scholarly journals Intra and Inter-Individual Differences in Social Intelligence of Portuguese Students

2015 ◽  
Vol 25 (61) ◽  
pp. 153-161
Author(s):  
Joana Carneiro Pinto ◽  
Liliana Faria ◽  
Neide Gaspar ◽  
Maria do Céu Taveira
Keyword(s):  
Problem Solving ◽  
Social Intelligence ◽  
Career Guidance ◽  
Career Transition ◽  
Cognitive Test ◽  
Social Situations ◽  
Psychological Conditions ◽  
Self Confidence ◽  
The Social ◽  
8Th Grade

Social intelligence is a favorable condition for career decision-making and development. The social intelligence indices of Portuguese students in school years prior to a career transition are characterized and intra and interindividual differences are analyzed. Participants were 1095 students (552, 50.4% women) with a mean age of 14.78 years (SD = 1.86), in the 8th (542, 49.5%), 10th (295, 26.9%) and 11th (258, 23.6%) grades. The Cognitive Test of Social Intelligence (PCIS) was administered at two moments, six months apart. Results indicate that the 8th grade obtained higher average scores in Problem Solving, Motivation and Self-confidence (time 1), while the 10th grade obtained better results in Problem Solving, Motivation and Familiarity (time 2). Between the assessment moments, all school years register an increase in Problem Solving and Self-confidence in social situations. These results constitute favorable psychological conditions for the promotion of ethical questioning in career guidance interventions.

Analysis of the Effect of a Social Problem-Solving Program on the Aggression of Children

2011 ◽  
Vol 21 (2) ◽  
pp. 142-153 ◽  
Author(s):  
Zarife Seçer ◽  
Hülya Gülay Ogelman
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Social Problem ◽  
Social Problem Solving ◽  
Indirect Aggression ◽  
Control Group ◽  
Group 13 ◽  
The Social ◽  
8Th Grade ◽  
Experimental Group

AbstractThe aim of this research was to establish the effect of a social problem-solving training program for 8th grade students. In the experimental group, 14 students were 14 years old and 1 student was 15 years old. In the control group, 13 students were 14 years old and 2 students were 15 years old. The Aggression Questionnaire (AQ) was administered to the students. The students in the experimental group were trained in the Social Problem-Solving program at school. The students in the Social Problem-Solving Training Program had statistically significant lower scores on physical aggression, anger, hostility, indirect aggression and total aggression than the students who did not undertake the program.

The Social Brain

2021 ◽  
pp. 109-122
Author(s):  
Susan D. Healy
Keyword(s):  
Twentieth Century ◽  
Problem Solving ◽  
Social Intelligence ◽  
Brain Size ◽  
Social Brain ◽  
Social Intelligence Hypothesis ◽  
The Social ◽  
Intellectual Abilities ◽  
Main Driver ◽  
Machiavellian Intelligence

The first discussion of a relationship between sociality and intelligence came in the middle of the twentieth century, especially by Humphrey who suggested that living socially demanded intellectual abilities above and beyond those required by an animal’s ecology. This led to the Social Intelligence Hypothesis, and then the Machiavellian Intelligence Hypothesis, both proposing that sociality was the main driver of the superior intellect of primates, especially humans. Two key challenges for this hypothesis are that sociality is difficult to quantify and cognition is not well tested by problem solving. More importantly, as data from more species have been examined, the analyses increasingly fail to show that sociality explains variation in brain size, even in primates. I conclude that appealing as this hypothesis is, it does not do a very compelling job of explaining variation in brain size.

scholarly journals POLA ASUH IBU TUNGGAL DALAM MENGEMBANGKAN KECERDASAN SOSIAL ANAK USIA DINI (Studi Deskriptif pada Anak Usia 4 - 6 Tahun)

2021 ◽  
Vol 13 (1) ◽  
pp. 82-105
Author(s):  
Rizka Fadliah Nur
Keyword(s):  
Early Childhood ◽  
Social Intelligence ◽  
Social Ethics ◽  
Single Parents ◽  
Self Awareness ◽  
Social Situations ◽  
Problem Solving Skills ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Aspects

The purpose of this study was to determine the role of mothers as single parents in developing their children's intelligence at the age of 4-6 years. This study uses a descriptive quantitative approach with a single variable, namely social intelligence. Social intelligence consists of aspects of social sensitivity, social insight, and social communication. This aspect of social intelligence must be possessed by early childhood. Social intelligence includes empathy, prosocial, self-awareness, understanding of social situations and social ethics, problem solving skills, effective communication, effective listening and being able to lead groups. These skills can be taught to children starting from an early age by their parents, mothers who act as single parents have their own ways to help their children's development because social intelligence in early childhood is not naturally possessed by children, but must be grown and developed. by parents by developing the social and emotional aspects of early childhood. That is why we need various methods that can be used to develop it. One method that parents can use in developing social and emotional aspects in early childhood is through example. Exemplary activities that can be done to develop emotional social intelligence in early childhood.

Pedagogical and socio-psychological conditions of effective carrier guidance of future social specialists

2020 ◽  
pp. 153-172
Author(s):  
Tetіana TERNAVSKA ◽  
Yana RAIEVSKA ◽  
Tetiana MISHENINA ◽  
Nataliia POBEREZHNA
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Education Reform ◽  
Social Protection ◽  
Career Guidance ◽  
Higher Education Institutions ◽  
Psychological Conditions ◽  
Social Sphere ◽  
The Social ◽  
The Prestige

The article presents theoretical and experimental analysis of pedagogical and socio-psychological conditions for the effective admission process. To create a positive impact on the career guidance of Ukrainian youth, to improve the professional awareness of modern youth and to consult high school students in determining their professional areas, departmental services from education, social protection and employment services decided to work together on the development of career guidance services. Services include the implementation of steps in the direction of: improving the career guidance of students; development and wide dissemination of methodological materials for career guidance and the increase of the scope of career guidance for all educational institutions, the creation of career centers in higher education institutions; creation of a monitoring system for the employment of graduates of higher education institutions together with the Pension Fund. The areas of education reform are theoretically generalized to ensure the conditions for the discovery and development of each person’s talent, change and modify programs, choose subjects for children, create and prepare for the introduction of a senior specialized school and reform of vocational education. Effective ways for career guidance of Ukrainian youth and their awareness of their career path should become the main condition for the effective work of these mechanisms. The conducted research allowed us to obtain information that allowed us to analyze how the prestige of individual professions is formed, and how, using various social and pedagogical conditions, it is possible to promote the effectiveness of career guidance, change public opinion about the prestige of a particular profession, and strengthen or weaken it. It is stated that for the effective guidance of future specialists in the social sphere it is important to have a correct and informative-interesting filling of the site of any institution of higher education. The sections offered by the site of the institution, in the “entrant” tab, in particular, should contain as accurate and motivational theses as possible, which are substantially defined by the pedagogical and socio-psychological conditions of effective career guidance, and are relevant for the future specialist of the social sphere.

scholarly journals Examination of the Correlation Between 8th grade Students’ Cyber Bully/Victim Behaviors and their Self-confidence Values

2021 ◽  
Vol 5 (2) ◽  
pp. 353-364
Author(s):  
Yasemin Kaplan ◽  
Selma Güleç
Keyword(s):  
Digital Literacy ◽  
Personal Information ◽  
Inverse Correlation ◽  
Point Of View ◽  
Literacy Skill ◽  
Public And Private ◽  
Self Confidence ◽  
The Social ◽  
8Th Grade ◽  
Confidence Value

In the study, the correlation between cyberbullying and cyber victimization, which is included in the digital literacy skill in the Social Studies Curriculum, and self-confidence value was examined. From this point of view, the research aims to determine the degree and direction of the correlation between 8th grade students cyberbully/victim behaviors and their self-confidence value. As a data collection tool; The CyberBully/Victim Scale developed by Ayas and Horzum (2010); The Self-Confidence Scale developed by Akin (2007), and the Personal Information Form developed by the researcher were used to access personal information. The research sample consists of a total of 455 students studying at the 8th grade of public and private schools in the Nilufer, Yildirim, and Kestel districts of Bursa. Spearman’s Rho Correlation analysis was used in the analysis of the data. As a result of the study, a statistically significant moderate-level inverse correlation was found between students cyberbully/victim status and their tendency levels of self-confidence.

scholarly journals Penggunaan Model Inkuiri Sosial untuk Meningkatkan Kecerdasan Sosial Siswa Kelas V

2021 ◽  
pp. 32
Author(s):  
Samuel Patra Ritiauw ◽  
Elsinora Mahananingtyas ◽  
Titin Ode
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Social Intelligence ◽  
Social Model ◽  
Fifth Grade ◽  
Self Awareness ◽  
Fifth Grade Students ◽  
The Social ◽  
Quasi Experimental ◽  
Research Type

This study aims to examine the application of social inquiry models related to increasing social intelligence in social studies subjects in an elementary school. This study used a quantitative approach with a quasi-experimental research type with a One Group Pretest-Postest design. The result shows that the five indicators of social intelligence developed are self-awareness, working with others, communicating, empathizing, and problem-solving. All indicators have been successfully improved by implementing the social model of inquiry on 25 fifth-grade students of MI Salman Al-Farisi. Of the five indicators of social intelligence developed, problem-solving intelligence is the indicator of social intelligence with the highest increase compared to the empathic indicator, which is in the low criterion, while other indicators are in the medium category. Penelitian bertujuan menguji penerapan model inkuiri sosial terkait dengan peningkatan  kecerdasan sosial pada Mata Pelajaran IPS di SD. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian eksperimen semu dengan desain One Group Pretest-Postest. Hasil penelitian menunjukkan bahwa kelima indikator kecerdasan sosial yang dikembangkan yakni kesadaran diri, mampu bekerjasama dengan orang lain, mampu berkomunikasi, berempati dan pemecahan masalah, berhasil ditingkatkan melalui implementasi model sosial inkuiri pada 25 siswa kelas V MI Salman Al-Farisi. Dari kelima indikator kecerdasan sosial yang dikembangkan, kecerdasan memecahkan masalah merupakan indikator kecerdasan sosial yang paling tinggi peningkatannya jika dibandingkan dengan indikator berempati yang berada pada kriteria rendah, sementara indikator lainnya berada pada kategori sedang.

scholarly journals Criterion Validation of the Scales of Autonomy, Collaboration, Empathy, Problem-solving and Self-confidence of the 3SQ. Soft Skills Self-evaluation Questionnaire Adapted for Lower Secondary School

2021 ◽  
Author(s):  
Stefano Scippo ◽  
Emiliane Rubat du Mérac
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Soft Skills ◽  
Good Reliability ◽  
Evaluation Questionnaire ◽  
Self Evaluation ◽  
Self Confidence ◽  
Criterion Validation ◽  
8Th Grade ◽  
Good Internal Consistency

The Soft Skills Self-evaluation Questionnaire (3SQ, 41 items) was validated using the responses of 1216 Italian students attending the fourth and the fifth grade of upper secondary school (Lucisano & du Mérac, 2019a), demonstrating good psychometric properties (du Mérac & De Santis, 2020; du Mérac, Livi, & Lucisano, 2020). The adaptation of the 3SQ (40 items) for 8th-grade students was validated in Rome using the responses of 507 students, confirming the factorial structure, sufficient independence, and a good internal consistency (Cronbach alpha between .75 and .92 and 52.23% of the total variance explained). Here, we present the criterion-related validity of the five scales of the adapted 3SQ: Self-confidence, Autonomy, Problem-solving, Cooperation, Empathy. During a PhD research project (Scippo, 2021), these dimensions were also measured in Rome with other instruments, using a sample of 403 8th grade students. The analysis of the data confirms good reliability of the five scales (between .79 and .92), shows good indices of the confirmatory factor analysis of all the scales (RMSEA = .05, SRMR = .08), and reveals significant correlations (between .38 and .68) between the scales of the adapted 3SQ and the other scales measuring the same dimensions. In conclusion, this concurrent validity check reinforces the validity of the adapted 3SQ construct and, consequently, its usefulness for both research and guidance.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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