Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies

Social emotional abilities (i.e., specific skills), defined as the set of cognitive abilities, emotion-based knowledge, and behavioral competencies (i.e., skill levels) that facilitate adaptively employing prosocial processes and behaviors (i.e., “actions”), such as emotional regulation and sympathetic and empathetic response behaviors, is contemporarily modeled and measured as emotional intelligence. This conceptualization can be problematic, however, as the two concepts are not the same and traditional methods of measuring emotional intelligence can have limited practical utility. The social emotional ability development (SEAD) theoretical model introduced in this treatise represents a pragmatic and simplified approach to the development of social emotional ability and competency as abstracted from constructs of emotional intelligence, social intelligence, and sociocultural learning theory. Further, the SEAD model reaches beyond the individual as the unit of analysis to explore, conceptualize, differentiate, investigate, and define the hierarchal, bi-directional, and contextual nature of the dimensions of social emotional ability within close relationships. Implications for how the SEAD model can be used by researchers, practitioners, educators, individuals, families, and couples across a broad spectrum of domains and interventions are discussed.

Comparison of emotional and social intelligence assessment of students in state and private school during the pandemic

This study aims to determine differences in emotional and social intelligence assessment between public and private school students using Android-based PKES (Penilaian Kecerdasan Emosional-Sosial or Social-Emotional Intelligence Assessment) application in strengthening student character during the pandemic. This survey study with a quantitative approach was analyzed using a comparative model. The subjects were 120 parents and students of public and private elementary schools in Yogyakarta chosen by purposive sampling. Data were collected through interviews, observations, and Likert scale tests with the PKES application and analyzed by t-test. It reveals that state elementary school students' emotional and social intelligence emphasizes the psychomotor aspect or good behavior with the habituation method. Meanwhile, private elementary school students emphasize the cognitive aspect of character knowledge through the lecture method. The affective aspect of social-emotional intelligence in public and private elementary schools is still low. Students have not been trained to feel the good character impact with various methods, so good behavior will not last until they are old because it has not been embedded in their hearts. Different tests with t-test obtained 0.378>0.05, so the difference is insignificant. The emotional and social intelligence of public and private elementary school children during the pandemic is not much different. Because students study at home during the pandemic, their character is more influenced by parents than teachers. It implies that parents and teachers should more often train students to feel happy doing good deeds, so good character is embedded in the heart and lasts for a long time.

The Effectiveness of Brain Gym Games in Optimizing the Right and Left Sides of Students' Brains

Successfully optimizing the right and left sides of the brain can help to improve intelligence, logic and social intelligence. This study aimed to determine the effectiveness of the brain gym game in optimizing the right and left sides of students’ brains. A quantitative approach was used with a pretest/posttest design. Random sampling was used to recruit participants and the sample consisted of 53 students at XI MIPA Senior High School. The results showed that the brain gym game was effective in optimizing students’ right and left sides of the brain. Based on these results, innovation is recommended that contributes to the novelty of guidance and counseling media using the brain gym game to reflect on the functions of students’ right and left sides of the brain. Keywords: brain gym games, right brain, left brain

Increased persuadability and credulity in people with corpus callosum dysgenesis

Corpus callosum dysgenesis is one of the most common congenital neurological malformations. Despite being a clear and identifiable structural alteration of the brains white matter connectivity, the impact of corpus callosum dysgenesis on cognition and behavior has remained unclear. Here we build upon past clinical observations in the literature to define the clinical phenotype of corpus callosum dysgenesis better using unadjusted and adjusted group differences compared with a neurotypical sample on a range of social and cognitive measures that have been previously reported to be impacted by a corpus callosum dysgenesis diagnosis. Those with a diagnosis of corpus callosum dysgenesis (n = 22) demonstrated significantly higher persuadability, credulity, and insensitivity to social trickery than neurotypical (n = 86) participants, after controlling for age, sex, education, autistic-like traits, social intelligence, and general cognition. To explore this further, machine learning, utilizing a set neurotypical sample for training the normative covariance structure of our psychometric variables, was used to test whether these dimensions possessed the capability to discriminate between a test-set of neurotypical and corpus callosum dysgenesis participants. We found that participants with a diagnosis of corpus callosum dysgenesis were best classed within dimension space along the same axis as persuadability, credulity, and insensitivity to social trickery after controlling for age and sex, with Leave-One-Out-Cross-Validation across 250 training-set permutations providing a mean accuracy of 71.7 percent. These results have wide-reaching implications for a) the characterization of corpus callosum dysgenesis, and b) the role of the corpus callosum in social inference.

THE STRUCTURE AND CONTENT OF SOCIAL PERCEPTION IMAGES IN THE CONSCIOUS OF FOSTER MOTHERS

This article examines the problem of the image of a foster child in the representations of foster mothers. The goal of the work is to determine the structural features of the foster mother's I-image, the You-image of the foster child. Research hypothesis - the structure and content of I-images and images of foster children are statistically and qualitatively related. Study participants were 78 people, foster mothers aged 29-66 years (М=49,64; SD=7,54). Based on the results of the empirical study, structural and content features were revealed in the ideas of foster mothers about themselves and their foster children. There are differences in the components of images: social intelligence (p≤0,05), behavioral (p≤0,05), bodily (p≤0,05), neutral (p≤0.05), negative (p≤0,05). Correlations were established between the characteristics of the images reflecting attitudes toward a person. Comparison of social-perceptual images in structure and content indicates the similarity of the I-images of mothers with the You-images of their foster children. The results obtained are based on a single mechanism for the development of socio-perceptual images. Foster mothers choose a child and build interaction with him/her, relying not so much on the reflection of real personal features of the child, as on their own ideas about themselves, on their I-concept.

Predicting army cadets’ performance: The role of character strengths, GPA and GMA

The purpose of this study was to examine how well a set of 12 character strengths (Leadership, Integrity, Open-Mindedness, Bravery, Teamwork, Persistence, Social Intelligence, Love of Learning, Fairness, Self-Regulation, Perspective and Creativity) will predict academic performance (AP) and military performance (MP), compared to high school grade point average (GPA) and general mental ability (GMA). The study sample comprised 123 army cadets of two cohorts from the three-year bachelor's degree programme at the Norwegian Military Academy (NMA). GPA predicted AP (r = 0.32, p ≤ 0.05), but not MP (r = 0.14, n.s.), while GMA correlated significantly with neither AP nor MP. All 12 character strengths correlated significantly with MP (rs ranging from 0.27 to 0.65), and all except for Fairness correlated significantly with AP (rs ranging from 0.18 to 0.58). An average score of the 12 character strengths showed incremental validity beyond GMA and GPA in predicting both AP and MP. Our results suggest that character strengths should be considered when selecting and training army cadets.

A Model of How Shifting Intelligence Drives Social Movements

Based on the theory of social change, cultural evolution, and human development, we propose a mechanism whereby increased danger in society causes predictable shifts in valued forms of intelligence: 1. Practical intelligence rises in value relative to abstract intelligence; and 2. social intelligence shifts from measuring how well individuals can negotiate the social world to achieve their personal aims to measuring how well they can do so to achieve group aims. We document these shifts during the COVID-19 pandemic and argue that they led to an increase in the size and strength of social movements.

From “Power of the Worthy” to “Power of the Popular”: Splendors and Miseries of Meritocracy in a New Technological Era

The article is devoted to the study of the phenomenon of meri tocracy, which arouses considerable interest today both in political journalism and academia. The article shows that meritocracy has largely become the ideo logy of modern neoliberal elites, and therefore often serves as a cover for the actual plutocracy. Although the framework of cognitive capitalism witnesses a certain movement towards meritocratic principles of the formation of elites, it simultaneously prepares ground for the emergence of a kind of “trap of meritocracy”, when, for a number of reasons, the layer of “educated and talented” turns into a hereditary caste. At the same time, according to the author, the future hardly belongs to meritocrats, no matter how well they fit into the realities of the high-tech economy. New developments in artificial intelligence are jeopardizing many forms of intellectual work, leading to a cut-throat competition for a decreasing number of high-paying jobs. In turn, the bourgeois world of labor is being replaced by a post-capitalist world of idleness and creativity as the production of intangible goods. The rapid development of social media makes emotional and social intelligence, as well as the ability to achieve popularity and influence through media activities, increasingly important. In other words, modern technology makes life difficult for cognitive elites, while opening up enormous opportunities for very different social groups. In this regard, the author puts forward a hypothesis according to which popularity will become a key criterion for the formation of elites in the foreseeable future rather than merit. Postcapitalist personocracy will gradually replace bourgeois meritocracy, which, however, does not exclude the possibility of the preservation of the myth of meritocracy, implying that those who can skillfully attract attention will be assigned various merits.