (according to Baevsky R.M.) are observed in the students, who also have the highest level of social intelligence. At the same time, students with a low level of social intelligence did not have the situation of cognitive strain causing strain of adaptive mechanisms (TI=69.8±70.5 c.u.). An analysis of the relationship between the parameters studied showed that the level of social intelligence is associated with integral measures of cardiorhythm (TI = 0.424, at a significance level of p≤0.05, Pearson correlation coefficient), and measures of spectral power density of cardiorhythm frequencies (VLF = -0.373, at a significance level of p≤0.05, Pearson correlation coefficient). The results obtained indicate that the low level of social intelligence, contributes to the tension of adaptive mechanisms, as students experience psycho-emotional stress associated with low levels of arbitrariness in situations relating to the ability to understand, accept and solve emerging situations in interpersonal interaction. At the same time it is revealed that in response to cognitive load depending on the level of social intelligence there is an activation of both parasympathetic and sympathetic type of response of cardiohemodynamic indicators, the most optimal of which is parasympathetic.

The specificity of the social intelligence of students with hearing impairments

The article analyzes students with hearing impairments based on the results of research on the specificity of social intelligence. In this case, the indicators of social intelligence of students of a special (weak hearing) school with students of a secondary school on social intelligence tests were studied comparative.

СОЦИАЛЬНЫЙ ИНТЕЛЛЕКТ КАК ФАКТОР АКТИВИЗАЦИИ ЛИДЕРСКОГО ПОТЕНЦИАЛА ЛИЧНОСТИ БУДУЩЕГО ПЕДАГОГА

The article deals with the problem of social intelligence of students – future teacher, The authors emphasize that developed social intelligence can serve as a factor of activating the leadership potential of the personality of a future teacher. The leadership potential of the future teacher’s personality is defined by the authors as a set of special abilities and personality qualities that ensure the effectiveness of communication and interaction, success in professional activity in specific educational conditions through emotional, behavioral, business and information resources. The paper presents the results of an empirical study of the characteristics of leadership abilities and personality traits of students – future teachers with different levels of social intelligence development. The following diagnostic methods were used in the study: features of social intelligence were diagnosed using the social intelligence test by J. Guilford and M. Suliven (Russian adaptation of the test by E.S. Mikhailova); the leadership abilities and personality qualities of the future teacher were studied through the use of the business game “I am a leader”, the methods “Diagnostics of leadership abilities” by E. Zharikov and E. Krushelnitsky, “Leadership Effectiveness” by R.S. Nemov, “Communicative and organizational inclinations” by V.V. Sinyavsky and I.A. Fedoroshin. According to the results of the study, it was revealed that the level of development of social intelligence is associated with the characteristics of leadership abilities and personality qualities. Future teachers with average social intelligence showed pronounced leadership abilities and personality qualities. Based on the conducted research, it is concluded that in modern conditions of digitalization of society and education, social intelligence plays one of the leading roles in communication and interaction of a teacher, can be a factor in activating the leadership potential of an individual.The development of social intelligence among students of the teaching profession can ensure the success of professional activity in modern educational conditions.

PECULIARITIES OF SOCIAL INTELLECTUAL OF STUDENTS IN HIGHER EDUCATION INSTITUTIONS IN THE QUARANTINE RESTRICTIONS’ PERIOD

The article presents a comparative analysis of the results of empirical study of social intelligence of students in higher education institutions in the to-quarantine period and during quarantine restrictions’ period. The psychological essence of the phenomenon “Social Intelligence” is revealed. Social intelligence of personality is defined as an integrated complex of capabilities to understand and solve various tasks that lead to the result of its interactions with other people. In an empirical study, the social intelligence test of Dzh. Huilford and M. Sullivan in the adaptation of E. Mikhailova (Aleshina) was used. The study involved 94 students in the to-quarantine period and 95 students in the quarantine restrictions’ period. Students study in higher education institutions. The results of the empirical study and comparative analysis of the general indicator and constructs of social intelligence of students in the to-quarantine period and during quarantine restrictions’ period are presented. In a to-quarantine period, in a higher number of students was established high, below average and above average levels of social intelligence, during quarantine restrictions’ period – low and average levels. Above average and high levels of ability to understand different situations from other people were detected in most students in the to-quarantine period, below average and average – during quarantine restrictions’ period. In the to-quarantine period there are a larger number of students with an above average level of ability to understand non-verbal behavioral expression of other people; in the quarantine restrictions’ period – low and average levels. The to-quarantine period recorded a large number of students with low, average and high levels of ability to understand verbal behavioral expression of other people, during quarantine restrictions’ period – with lower and higher levels. The to-quarantine period revealed a higher number of students with high, below average and above average levels of the ability to predict other people’s behavior; instead, during quarantine restrictions’ period – low and average levels. In general, the social intelligence of students development better in the to-quarantine period, compared with the quarantine restrictions’ period. The results obtained have shown the significance of the of-line communicative interactions for the development of social intelligence.

Neuroanatomical Correlates of Social Intelligence Measured by the Guilford Test

Social interactions are a crucial aspect of human behaviour. Numerous neurophysiological studies have focused on socio-cognitive processes associated with the so-called theory of mind—the ability to attribute mental states to oneself and others. Theory of mind is closely related to social intelligence defined as a set of abilities that facilitate effective social interactions. Social intelligence encompasses multiple theory of mind components and can be measured by the Four Factor Test of Social Intelligence (the Guilford-Sullivan test). However, it is unclear whether the differences in social intelligence are reflected in structural brain differences. During the experiment, 48 healthy right-handed individuals completed the Guilford-Sullivan test. T1-weighted structural MRI images were obtained for all participants. Voxel-based morphometry analysis was performed to reveal grey matter volume differences between the two groups (24 subjects in each)—with high social intelligence scores and with low social intelligence scores, respectively. Participants with high social intelligence scores had larger grey matter volumes of the bilateral caudate. The obtained results suggest the caudate nucleus involvement in the neural system of socio-cognitive processes, reflected by its structural characteristics.

Development of Students’ Social Abilities at Pedagogical Universities

Introduction. An important place in the process of professional pedagogical education is occupied by the development of social abilities of students – future teachers. The relevance of the article is determined by the significant influence of the subject’s social abilities on the effectiveness of pedagogical activity. The purpose of the article is to establish the dynamics and content specifics of the development of social abilities of students under the influence of the process of learning at universities a nd the motivation of educational activity. Materials and Methods. Testing students of the Pedagogical University, enrolled in the academic track “Primary Education”. The total sample size is 104 people, including 1st year students – 24 people, 2nd courses – 21 people, 3rd courses – 31 people, 4th courses – 28 people. The following methods were used as diagnostic methods: methods for studying the properties of attention – “Red-black table”, “Confused lines”; for the study of social abilities, the “Test of Social Intelligence” was used by J. Guildford, M. Sullivan; to study the motivation of educational activity – a methods for studying the motivation of learning at a university by T. I. Ilyina, a methods for diagnosing educational motivation of students by A. A. Rean, V. A. Yakunin. The results of the empirical study were processed using the methods of primary descriptive statistics, the non-parametric comparison criterion Mann-Whitney U test, the rank correlation coefficient r-Spearman’s, and regression analysis; in order to analyze the characteristics of the psychological structure of social abilities, structural analysis methods were used. Results. The results obtained in the study expanded the understanding of the psychological factors in the development of social abilities of students – future teachers in the process of professional teacher education. As a result of the study, the main trends in the development of the individual’s abilities in the process of learning were identified, their role in the development of social abilities of students, the specificity of the relationship between the motivation of educational activity and social intelligence was established, the role of pedagogical practice in the development of social abilities of students was shown. The process of development of social abilities during training at a university can be divided into two stages. During the first stage (1–3 year), there is a restructuring of the psychological system of social abilities formed at the stage of school education, accompanied by an increase in the contradiction between the student’s perceptions and expectations of the content of training at the university and the existing level of development of social abilities. Under the influence of the inclusion of a student in the 4th year of study in active pedagogical practice (the second stage), the motivational sphere of educational activity is harmonized, leading to a qualitative increase in social intelligence and the development of the psychological structure of social abilities. Discussion and Conclusion. The results presented in the article will be useful to teachers of secondary and higher pedagogical educational institutions, employees of psychological services in order to increase the effectiveness of the formation of pedagogical abilities of students, accompanying the processes of adaptation of students to study at the university, overcoming the destructive trends of educational and professional development.

THE INFLUENCE OF GENERAL INTELLIGENCE AND SOCIAL INTELLIGENCE ABILITY ON STUDENTS ACADEMIC ACHIEVEMENT

In this study, the objective was to test the intelligence ability and social intelligence of school students. Standardized questionnaire was used to measure the study variables including social intelligence test, intelligent ability, social intelligence on scholastic achievement for class 10 students in Nairob, Kenya. In this study, data is collected from students on the intelligence ability and social intelligence along with scholastic achievement using the exam score. The findings are that intelligence ability (beta=.786, P<.05) and social intelligence (beta=.978, P<.05) has positive significant effects on student’s scholastic achievement. The two factors explain 54.5% change in the scholastic achievement of students. Our second important finding are that intelligence (beta=.542, P<.05) and social intelligence (beta=.657, P<.05) has positive and significant influence on students’ academic achievement. These factors explain 43.4% change in the dependent variable. Third main findings are that there is no significant difference between male and female students in terms of mean score of intelligence ability and mean score of social intelligence.

أثر استراتيجية فجوة المعلومات في تحصيل طلاب الصف الاول المتوسط لمادة العلوم وذكائهم الاجتماعي


 يهدف البحث الى التعرف على (أثر استراتيجية فجوة المعلومات في تحصيل طلاب الصف الاول المتوسط لمادة العلوم وذكائهم الاجتماعي)، وللتحقق من هدف البحث اعتمدت الباحثة التصميم التجريبي ذا الضبط الجزئي، وبلغت عينة البحث (64) طالباً بواقع (32) طالباً في المجموعة التجريبية و(32) طالباً في المجموعة الضابطة، كافأت الباحثة مجموعتي البحث في متغيرات (العمر الزمني، اختبار الذكاء، درجات اختبار المعلومات السابقة في مادة العلوم)، وحددت المادة العلمية بالجزء الاول من كتاب العلوم المقرر، صيغت الأغراض السلوكية لهذه الفصول التي بلغ عددها(262) غرضاً سلوكياً ممثلة للمستويات الأربعة لتصنيف بلوم في المجال المعرفي (تذكر، واستيعاب، وتطبيق، وتحليل)، وأعدت إحدى الأداتين وهو الاختبار التحصيلي وتبنت مقياس(عبدالحميد،2014) للذكاء الاجتماعي، إذ تألف الاختبار التحصيلي من (27) فقرة من نوعين : أحدهما تمثل بالاختبارات الموضوعية من نوع الاختيار من متعدد بأربعة بدائل ، بَلغ عددها (24) فقرة، وثلاث فقرات من النوع المقالي تمثلت بالفقرات(25،26،27)، أما مقياس الذكاء الاجتماعي فقد تألف من (40) فقرة بأربعة بدائل، وحسبت الخصائص السايكومترية والثبات لهما، وحللت البيانات وعولجت باعتماد الحقيبة الاحصائية SPSS، وقد استغرقت التجربة(10) أسابيع، وفي نهاية التجربة طبقت الباحثة الاختبار التحصيلي ومقياس الذكاء الاجتماعي على طلاب مجموعتي البحث، وصححت وعولجت احصائياً ؛ فأظهرت النتائج تفوق طلاب المجموعة التجريبية على المجموعة الضابطة في تحصيل مادة العلوم والذكاء الاجتماعي.

Play-based test for assessing the level of social intelligence among preschoolers and elementary schoolers

  The need in social intelligence emerges when there is clash of interests and a work-around solution is required for successful interaction. Obstacles towards achieving the goal motivates a person to look for unconventional solutions to a communication problem. Matrix of a new social intelligence test among preschoolers and elementary schoolers is proposed. The advantage of this test over the traditionally used picture-based surveys is that it does not require a developed symbolic function. As a prototype of the simulated communication situation, the author used a situation of uncertainty in achieving the goal, clash of interests of the characters, and more than one scenario of finding a work-around solution for reaching a desirable result. These requirements were met by the attempt to rob the armored truck by a criminal who was able to eavesdrop on the conversation between the driver and the dispatcher to determine which of the simultaneously traveling trucks carried the money. The driver had to report to the dispatcher in a way that would be understood by the dispatcher, but not the criminal. Unlike the earlier methods of assessment of social intelligence, the proposed play-based is built upon realistic simulation that can be understood by children aged 6-12. This simulation allows for careful assessment of social intelligence of children involved into a captivating game of finding optimal behavioral strategy in a situation where they have to communication with a partner, while encrypting the information for other people, but without outright lying.  

Pedagogical support for the development of social intelligence in the future teacher at the University

The problem covered in the article is important for ensuring the effectiveness of the process of development of social intelligence in students mastering the profession of a teacher at the University. The article analyzes the concepts of "social intelligence", "self-development", "the need for self-development" and substantiates the pedagogical conditions that ensure the effectiveness of the process of development of social intelligence in high school. The following methods were used: the test of social intelligence j. Gilford and M. Sullivan (Russian adaptation of the test by E. S. Mikhailova), the method of paired comparisons by V. V. Skvortsov. The actual needs of future teachers with different levels of development of social intelligence are revealed. The study allows us to conclude that the effectiveness of the development of social intelligence in the future teacher at the University is achieved through the implementation of pedagogical technology, pedagogical support, means of classroom and extracurricular activities.

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.

STABILITY OF DEVELOPMENT OF FUTURE PROFESSIONALS’ EMOTIONAL INTELLIGENCE

Introduction. Considerable changes in the world of professions, the intensity of production and consumption of new knowledge, strengthening of a communicative component of professional activity are characteristic features of post-industrial society. Workers who have such professional and psychological qualities as self-control, psychological self-control and ability to operate own emotions and emotions of people around (partners and colleagues) are more in demand in labour market. In this regard, the problem of emotional competency formation of future experts is becoming topical in the system of vocational training.The aimof this paper is to generalize the results of the study on the sustainable development of student emotional intelligence by means of active forms of education (training sessions and workshops).Methodology and research methods. The research methodology is based on the model concept of “Emotional Intelligence” developed by D. V. Lyusin. During the experiment, the method of D. V. Lyusin’s questionnaire EmIn (Emotional Intelligence), D. P. Gilford’s Social Intelligence Test and also the authors’ set of toolkits (tasks for recognition of facial expression and detection of the active dictionary of emotions) were applied.Results and scientific novelty.The authors proved the importance of the high level of emotional intelligence for the modern person irrespective of the sphere of professional employment. The main zones of this type of intelligence and their structural components which should be developed in future experts were highlighted. Features and conditions of formation of practical and academic intelligence were designated. Having tested the hypothesis, it was revealed that social and psychological training is aimed at promoting the acquisition and development of practical intelligence; workshop sessions contribute to academic intelligence. According to hypothetical statements, the authors have developed two options for the experimental course included in the schedule of student’s groups (similar in characteristics) of Ural Federal University (Yekaterinburg). Results of both forms of training (training sessions and workshops) have confirmed the validity of the assumptions made. To clarify the degree of stability of purposefully created emotional intelligence, repeated diagnostics of the competencies mastered by students was carried out one and a half years after. The comparative analysis of outcome indicators of the forming experiment and the revealed residual knowledge and skills has shown not only firmness of psychological changes in students in the field of emotional competency, but also the start of mechanisms of its self-development.Practical significance.Contrary to the opinions of a number of scientists that the emotional intelligence does not change significantly through studentship as main development comes to the end during the teenage period, the authors have proved potential opportunities of increase in the level of emotional competency in the higher education institution. Materials of the research offer prospects for detailed studying of the mechanisms which start and support steady self-development of the emotional intelligence of future experts to provide their continuing competitiveness in rapidly changing social and economic realities.