ПРИМЕНЕНИЕ КОМПОНЕНТОВ КУЛЬТУРЫ В ФОРМИРОВАНИИ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА СТУДЕНТОВ

An important aspect of the professional activity of psychologists is the interpersonal interaction, the effectiveness of which depends on many factors. One of them may be a social intelligence. The study of the relationship between social intelligence and the characteristics of interpersonal interaction can point at the possibility of improving the professional skills of psychologists, through the activation of their social intelligence, which is related to the level of interpersonal interaction. This interaction is an important component of the professionalism of the psychologist. The purpose of the article was to study the relationship of particularities of interpersonal interaction of psychologists with different levels of social intelligence and their individual psychological characteristics. The theoretical and experimental methods were used in the study. The latter include the following methods: "Assessment of interpersonal interaction" (Sytnik S. V.); "Study of Social Intelligence" (J. Guilford); "16-PF Personal Questionnaire" (R. Kettell). The relationship of indicators of interpersonal interaction with social intelligence and character traits of individual were presented in the article. The interpersonal interaction includes such indicators as primary contact, interpersonal communication and interpersonal relationships. A sufficient level of development of social intelligence is associated with effective interpersonal interaction. The direct connections of indicators of interpersonal interaction with such personality traits as sociability, emotional stability, courage, trust, practicality, calmness are determined. The feedback was also identified with traits such as hostility, irritability, low tolerance for frustration, shyness, social passivity, cruelty, anxiety, and selfdoubt. It is investigated that a high level of social intelligence is a condition for the development of all stages of interpersonal interaction. The subjects who are capable of interpersonal interaction at a high level have such traits as sociability, trust, balance, courage, emotional stability. Individuals with a low level of interpersonal interaction often show: emotional instability, social passivity, isolation, hostility, irritability, suspicion. The obtained results are important for the psychological training of psychologists as representatives of socionomic professions, in order to realize themselves in professional activities.

Why are humans so clever? The ‘Social intelligence’ hypothesis explores the idea that this cleverness has evolved through the increasing complexity of social groups. Our ability to understand and control nature is a by-product of our ability to understand the mental states of others and to use this knowledge to co-operate or deceive. These abilities have not emerged out of the blue. They can be found in many social animals that co-operate and compete with one another, birds as well as mammals. This book brings together contributions from an impressive list of authorities in the field, appropriately concluding with a chapter by Nick Humphrey (one of the pioneers in this field). This volume examines social intelligence in many different animal species and explores its development, evolution and the brain systems upon which it depends. Better understanding and further development of social intelligence is critical for the future of the human race and the world that we inhabit. Our problems will not be solved by mere cleverness, but by increased social co-operation.

Present age is called knowledge economy age. Hence, many organizations think about using tools like knowledge management for their survival. Human activities such as knowledge sharing among organizational members are the basis of knowledge management process in organizations. In many scientific articles, the impact of human traits such as intelligent on knowledge is discussed. Present study is a descriptive survey - type. It aims at studying the impact of employees' intelligent components on knowledge sharing behavior. Data collection method is a three - part questionnaire and the sample size includes 105 employees of an organizations. Content validity was supported by elites and the reliability of the questionnaire was proved by Chronbach's alpha ratio. All data were analyzed by correlation test and multivariate regression. Likewise, intelligent components were studied by Boyatzis' model. Research findings indicate that social intelligence and emotional intelligence impact on knowledge sharing behavior positively and significantly. Also, the relationship between the aspects of emotional intelligence (self - management, self - awareness) and the aspects of social intelligence (social awareness and relations management) with knowledge sharing behavior was supported.

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 article describes and analyses the main components and factors of communicative creativity. They include such factors as intellectual (social and emotional intelligence), purely creative (verbal creativity, social creativity and emotional creativity) and a number of regulatory factors (self-regulation and self-control, dialogical style of communication, motivation of affiliation, communication and organisational skills and role competence). Today, higher education institutions must ensure the formation and development of an intellectual, creative and proactive personality capable of living in fundamentally new conditions, realising themselves in life, being successful and contributing to the progress of society. A modern specialist needs to have a culture of Ukrainian-language communication, skills of working with information for professional growth, i.e. to have communicative creativity. In modern psychological and pedagogical sciences, the phenomenon of communicative creativity is considered as an integral system of psychological properties of a personality that ensures the creative nature of communication and communicative activity. Communicative creativity is represented by a set of cognitive, motivational, emotional, moral and spiritual characteristics of personality and behaviour. Communicative creativity is manifested in divergent thinking in social situations and problems. Communicative creativity is manifested in a specific set of cognitive, emotional and linguistic characteristics. These characteristics are based on social intelligence, awareness of culture, social relations and traditions and are implemented in communication skills, communication competence, the ability to understand the attitudes and feelings of other people.

Background: Understanding the dynamics of parent-child interactions is essential, as they significantly influence various developmental outcomes in students, including social intelligence. Social intelligence is a key factor in students' success in both educational and social environments. Objectives: This study aimed to investigate the predictive relationship between the parent-child relationship, maternal mental health, and social intelligence among students applying for the gifted exam. Methods: This cross-sectional, descriptive-correlational study examined the relationships between parent-child relationships, maternal mental health, and social intelligence among 9th-grade female students in Tehran who applied for gifted programs in 2023. A convenience sample of 301 dyads was selected to participate. Data were collected before the administration of the gifted exam using self-report questionnaires assessing social intelligence, parent-child relationships, and maternal mental health. Pearson correlation analysis and stepwise regression were employed to examine the relationships among the variables. Results: The study found a significant positive correlation between parent-child relationship quality and students' social intelligence (P < 0.001). Additionally, maternal mental health showed a significant positive association with students' social intelligence (P < 0.001). The results suggest that the parent-child relationship plays a role in predicting the social intelligence of students applying for the gifted exam. Conclusions: This study highlights the critical role of positive parent-child relationships in fostering social intelligence, suggesting the potential benefits of interventions that promote effective communication and nurturing family relationships. The contribution of maternal mental health to children's social development also warrants further investigation.

The current post-pandemic period has a significant impact on learning, particularly in Islamic religious education subjects. As a result, many students are less focused on attending lessons, their learning motivation and participation levels are decreasing, and their social intelligence is low because they are used to online learning, which has few face-to-face meetings. They are unable to adapt to the transition from previously online to hybrid learning methods. This study aimed to discover the Islamic religious education teachers' strategies for fostering and actualizing students' social intelligence in the post-pandemic period at MA AL-Hikmah Bandar Lampung. The research method employed was qualitative field research. The data collection techniques employed were interviews, observation, and documentation. The data analysis techniques employed were data reduction, data presentation, and conclusion. Triangulation can be used to validate the data. The research findings revealed that in order to develop and actualize students' social intelligence, teachers employed cooperative and affective learning strategies that are implemented in four areas: methods, media, learning materials, and learning evaluation. Finally, fostering and actualizing students' social intelligence necessitates creative and innovative strategies to ensure proper development.

This paper explores the dynamic interplay between social intelligence and social media in the contemporary digital landscape. Social intelligence, defined as the ability to understand, navigate, and succeed in social situations, is significantly influenced by the pervasive presence of social media platforms. The essay delves into how social media shapes and is shaped by social intelligence, highlighting the reciprocal relationship between the two. It discusses the positive impact of social media in enhancing social intelligence through exposure to diverse perspectives, fostering communication skills and building cultural awareness. However, it also addresses the ethical considerations associated with leveraging social intelligence for influence through social media. The abstract emphasizes the need for responsible and transparent use of social intelligence in the digital realm, recognizing the transformative potential of this relationship on individual and collective social dynamics.

Background and Aim: Bullying is a widespread disaster throughout school years which almost one-third of students are faced with. Thus, this study aimed to investigate the role of the determinants of moral and social intelligence components on the bullying of students. Materials and Methods : This study was a descriptive-correlational research. The population study consisted of all students studying in Ahar public and private high schools in the 2017-2018 academic years. According to Krejcie and Morgan table, 359 students were entered to the study who selected by cluster sampling method. Data collection was done using Lennick and Kiel ’ s moral intelligence questionnaire, Tromso ’ s social intelligence scale and the Illinois ’ s bullying scale. Data were analyzed using SPSS software Ver.22 as well as statistical tests of Pearson correlation and stepwise multiple regression. Findings : The mean scores of moral intelligence and social intelligence of the students were high and their bullying rate was low. Pearson correlation coefficient showed that all determinants of the moral intelligence and social intelligence had a significant negative correlation with the bullying components (P<0/01). Also, multiple regression analysis showed that the components of moral intelligence and social intelligence could significantly predict the bullying components in the students. Conclusion: Findings showed that moral intelligence and social intelligence play an important role in reducing the bullying in students. Therefore, it is recommended that improving the students’ social intelligence and moral intelligence be paid attention in any policy-making and planning to reduce students' bullying and their dropout. Please cite this article as: Shahbaziyan Khonig A, Hasani O, Mahmoudi A. The Relationship between Moral and Social Intelligence with the Bullying among High School Students. Bioethics Journal 2018; 8(28): 7-16.

The purpose of this study was to set forth the relationship between the individuals’ states to adopt social networks and social intelligence and analyze both concepts according to various variables. Research data were collected from 1145 social network users in the online media by using the Adoption of Social Network Scale and Social Intelligence Scale during the summer, 2015. Status of the participants to adopt social networks was medium, and their social intelligence states were at a high level. There was no relationship between the adoption of social networks and social intelligence states and the gender of the participants. Adoption of social networks and social intelligence levels of university graduates were significantly higher than primary school graduates. Social information process and social skill sub-dimensions located in the Social Intelligence Scale has a significant positive correlation with all sub-dimensions except social impact sub-dimension of Social Networks Adoption Scale (usefulness, ease of use, facilitating conditions, community identity). There is a significant positive relationship between the social network adoption levels of individuals and the level of social intelligence. Social intelligence in general, can explain the 2.25% of social network adoption situation. Article visualizations:

General Background: In the digital era of Society 5.0, information technology profoundly influences education, demanding digital literacy as a foundational competence. Specific Background: Despite this shift, its role in shaping students’ social character—especially within Islamic Religious Education (PAI)—remains underexplored. Knowledge Gap: Previous studies seldom quantify the relationship between digital literacy and specific social character traits such as empathy, cooperation, and tolerance in a religious education context. Aims: This study investigates the influence of digital literacy on the formation of students' social character in PAI learning. Results: Using a quantitative correlational approach involving 80 randomly selected 11th-grade students from SMAN 1 Jonggat, simple linear regression revealed a significant effect (p = 0.001) of digital literacy on social character, with a 24.3% contribution. Novelty: This study offers a rare empirical measurement of digital literacy’s impact on social character in Islamic education, combining pedagogical, technological, and moral dimensions. Implications: The findings support the integration of digital literacy in PAI through TPACK-based teacher training, positioning digital tools not only for content delivery but as instruments for instilling pro-social values. This model may inform national policy and school programs aimed at holistic character education in digital contexts.Highlight : The study found a significant relationship between digital literacy and students’ social character (24.3% contribution). Digital tools in PAI learning foster prosocial values like empathy, collaboration, and responsibility. Teachers need TPACK-based training to integrate digital literacy effectively into character education. Keywords : Digital Literacy, Social Character, PAI Learning, High School Students, Character Education

This literature review rethinks aggressive behavior in adolescents and focuses on its analysis through the lens of social intelligence and empathy. Aggressive behavior is essential in adolescence because this period is a critical stage for developing emotional cognition and social skills. This article attempts to explain and analyze how social intelligence and empathy influence aggressive behavior in adolescents. Social intelligence is a crucial factor influencing an individual’s performance in social situations. Empathy is the ability to understand and care about the feelings of others, and empathy is associated with more positive conflict resolution skills. Studies have found a positive correlation between high social intelligence and lower aggressive behavior. Highly empathetic adolescents were more likely to use positive conflict resolution methods, thus reducing the likelihood of aggressive behavior. Finally, the essay makes recommendations for future research, including further exploration of the influence of other factors on aggressive behavior. These studies contribute to a deeper understanding of the complexity of adolescent aggressive behavior and provide a theoretical basis for research interventions.

&lt;p&gt;Inteligencja społeczna (IS) jest konstruktem stworzonym przez Edwarda Thorndike’a w 1920 roku, jednak dopiero popularyzacja tego pojęcia przez Daniela Golemana zwróciła uwagę na możliwości zastosowania założeń teoretycznych w praktyce. IS jest zdolnością rozumienia zachowań i uczuć innych ludzi, a także umiejętnością dostrzegania subtelnych wskazówek informujących o sensie i znaczeniu danej sytuacji społecznej. Umiejętność ta rozwija się bardzo wcześnie w relacjach dziecka z rodzicami/opiekunami i stanowi składową przywiązania emocjonalno-społecznego. Te pierwsze doświadczenia mają decydujące znaczenie dla prawidłowego rozwoju społecznego, natomiast doświadczenia w wieku adolescencji i wieku dojrzałym mogą go w pewnym stopniu modyfikować. Paradoksem resocjalizacji jest to, że proponowane w jej ramach oddziaływania wpływają na obniżenie IS. Korzystne zmiany są natomiast obserwowalne w efekcie tworzenia uzdrawiających więzi przez: małe rodzinne domy poprawcze dla nieletnich, treningi interpersonalne, opiekę indywidualną po opuszczeniu placówki, wzmacnianie więzi społeczności lokalnych i sprawiedliwość naprawczą. Niniejsze opracowanie ma na celu zwrócenie uwagi na możliwości wykorzystania koncepcji IS w wyjaśnianiu zjawiska nieprzystosowania społecznego oraz planowaniu procesu resocjalizacji.&lt;/p&gt;

Social intelligence and values play a vital role in shaping and building character of any person. Being social and caring for other’s feelings are basic and fundamental characteristic of human beings. Social intelligence and values are closely and deeply related constructs. Social intelligence develops good and moral values in human beings. If at early stage of human life social intelligence is properly developed; it will later enhance high moral values in life which will benefit society. Present study is based on social intelligence of pupil teachers in relation to their values. Pupil teachers join teaching profession after completing their B.Ed. course. They will be directly responsible for developing and providing proper social situations to students learning in their schools. At the same time, it’s also up to them to develop good and moral values in the students. Therefore, the present study is very important from this perspective. The present study aims to investigate the correlation between social intelligence and values of pupil teachers. Descriptive survey method was employed in the study. A sample of 412 pupil teachers is included in the study; who were studying in B.Ed. colleges affiliated to Kumaun University Nainital. Social Intelligence scale by N.K. Chadha &amp; Usha Ganesan and Personal Value questionnaire by G.P. Sherry &amp; R.P. Verma were employed in the study for data collection. It is obtained from the study that social intelligence and all the values are positively correlated with each other.

This article presents the results of consideration of the concept of «social intelligence», its essential characteristics as a regulator of interpersonal relations, behavior of the individual and the direction of its activity are given. The rationale for the need to develop social intelligence in students of pedagogical specialties is presented. The definition of social intelligence is given from the point of view of multiple abilities, including: responsibility and strategic behavior, social orientation and flexibility, responsibility and strategic behavior. The structural elements of social intelligence at various levels are presented: theoretical, practical, everyday and the level of altered states. Behavioral manifestations of social intelligence in the student period are characterized: adaptive behavior in the academic environment, compliance with social expectations, acceptance of personal responsibility, altruism and empathy. The pedagogical principles of development of social intelligence in students - future teachers are identified and substantiated: individual approach, activity and involvement, positive attitude, practical orientation, systematicity and consistency...