A study on social intelligence among emerging adults

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:

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.

Objective: To identify the social intelligence of medical educationists, and the coping strategies used to deal with workplace challenges. Method: The mixed-method study with an explanatory sequential design was conducted from March 15 to July 30, 2021, after approval from the ethics review committee of Riphah International University, Rawalpindi, Pakistan, and comprised medical educationists working in medical and dental colleges and institutions across the country. Data was collected using Tromso social intelligence scale in the quantitative phase. The socially intelligent educationists were identified, and were interviewed. Qualitative data was subjected to thematic analysis to identify predominant themes explaining the coping strategies used. Results: In the quantitative phase, there were 80 participants; 51(63.7%) females and 29(36.3%) males, with 24(30%) having &gt;10 years of professional experience. Of them, 11(13.8%) scored low, 54(67.5%) moderate and 15(18.8%) high on the social intelligence scale. In the qualitative phase, there were 13 subjects; 9(69.2%) females and 4(30.8%) males. There were 4 themes identified as coping strategies; inspire respect and trust, bringing readiness before a change, a collaborative and inclusive approach, and soft skills. Conclusion: Variation was seen in the levels of social intelligence among medical educationists working in academic institutions. Those with high levels of social intelligence used their non-cognitive soft skills to manage workplace challenges. Key Words: Social intelligence, Medical education, Workplace, Coping strategies, Coping skills.

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 study investigated the management of teachers’ social intelligence as a correlate of their productivity in secondary schools in Rivers State, Nigeria. The study adopted a correlation research design. The population of the study consisted of 6850 teachers from the 247 public secondary schools in Rivers State. A sample of 1185 respondents was drawn from the target population of 6850 teachers in senior secondary schools in Rivers State. Stratified random sampling technique was used. Two self structured instruments titled Management of Teachers’ Social Intelligence Scale (MTSIS) and Teachers’ Job Productivity Scale (TJPS) were used for data collection. Face and content validities were ensured by experts in the relevant areas. The reliability coefficients of 0.89 and 0.78 were computed for MTSIS and TJPS through Cronbach alpha statistics. Research questions 1, 2, and 3 were answered using simple regression while 4 was answered using multiple regression. Hypotheses 1, 2, and 3 were tested using t-test associated with simple regression while Analysis of Variance (ANOVA) associated with multiple regression was used to test hypothesis 4 at 0.05 level of significance. It was found among others that teacher’ social intelligence skills management jointly significantly predicted job productivity in secondary schools in Rivers State, Nigeria.Moreso, self-awareness, self-regulation and social skills independently predicted job productivity in secondary schools in Rivers State, Nigeria.It was recommended that teachers should be proactive in knowing his/her social disposition as well as that of others.Furthermore, the teachers should always define and maintain a standard in any relationship with colleagues and students in order to regulate and sustain a harmonious relationship. Article visualizations:

A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories

The purpose of this research is to know the difference of learning result of history between students studying with cooperative learning model of group investigation type with conventional learning model, the influence of interaction between learning model with social intelligence to historical learning result, difference of historical learning result between students who have social intelligence High learning group model investigation with students who have high social intelligence learning with conventional learning model, differences in historical learning outcomes between students who have low social intelligence who learn with group investigation model with students who have low social intelligence learning by model of learning Conventional. The research method used experimental method with factorial design 2x2 by level. The population of this research is students of SMA Negeri 1 Jatisari class XI (eleven) IPS. The sample of research is two classes taken randomly by technique (cluster random sampling). The research instrument uses questionnaires and test results of learning. The result of the research shows that there is influence and difference of the result of history learning between the students who have high social intelligence and low social intelligence that study with cooperative learning model of group investigation type and conventional learning model.

This study aims to examine the moderating role of social intelligence on the effect of psychological capital on employee performance. The study group of the research consists of 475 employees in the retail sector operating in Istanbul. Random sampling method was used to collect data in the study. The collected data were analyzed using descriptive statistics, reliability analysis, factor analysis and structural equation modelling methods. Hypothesis tests, multiple regression analysis and path analysis were applied in the analysis process. The results of the study revealed that social intelligence plays a moderating role in the effect of increasing psychological capital perception on employee performance. In particular, it was determined that employees with high psychological capital perception showed an increase in employee performance when social intelligence was low. On the contrary, a stronger moderating effect was observed on the performance of employees with high social intelligence in the case of an increase in psychological capital perception. These findings suggest that social intelligence is an important factor shaping the effect of psychological capital on employee performance.

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.

The aim of the present study was to determine the effectiveness of art therapy on school anxiety, loneliness, and social intelligence of first to third grade elementary school children. The research was a quasi-experimental study with a pretest–posttest design and a control group. The statistical population consisted of all first to third grade elementary school children in District 1 of Karaj City during the 2024–2025 academic year, of whom 30 participants were purposefully selected and randomly assigned into two groups: experimental (15) and control (15). Data were collected using the Phillips School Anxiety Questionnaire (1987), the Asher et al. Loneliness Scale (1984), and the Silvera et al. Social Intelligence Scale (2001). The art therapy protocol, adapted from the interventions of Landgarten (2013), Liebmann (2015), and Sherwood (2014), was implemented in 10 weekly sessions of 80 minutes each for the experimental group. The control group did not receive any intervention, and at the end of the sessions, a posttest was administered to both groups. For data analysis, descriptive statistics (mean and standard deviation) and inferential statistics (Shapiro–Wilk test, multivariate analysis of covariance) were employed using SPSS software. Based on the findings, there were significant differences between the adjusted means of the experimental and control groups in the studied variables—school anxiety, loneliness, and social intelligence. Specifically, art therapy led to a significant reduction in school anxiety and loneliness and a significant increase in social intelligence among first to third grade elementary school children. Therefore, it can be concluded that art therapy has an effect on school anxiety, loneliness, and social intelligence in first to third grade elementary school children.

The current study aimed to determine the level of social intelligence and feeling of happiness among students of the faculty of educational sciences and arts / UNRWA as a function of gender, students’ seniority and grade point average (GPA). The study also aimed to investigate students’ social intelligence as a predictor of feeling of happiness. The study sample consisted of 219 male and female students that were selected randomly. To achieve the objectives of the study, the researcher used two scales; the social intelligence scale designed by Silvera, Martinussen and Dahl (2001). The scale was translated by the researcher. The feeling of happiness scale which was developed by Abdulkhaliq et a]. (2003) was also used. The results showed that undergraduate students’ social intelligence and feeling of happiness were at the average. The results showed that there were no statistically significant differences in social intelligence and feeling of happiness among students attributable to their gender, seniority and GPA. Results also showed that social intelligence in the two dimensions (social information processing and social interpersonal skills) were predictive of the feeling of happiness among students of the faculty of the educational science and arts / UNRWA.

The article deals with the social intelligence of university students. Identification of psychological features of students in achieving personal social success in the future through the study of social intelligence-one of the actual problems at the present stage. The university will occupy an important place in the system of students' professional training and prepare them for their future life. The educational environment is an interconnected and developing together space in which the development of professional competence of the future specialist and internal socially oriented qualities of personality are intertwined. The subject of the study is university students. Empirical base of the study: Almaty Humanitarian and Economic University. The study involved 50 students aged 18 to 21. According to the study, 3% of the subjects had high social intelligence, sociability in a social environment, and interpersonal relationships. Additionally, 6% of subjects showed higher social propensity, an above average level of social intelligence. This is confirmed by statistically established dependencies. The scientific and practical significance of the study lies in the fact that its results suggest that a person with a high level of social intelligence is highly capable of distinguishing between individual and situational determinants.

The article tackles the question of the interconnection between the components of social intelligence (the N. Hall test and the D. V. Lyusin questionnaire test Emln) and self-presentation tactics (the S. Lee, B. Quigley scale). To win on the market of vacancies the graduates have to know how to present themselves and their own projects, and have high social intelligence. The survey of 147 Russian students of Tyumen Industrial university has shown that the subjects with high and low levels of emotional awareness tend to resort to intimidation and managing behavior and emotions as well as such assertive self-presentation tactics as entitlement and blasting. Students with a developed ability to manage their emotions more often than the others declare their virtues and past achievements. Examinees with low and with high ability to control their emotional states can be characterized by negative and critical evaluation of others. The authors emphasize the research prospects of individual human resources where social intelligence as one of the components of the behavioral control is seen as a predictor of various self-presentation tactics, protective and assertive in particular.

The present study aims at finding out the social intelligence of higher secondary students in relation to their socio-economic status. Social intelligence scale by Chadha and Gananesan was administered to a random sample of 400 higher secondary students. Social Intelligence of higher secondary students was found to be high. The social intelligence scores of higher secondary students were found to differ significantly with resepect to caste, mother’s education and parent’s income. Differences with respect to gender, father’s education and mother’s occupation were not significant.

BackgroundDeveloping critical thinking is important in nursing as it supports basic cognitive processes; however, students may have difficulty developing these skills due to high academic and clinical stress. Social intelligence and stress management are seen as critical for clinical success and quality of care.AimThis study aimed to investigate the effects of a structured critical thinking education course on nursing students’ critical thinking dispositions, social intelligence levels, and nursing education-related stress.MethodsA quasi-experimental design with pretest–posttest control groups was employed. The study included 66 first-year undergraduate nursing students. The intervention group received a 14-week structured critical thinking education course.ResultsPosttest Critical Thinking Disposition Scores were statistically significant from pretest scores (p = .004). No significant changes were seen in the mean scores of Social Intelligence and Nursing Education Stress. There was a moderate positive correlation between Critical Thinking Disposition and the Social Intelligence Scale subscales.ConclusionThe findings suggest that integrating critical thinking education into nursing curricula may enhance students’ cognitive and social competencies. While stress levels were not significantly reduced, improved systematic thinking was linked to lower perceived stress, indicating the potential of critical thinking strategies to strengthen essential nursing skills and stress resilience.