scholarly journals EMOTIONAL COMPETENCE AS FACTOR OF SOCIAL INTELLIGENCE DEVELOPMENT OF FUTURE TEACHERS

Habitus ◽  
2020 ◽  
Vol 1 (18) ◽  
Author(s):  
N.D. Volodarska
Keyword(s):  
Social Intelligence ◽  
Emotional Competence ◽  
Future Teachers ◽  
Intelligence Development

scholarly journals Social Intelligence as a Condition for the Development of Communicative Competence of the Future Teachers

2014 ◽  
Vol 116 ◽  
pp. 4758-4763 ◽  
Author(s):  
Ardakh Yermentaeyeva ◽  
M.D. Aurenova ◽  
Elmira Uaidullakyzy ◽  
Almira Ayapbergenova ◽  
Kamshat Muldabekova
Keyword(s):  
Social Intelligence ◽  
Communicative Competence ◽  
Future Teachers ◽  
The Future

scholarly journals Relationship Between Social Intelligence Level and Accentuations of Adolescents’ Character

2018 ◽  
Author(s):  
A Bodnar ◽  
E Bodnar
Keyword(s):  
Interpersonal Relationships ◽  
Social Intelligence ◽  
Social Adaptation ◽  
Weight Of Evidence ◽  
Social Significance ◽  
Intelligence Level ◽  
Verbal Behaviour ◽  
The Individual ◽  
Simply Connected ◽  
Intelligence Development

Introduction. The research is aimed at analysing the nature of the relationship between the social intelligence level and the type of accentuation of the personality of adolescents. This relationship is a problem because no fundamental research has been done on it, although its social significance is extremely high. After all,the weight of evidence suggests that personality accentuations are not simply connected with just social intelligence but perhaps are its determining factor. Social intelligence development provides a condition for success in both social adaptation and interpersonal interaction. This especially concerns adolescents, in whom accentuations determine both the way to overcome puberty crises—and acute affective reactions—and—especially—the situation in the system of interpersonal relationships. Methodology and methods. The comparative analysis is used. The authors compare the results of their own research into adolescents and school children aged 13–14 with the reference data. Specific empirical methods: Guildford’s social intelligence method, a modified questionnaire to identify the types of character accentuations among Lichko’s adolescents. Results. Adolescents with a labile and sensitive accentuation have a better ability to foresee the consequences of behaviour based on a real situation analysis. However, in the case of the labile type, this is due to adequate self-esteem, and in the case of the sensitive type this is due to the desire to avoid conflicts. An excitable type of accentuation adversely affects the level of development of the ability to assess the non-verbal behaviour. Adolescents with the demonstrative accentuation are able to better understand the speech expression ofother people and correctly build their verbal behaviour. Among girls, the hypertemic and demonstrative accentuations are significantly more common than that in boys. Conclusion. Knowing the peculiarities of the interrelation between accentuations of the individual and social intelligence makes it possible to achieve the development of the latter by smoothing accentuations. Keywords: social intelligence, character accentuation, adolescence

scholarly journals PSYCHOLOGICAL INHIBITORS OF INTELLIGENCE OF FUTURE TEACHERS

2021 ◽  
Vol 2021 (1) ◽  
pp. 12-19
Author(s):  
Yuri Chernozhuk ◽  
Irina Uzun
Keyword(s):  
Qualitative Analysis ◽  
Social Intelligence ◽  
Future Teachers ◽  
Field Independence ◽  
High Anxiety ◽  
Low Level ◽  
Psychological Phenomena ◽  
High Aggression ◽  
High Level ◽  
Negative Links

The article presents the results of theoretical and empirical research aimed at studying the psychological inhibitors of intelligence of students who will work as teachers in the future. Analysis of the literature on the topic allowed to clarify the content of the main psychological phenomena being studied, to choose parameters that represent intelligence at the formal-dynamic and content-personal levels, as well as psychological properties that can hypothetically inhibit the intelligence of future teachers. Correlation analysis proved: 1) the complex and ambiguous nature of the relationships between the parameters under study; 2) the negative nature of the relationship of a number of indicators of general and social intelligence with indicators of anxiety and aggression, and positive one with indicators of conflict resilience; 3) only indicators of the style "field-dependence/field-independence" have significant negative links with hypothetical inhibitors of intelligence (indicator of personal anxiety) among a number of cognitive-stylistic indicators. Based on the purpose and research tasks, 6 groups of future teachers were created. The first group includes subjects with a low level of anxiety (LA) - 10 people, the second one with a high level of anxiety (HA) - 10 people, the third group - with a low level of aggression - 10 people (LA), the fourth - with a high level of aggression (HA) - 10 people, the fifth group - subjects with a high level of conflict resistance (HC), the sixth - with a low (LC). By means of the qualitative analysis the information on individual-typical features of intelligence of persons with various levels of the specified properties was received, their comparison was carried out. Future teachers with high anxiety, high aggression, low conflict resistance are inferior to colleagues with opposite characteristics in a number of parameters of general and social intelligence. As shown by the results of observations and conversations with these subjects, this leads to significant problems in their professional development, creates for them certain difficulties in various spheres of life. Qualitative analysis has shown that anxiety, aggression and conflict resilience can act as inhibitors of intelligence. However, firstly, it depends on their severity (high anxiety, high aggression and low conflict resistance can act as inhibitors) and secondly, if anxiety acts as an inhibitor, both at the cognitive-stylistic and content-personal levels of intelligence, aggression and conflict resistance act only on the latter one. In addition, their influence affects social intelligence and, unlike anxiety, does not extend to general intelligence.

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