scholarly journals Psychological Security and Social Intelligence in Adolescents and Young People

2021 ◽  
Vol 26 (2) ◽  
pp. 5-16
Author(s):  
I.A. Baeva ◽  
L.A. Gayazova ◽  
I.V. Kondakova ◽  
E.B. Laktionova
Keyword(s):  
Young People ◽  
Vocational Training ◽  
Social Intelligence ◽  
Psychological Safety ◽  
Secondary Level ◽  
Educational Environment ◽  
Social Awareness ◽  
Intelligence Scale ◽  
The Relationship ◽  
Different Levels

The paper presents results of a study on the relationship between the level of students’ psychological security in educational environment and their social intelligence.The aim of the study was to redefine this relationship and to test the hypothesis that different levels of psychological security in educational environment are connected with changes in the level of social intelligence and its components that happen in adolescence and young age.The data was obtained on a sample of students of secondary-level vocational training organizations (n=2,789 subjects) aged 12—25 years (M=17.13), 71,89% males.The following techniques were used: “Psychological Safety of Educational Environment” by I.А.Baeva; “The Tromsø Social Intelligence Scale” (TSIS) by D.H.Silvera, M.Martinussen, T.I.Dahl; sociodemographic information questionnaire.The study revealed that the level of social intelligence was higher among the students with high levels of psychological security in educational environment (U=114,56; p≤0,001).Higher social intelligence levels are based on the ability to understand and predict other people’s behaviours and feelings (U=101,25; p≤0,001) as well as on social skills (U=97,74; p≤0,001), whereas social awareness levels are the same in environments with different levels of psychological security.

Social Intelligence as a Predictor of Loneliness in the Workplace

2013 ◽  
Vol 16 ◽  
Author(s):  
Fatos Silman ◽  
Tayfun Dogan
Keyword(s):  
Information Processing ◽  
Social Skills ◽  
Social Information Processing ◽  
Social Intelligence ◽  
Social Deprivation ◽  
Social Information ◽  
Social Awareness ◽  
The Social ◽  
Social Companionship ◽  
The Relationship

AbstractThe aim of this research is to examine the relationship between social intelligence and loneliness of academics in the workplace. This study involves 326 (149 female/177 male) academics employed in various universities in Turkey and North Cyprus. The age average of participants is 39.09 years. In this study, the Loneliness at Work Scale (LAWS) and Tromso Social Intelligence Scale (TSIS) have been utilized. The data were analyzed using multiple regression and Pearson product-moment correlation coefficient analysis techniques. The findings showed that social information processing, social skills, and social awareness, which are the sub-dimensions of social intelligence, positively explained 26% of social deprivation. Social skills and social awareness positively explained 13% of social companionship. The findings also showed that the social information processing sub-dimension did not meaningfully explain social companionship.

scholarly journals The Relationship between Multiple-Intelligence and Thinking Patterns through Critical Thinking among 10th-Grade Students in Private Schools in Abu Dhabi

2021 ◽  
Vol 4 (2) ◽  
pp. 12
Author(s):  
Dawahdeh Ali Mohammed Ahmed ◽  
Mohammed Yousef Mai
Keyword(s):  
Critical Thinking ◽  
Private Schools ◽  
Social Intelligence ◽  
Multiple Intelligence ◽  
Abu Dhabi ◽  
Intelligence Scale ◽  
Tenth Grade ◽  
Descriptive Approach ◽  
The Relationship ◽  
Scale Data

This study aimed at investigating the relationship between multiple-intelligence and thinking patterns through critical thinking among tenth-grade students in Abu Dhabi private schools. This study used descriptive approach and SEM. Also, the study sample consisted of 350 students from five private schools in Abu Dhabi. The instruments used were Gardner’s multiple-intelligence scale and thinking patterns scale. Data was analysed using descriptive statistics, correlation coefficient and Amos. The results showed significant positive relationship between multiple intelligences (IV) and thinking patterns (DV) through critical thinking (MV). Direct relationships were found between linguistic intelligence (IV) and thinking patterns (DV) (r=.284); social intelligence (IV) and thinking patterns (DV) (r=.241); natural intelligence (IV) and thinking patterns (DV) (r=.113); musical intelligence (IV) and thinking patterns (DV) (r=.270); bodily-kinaesthetic intelligence (IV) and thinking patterns (DV) (r=.470). In conclusion, the findings revealed the influence of critical thinking on the relationship between multiple-intelligence and thinking patterns.

scholarly journals Psychological Security and Values in Adolescents and Young People

2020 ◽  
Vol 25 (6) ◽  
pp. 5-18
Author(s):  
I.A. Baeva ◽  
L.A. Gayazova ◽  
I.V. Kondakova ◽  
E.B. Laktionova
Keyword(s):  
College Students ◽  
Social Behavior ◽  
Young People ◽  
Linear Growth ◽  
Educational Environment ◽  
Young Age ◽  
First Year ◽  
Second Year ◽  
Different Levels ◽  
Normative Ideals

The article analyses the relation between psychological security (PS) and values in adolescent and young age. The value-semantic sphere of an individual determines his or her social behavior, and the strategic task of the education system is to create such educational environment that would promote the development of personal potential in students. The aim of the study is to identify the features and characteristics of students’ personal values in adolescence and young age depending on the level of their PS. The hypothesis was tested that the values of adolescents and young people with different levels of PS have different significance. The sample of the study consisted of 2789 first- year and second-year college students, aged 15-21 years. Significant differences in values at the level of normative ideals were found in groups with different levels of PS. There are also significant differences in the significance of values at the level of individual priorities which, in contrast to normative ideals, have a non-linear growth depending on the level of PS – the lowest values are observed in the group with an average level of PS. Values at the level of individual priorities in the group with a low level of PS are more significant than values at the level of normative ideals.

scholarly journals The problem of psychological safety of students in the educational space of higher education

2021 ◽  
Author(s):  
Н.П. Ничипоренко ◽  
С.В. Хусаинова
Keyword(s):  
Higher Education ◽  
Psychological Health ◽  
Psychological Safety ◽  
Educational Environment ◽  
Point Of View ◽  
Educational Institutions ◽  
The Republic ◽  
Questionnaire Method ◽  
Adaptation Processes ◽  
The Relationship

Статья посвящена проблеме психологической безопасности образовательного пространства высшей школы, в частности, – исследованию удовлетворенности образовательной средой студентов гуманитарных специальностей. Актуальность темы обусловлена необходимостью проектирования условий, способствующих сохранению психического и психологического здоровья молодежи. Целью нашего исследования являлся анализ психологического описания характеристик в образовательном пространстве высшей школы, значимых с точки зрения психологической безопасности обучающихся. В данном исследовании изучены взаимосвязи характеристик образовательной среды (позитивные переживания интереса, радости, удовлетворенности, и выраженности негативных эмоций страха, гнева и обиды) с уровнем депрессивности студентов. В статье анализируются результаты студентов высших учебных заведений гуманитарного профиля Республики Татарстан (выборка 7383 студента). В ходе исследования методом анкетирования изучались параметры образовательной среды, влияющие на психологическую безопасность личности – эмоциональное отношение к обучению и удовлетворенность образовательной средой. Данное исследование предназначено для педагогов психологов, преподавателей и заинтересованных лиц в развитии психологически безопасного образовательного пространства высшей школы. Материалы исследования могут быть использованы при организации и проведении мероприятий по психологической профилактике и сопровождению процессов адаптации студентов высших и средних учебных заведений. The article is devoted to the problem of psychological safety of the educational space of higher education, in particular, to the study of satisfaction with the educational environment of students of humanitarian specialties. The relevance of the topic is due to the need to design conditions conducive to the preservation of mental and psychological health of young people. The purpose of our study was to analyze the psychological description of characteristics in the educational space of higher education, which are significant from the point of view of the psychological safety of students. This study investigated the relationship between the characteristics of the educational environment (positive experiences of interest, joy, satisfaction, and the severity of negative emotions of fear, anger and resentment) with the level of students' depression. The article analyzes the results of students of higher educational institutions of the humanitarian profile of the Republic of Tatarstan (sample of 7383 students). In the course of the study, the parameters of the educational environment that affect the psychological safety of an individual - emotional attitude to learning and satisfaction with the educational environment - were studied using the questionnaire method. This study is intended for educational psychologists, teachers and those interested in the development of a psychologically safe educational space for higher education. The research materials can be used in the organization and implementation of measures for psychological prevention and support of the adaptation processes of students of higher and secondary educational institutions.

scholarly journals Parents' psychological readiness as a condition for psychological safety of an inclusive educational environment

2020 ◽  
Vol 210 ◽  
pp. 20012
Author(s):  
Elena Slusareva ◽  
Natalja Mizina ◽  
Aleksej Dontsov
Keyword(s):  
Children With Disabilities ◽  
Psychological Safety ◽  
Educational Environment ◽  
Central Feature ◽  
Environment Protection ◽  
Special Educational Needs ◽  
Psychological Violence ◽  
Parents And Children ◽  
Atypical Development ◽  
The Relationship

The article presents scientific approaches to the phenomenon of psychological safety of an inclusive educational environment. As one of the basic conditions for the psychological safety of an inclusive educational environment, the psychological readiness of parents of children with disabilities is considered: its structural components (cognitive, emotional, conative) and their content, due to the specifics of joint education of children with typical and atypical development. The relationship between the level of psychological readiness of parents and the level of psychological safety of an inclusive educational environment has been theoretically substantiated and empirically confirmed. Among the indicators of the psychological readiness of parents of children with disabilities, contributing to ensuring the psychological safety of an inclusive educational environment, the following is considered: active participation of parents in building the educational route of a child with disabilities, knowledge about the special educational needs of their own child, special conditions corresponding to these needs, emotionally positive attitude and satisfaction with interaction with subjects of an inclusive educational environment, protection from psychological violence of parents and children with disabilities as a central feature of a comfortable inclusive educational environment.

scholarly journals Aggressiveness of Participants in Educational Relations and Psychological Safety of School Environment

2021 ◽  
Vol 18 (4) ◽  
pp. 708-730
Author(s):  
Igor V. Badiev
Keyword(s):  
School Environment ◽  
Psychological Safety ◽  
Family Satisfaction ◽  
Educational Environment ◽  
Sense Of Security ◽  
Teachers And Students ◽  
The Media ◽  
Teachers And Parents ◽  
The Relationship ◽  
Hostility Scale

The problem of aggression and violence in the educational space is currently quite serious. Illustrative examples of it are numerous publications in the media about acts of aggression exhibited by students against their peers and teachers, about the use of violence by teachers against their students, acute conflicts between the parents of students, sometimes leading to tragic consequences. In this regard, the works devoted to the problem of the psychological safety of the educational environment become very important. The purpose of our research is to identify the factors of psychological safety of the educational environment in the context of the aggressiveness of the participants in educational relations. The study involved 15 292 respondents, including 945 teachers, 6478 parents and 7869 students of grades 7-11 from 34 schools in Ulan-Ude. The following psychodiagnostic techniques were used: Cook - Medley Hostility Scale (CMHS); Questionnaire of Legitimized Aggression by S.N. Enikolopov and N.P. Tsibulsky; Bass - Perry Aggressiveness Questionnaire BPAQ (LA-44) in Russian adaptation by S.N. Enikolopov and N.P. Tsibulsky; questionnaire for students, teachers and parents Psychological diagnostics of the safety of the educational environment at school by I.A. Baeva. The empirical data obtained were subjected to correlation and factor analysis. As a result of the study, the following conclusions were formulated: (1) the psychological safety of students is associated with the peculiarities of the relationships between the teachers and students, between the parents of students and the school, between the parents and other students, between the parents and their children in the context of school education; (2) aggressiveness of students is associated with the level of aggression of their teachers and is not closely related to the level of aggression of their parents; (3) there is an inverse relationship between the aggressiveness of students and their sense of security in relationships with their teachers; (4) aggressiveness of teachers is associated with their satisfaction with the school. There are five areas of relationships that need to be taken into account when designing a safe educational environment: (1) the relationship between parents and students at school; (2) the relationships among teachers and accepted rules of conduct at school; (3) the relationships between teachers and students; (4) family satisfaction with school; (5) teachers satisfaction with the school.

scholarly journals SOCIAL INTELLIGENCE IN RELATION TO ACADEMIC ACHIEVEMENT

2017 ◽  
Vol 5 (3(SE)) ◽  
pp. 18-22
Author(s):  
N. Dhana Baggiyam ◽  
Pankajam R
Keyword(s):  
Academic Achievement ◽  
Random Sampling ◽  
Social Intelligence ◽  
Positive Relationship ◽  
Secondary Level ◽  
Survey Method ◽  
Stratified Random Sampling ◽  
Coimbatore District ◽  
The Relationship

The paper is an attempt to find the relationship between Social Intelligence and academic achievement of the selected arts group students at Higher Secondary level. In the present study survey method was used.  The investigator adopted the survey method to study the relationship between Social Intelligence and academic achievement Investigator selected only 300 arts group students at Higher Secondary level as sample in Coimbatore district using stratified random sampling. The findings reveal that there is a mild positive relationship between social intelligence and academic achievement among the selected arts group students at Higher Secondary level.

scholarly journals FEATURES OF INTERPERSONAL INTERACTION OF PSYCHOLOGISTS WITH DIFFERENT LEVELS OF SOCIAL INTELLIGENCE

2020 ◽  
Vol 2020 (1) ◽  
pp. 41-48
Author(s):  
Svitlana Sytnik ◽  
Oleksiy Chebykin
Keyword(s):  
Interpersonal Relationships ◽  
Social Intelligence ◽  
Emotional Stability ◽  
Interpersonal Interaction ◽  
Professional Activity ◽  
Emotional Instability ◽  
High Level ◽  
Relationship Of ◽  
The Relationship ◽  
Different Levels

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.

scholarly journals Gender Based Correlational Study between Multiple Intelligence and Emotional Intelligence

2017 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Surbhi Agarwal ◽  
Prof. Suraksha
Keyword(s):  
Emotional Intelligence ◽  
Secondary Level ◽  
Female Students ◽  
Multiple Intelligence ◽  
Intelligence Scale ◽  
Male And Female ◽  
Gender Based ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
The Relationship

<p>The study aims to find the relationship between male and female students at senior secondary level corresponding to their multiple intelligence and emotional intelligence. A sample of 250 boys and 250 girls studying in four senior secondary schools of Meerut city was randomly selected. Multiple Intelligence scale by the investigator herself and Emotional Intelligence Scale by Arun Kumar &amp; Prof. Suraksha was used. Difference between male and female students corresponding to their relationship between multiple intelligence and emotional intelligence was determined by applying product moment correlation and significance of r (referred by H.E. Garret). After analysis of data it was found that there exists no significant relationship between male and female students with reference to multiple intelligence and emotional intelligence. <em></em></p>

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