Social intelligence affects the success of a person in the communicative and professional sphere. How to develop it, read the article.

From the article you will learn:

What is social intelligence

Social intelligence is a set of abilities that determines the ability to build interaction with people. This is an adequate assessment of one's own behavior and the behavior of another person, the ability to act in accordance with the situation.

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Social intelligence of personality often associated with the concept of EI. There are three approaches to understanding its nature:

• cognitive ability, standing on a par with such types of knowledge as mathematical and verbal intelligence;
• skills and abilities acquired in the process of socialization;
• a personality trait that leads to success in interpersonal interaction.

Since there are tasks that can be solved with the help of social intelligence, the problem of its structuring arises. Functions are divided into two groups - cognitive and behavioral.

The cognitive components of social intelligence include perception, reflection, the ability to think extraordinary, intuition, insight, and the ability to find a way out of critical situations. This is the ability to decode non-verbal messages, crystallization of acquired knowledge, understanding people.

The main function of social intelligence is relationship assessment, prospects, opportunities. The presence of reflective abilities helps to evaluate their own and others' behavior. A developed intellect is critical. Criticality is opposed to inexperience, naivety, ingenuity. These criteria of social intelligence connect the ability to overcome bias, self-improvement.

When it comes to assessing an individual, the problem of recognizing signals of a social nature appears. Their correct interpretation helps to reveal hidden motives and true emotions. Social insight is associated with recognizing the emotions of a communication partner.

Openness is regarded as a constant readiness for the perception, assimilation, processing of information. Socially developed intellect is characterized by a sense of humor, which helps to cope with stiffness in communication, awkwardness.

Abilities that distinguish social intelligence:

• understanding people;
• the ability to establish contact;
• knowledge of social rules;
• adaptability;
• emotional sensitivity;
• social expressiveness;
• social control.

Deeds, actions, strategies, functions, skills and abilities - the composition of the intellectual activity of a person who solves social problems. Developed social intelligence is important for leaders - it helps build relationships with colleagues, solve problems, maintain a favorable psychological climate in the organization and corporate culture.

It is impossible to compare social intelligence with other types of intelligence. The authors involved in the study of this issue did not come to a consensus, so the concepts of social intelligence are different. Developing in one direction, other abilities necessary for doing work and communicating with colleagues improve.

Diagnostics of social intelligence

Perform social intelligence diagnostics to understand how to develop it. To do this, take the Guilford test, which is designed for people over 9 years old. It includes four subtests, each with 12 to 15 questions. Research time limited - it is 6, 7, 5 and 10 minutes.

If you are diagnosing employees of an organization, tell them about the features of testing. Before starting the procedure, issue answer forms for the test, where employees will enter personal data. In the process of reading the instructions, pause to assess whether all the subjects correctly understood the essence of the task. Don't forget to alert your colleagues a minute before the end of the time.

It will also be possible to determine the features of social intelligence with the help of other tests, some of which are carried out using services. Usually it is proposed to guess what emotions a person is experiencing by looking at photographs. In contrast to the Guildford method, such tests do not differ in the accuracy of the results.

Levels of social intelligence:

• low - destructiveness, search for non-existent problems;
• medium - template behavior;
• high - competent manipulation of any situation and people.

Poor results do not always indicate poor development. If a man is nervous, does not have time to understand the question, he gets confused and answers incorrectly. Try to create comfortable conditions during testing, do not draw premature conclusions.

Experts will help you determine exactly how developed social emotional intelligence is. Invite a third-party specialist if you want to conduct mass testing of personnel. It is difficult to do the assessment yourself, as you will have to analyze a lot of answers.

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How to develop social intelligence

To understand how to develop social intelligence, take a test. Determine what qualities are missing: self-knowledge, self-regulation, social skills, empathy, motivation. Focus not only on the results of the study, but also on your own feelings. Introspection help you figure out which direction to go.

Work actively on self-esteem - it affects the level and development of social intelligence. If its level is overestimated or underestimated, it is difficult to adequately respond to situations of other people. Choose a goal that will serve as a powerful incentive to improve. To develop the social intelligence of colleagues, conduct trainings, invite experts. Cover five areas at once, which include non-verbal communication, body language, communication, features of thinking, emotions.

1. Non-verbal communication.

Pay attention to people's behavior, to outgoing non-verbal signals. Read I See What You're Thinking by Joe Navarro and Marvin Carlins, and Paul Ekman's editions. Don't miss opportunities to practice, but be careful with unequivocal judgments.

1. own body language.

Non-verbalism allows you to interpret and control gestures. Pay attention to posture, manners of communication. Do a workout in front of the mirror. Find something that will raise your self-esteem to a normal level. Make up your own social intelligence profile, which you make changes as you develop.

1. Communication.

If you have poor verbal communication skills, do not miss the opportunity to build relationships with those who do not mind communicating with you. Do not be overly active if you notice that the person is withdrawing, becoming withdrawn.

1. Features of thinking.

Among the aspects associated with the formation of social intelligence, the ability to refuse requests, delegate tasks, and the ability not to dwell on failures are distinguished. Faced with problems, think that it is impossible to fix the past, but you will be able to achieve what you want in the future. Learn to refuse if the request seems inappropriate. A good result is working with a psychologist or trainer.

1. Emotions.

Social intelligence is the ability to correctly understand people's behavior. This ability is necessary for effective interpersonal interaction and successful social adaptation.

The very term "social intelligence" was introduced into psychology by E. Thorndike in 1920 to denote "foresight in interpersonal relationships." Many well-known psychologists have contributed to the interpretation of this concept. In 1937, G. Allport associated social intelligence with the ability to make quick, almost automatic judgments about people, to predict the most likely reactions of a person. Social intelligence, according to G. Allport, is a special “social gift” that ensures smoothness in relations with people, the product of which is social adaptation, and not the depth of understanding.

Then many well-known scientists revealed the abilities of social intelligence in the structures of general intelligence. Among them, the models of intelligence proposed by D. Gilford, G. Eysenck are most clearly represented.

Until recently, there have been discussions among psychologists around the definition of intelligence given by E. Boring: intelligence is what is measured by intelligence tests. There are different points of view on the evaluation of this statement. According to B.F. Anurin, it is quite tautological, trivial and directly begs for criticism. Other researchers consider such a definition to be recursive, which is extremely common in mathematics, computer science, computer programming, and artificial intelligence. G. Eysenck does not agree with the definition of E. Boring: intelligence tests, he argues, are not compiled randomly and are based in their development on well-known, identified and verified natural patterns, such as the principle of "positive diversity".

Hans Jürgens Eysenck, a psychotherapist at the Bethlem Royal Hospital in London, developed the general concept of intelligence. He proceeds from the fact that intelligence, despite the difficulties of its definition, is just as scientific a concept as gravity, electricity, chemical bonds: because they are not visible, not tangible, and, therefore, according to some researchers, do not "material", they do not lose their cognitive value as scientific concepts. Dwelling on the difficulties of defining intelligence, he points out that this largely stems from the fact that today there are three relatively different and relatively independent concepts of intelligence. At the same time, he does not oppose them to one another and even tries to explain "under the same roof." Such a combination is shown in the diagram (Figure 1).

In the 60s, another scientist, J. Gilford, the creator of the first reliable test for measuring social intelligence, considered it as a system of intellectual abilities independent of the general intelligence factor and associated primarily with the cognition of behavioral information. The possibility of measuring social intelligence followed from the general model of the structure of intelligence by J. Gilford.

Factor-analytical research, which was carried out for more than twenty years by J. Gilford and his colleagues at the University of Southern California in order to develop test programs for measuring general abilities, ended with the creation of a cubic model of the structure of intelligence. This model makes it possible to single out 120 factors of intelligence, which can be classified according to three independent variables characterizing the process of information processing. These variables are as follows: 1) the content of the information presented (the nature of the stimulus material); 2) information processing operations (mental actions); 3) results of information processing.

Each intellectual ability is described in terms of specific content, operations, results and is indicated by a combination of three indices. Consider the parameters of each of the three variables, indicating the corresponding letter index.

Images (F) - visual, auditory, proprioceptive and other images that reflect the physical characteristics of the object.

Symbols (S) - formal characters: Letters, numbers, notes, codes, etc.

Semantics (M) - conceptual information, most often verbal; verbal ideas and concepts; meaning conveyed through words or images.

Behavior (B) - information that reflects the process of interpersonal communication: motives, needs, moods, thoughts, attitudes that determine people's behavior.

Information processing operations:

Cognition (C) - detection, recognition, awareness, understanding of information.

Memory (M) - remembering and storing information.

Divergent thinking (D) is the formation of a variety of alternatives logically related to the presented information, a multivariate search for a solution to the problem.

Convergent thinking (N) - obtaining the only logical consequence from the information presented, the search for one correct solution to the problem.

Evaluation (E) - comparison and evaluation of information according to a certain criterion.

Information processing results:

Elements (U) - individual units of information, single information.

Classes (C) - grounds for assigning objects to one class, grouping information in accordance with common elements or properties.

Relationships (R) - establishing relationships between information units, links between objects.

Systems (S) - grouped systems of information units, complexes of interconnected parts, information blocks, complete networks made up of elements.

Transformations (T) - transformation, modification, reformulation of information.

Implications (I) - results, conclusions, logically related to this information, but beyond its limits.

Thus, D. Gilford's classification scheme describes 120 intellectual factors (abilities): 5x4x6=120. Each intellectual ability corresponds to a small cube formed by three coordinate axes: content, operations, results (Figure 2). The high practical value of the D Guilford model for psychology, pedagogy, medicine and psychodiagnostics was noted by many major authorities in these areas: A. Anastasi (1982), J. Godefroy (1992), B. Kulagin (1984).

Picture 2. Model of the structure of intelligence J. Gilford (1967). The block of social intelligence (the ability to learn behavior) is highlighted in gray

According to the concept of D. Gilford, social intelligence is a system of intellectual abilities, independent of the factors of general intelligence. These abilities, as well as general intellectual ones, can be described in the space of three variables: content, operations, results. J. Gilford singled out one operation - cognition (C) - and focused his research on the cognition of behavior (CB). This ability includes 6 factors:

Cognition of elements of behavior (CBU) - the ability to isolate verbal and non-verbal expression of behavior from the context (the ability is close to the ability to isolate the "figure from the background" in Gestalt psychology).

Behavior class cognition (CBC) is the ability to recognize common properties in some stream of expressive or situational behavioral information.

Behavior Relationship Cognition (CBR) is the ability to understand the relationships that exist between units of behavioral information.

Cognition of behavioral systems (CBS) is the ability to understand the logic of the development of integral situations of interaction between people, the meaning of their behavior in these situations.

Behavior transformation cognition (CBT) is the ability to understand changes in the meaning of similar behaviors (verbal or non-verbal) in different situational contexts.

Behavior Outcome Cognition (CBI) - the ability to anticipate the consequences of behavior based on available information.

Thorndike's (1936) and Woodrow's (1939) studies were the first attempts to isolate any parameter corresponding to social intelligence. Initially, they failed to do so after factor analysis of the George Washington Social Intelligence Test. The reason, in their opinion, was that this test of social intelligence was saturated with verbal and mnemonic factors. Following this, Wedeck (1947) created stimulus material that made it possible to distinguish among the factors of general and verbal intelligence the factor of "psychological ability", which served as a prototype of social intelligence. These studies have proven the need to use non-verbal material to diagnose social intelligence.

Faculty of Psychology, Moscow State University

Collective, conscious

How to develop social intelligence

“People exist for each other,” the Roman emperor Marcus Aurelius once said. Is it so? Everyone must answer this question on their own, because for some the meaning of life is to be the king of the party and constantly be in the spotlight, and for some it is to protect oneself from the world and stay alone with oneself as long as possible. However, we all live among people, which means that we must be able to build relationships with them as efficiently as possible. A highly developed social intelligence will help us understand how to achieve this, and we will talk about what it is.

First using the term "social intelligence" in the 20s of the last century, American psychologist Edward Lee Thorndike spoke of it as the ability to succeed in interpersonal situations, behave wisely in relationships, and even the ability to manage other people. In the concept of "social intelligence" he included two abilities: "to understand other people" and also to know "how to behave with them." That is, for example, if we turn to Leo Tolstoy's War and Peace, then, according to Thorndike, the handsome Andrey Bolkonsky, if he had a developed social intellect, should not only have guessed why Natasha Rostova preferred Anatoly Kuragin to him, but also figured out how correctly behave with a fickle lady in a similar situation.

Later, another American psychologist, Henry Allport, made his contribution, describing social intelligence as one of the eight personal qualities necessary to understand people well. He believed that social intelligence was associated with the ability to make quick, almost automatic judgments about people. According to Allport, the sloths from Zootopia are by no means of high social intelligence.

Russian sociologist and psychologist M.I. Bobneva was the first to describe the phenomenon of "social intelligence" in Russian psychology. She, like many other researchers, supports the view that the general level of intelligence does not have an unambiguous relationship with the level of social intelligence. A high intellectual level is only a necessary, but not a sufficient condition for the actual social development of the individual. It may be conducive to social development, but not replace or condition it. Moreover, high intelligence can be completely devalued by the social blindness of a person, the social inadequacy of his behavior, his attitudes, etc. [Bobneva, 1979]. We all remember Sherlock Holmes from the popular series Sherlock starring Benedict Cumberbatch. There, the protagonist is a vivid representative of this combination: high intelligence, extraordinary mind and extremely low communication skills in the human world.

Most likely, many readers have already understood that social intelligence is a complex of useful abilities, which means that it would be nice to contribute to its development. And this idea is absolutely true, which is why we would like to stipulate that for the development of social intelligence it is necessary to take into account the age characteristics of a person and favorable conditions for his development.

If you have younger sisters, brothers or children of preschool and primary school age, the most effective recommendation would be to encourage them to actively interact with their peers in role-playing games. At an early stage, for the development of communication skills, a small group of friends will be enough for him, as well as a set of any toys that will allow children to play "shopping", "daughters-mothers" and any other games in which they can actively communicate and build dialogues [Shilova , 2009].

If your baby is no longer a baby at all, but a teenager, then in no case should he be limited in intimate and personal communication with peers: at this age, the establishment of close friendships or romantic relationships, the presence of informal communication with peers is a favorable condition for the development of social intelligence .

In adolescence, gender differences are primarily important, because young men develop competencies in verbal communication (they quickly find the appropriate tone of communication depending on the interlocutor), while girls tend to increase sensitivity to the nature of human relationships and to non-verbal expression , which allows them to more correctly assess the speech expression of the interlocutor [Knyazeva, 2004].

As for a more mature age, many authors come to a common opinion: one of the expressions of social intelligence is wisdom, and not everyone manages to achieve it. Important aspects of wisdom are a person's awareness of his own mistakes, the limitations of his own knowledge, and the ability to identify problems [Ivanov, 2009].

What methods for increasing social intelligence are known today?

The authors refer trainings, film therapy and video analysis, playing problem situations, empathic listening techniques, exercises for the development of non-verbal means of communication, as well as role-playing games to effective methods of increasing the level of social intelligence. However, a person who wants to increase his level of social intelligence must understand that for this he will have to develop some other abilities. For example, good attention. It is difficult to overestimate the importance of attention, because sometimes it is the interest in some important details that helps to better understand the interlocutor. What others can read automatically, a person with a low level of social intelligence needs to be transferred to the level of consciousness: to focus on all the details in order to eventually notice the important ones. However, as we remember from the example of Sherlock Holmes, attention is only an important but not sufficient quality.

No less important in this case is the motivational-volitional component: if you decide to increase the level of your social intelligence, this does not mean that you will inevitably achieve a result. It will take a long and systematic work on oneself, which means that discipline and adherence to the schedule of one's own classes are necessary. Sitting on a diet and leaving it, a person will not lose weight. It is the same here - you need to go to the end.

So, here are some practical tips.

What does the interlocutor want to tell you with facial expressions and gestures? And you to him?

Pay more attention to non-verbal behavior of people (gestures, facial expressions, etc.): non-verbal signals sometimes convey more truthful information that a person simply does not have time to control, unlike verbal signals. This skill will be very useful, and it is very easy to develop it: you can turn on any unknown film or series with the sound turned off and, by the non-verbal behavior of the actors, try to draw conclusions about their feelings and the situation on the screen in general. Further, it will be quite easy to test yourself by reviewing the same scenes already with sound.

Analyze your own "non-verbal". Be mindful of yourself and your own body, and try to understand how external body signals relate to your internal states and feelings.

Competent clear speech is the key to effective communication

As for verbal skills: as they say, more is better than less. Try to hone your skills by talking as much as possible with people who are ready to listen to you. Point out your weaknesses and work on your mistakes. For example, if you feel that the interlocutor simply does not understand your diction, practice until your speech becomes more understandable to others.

What emotions impair or improve the communication process?

Analyze your own emotions. Try to understand what influenced the occurrence of this or that emotional state, which can cause a more acute reaction or allow it to be smoothed out. Track how certain emotions affect your thought processes - so you will be armed. For example, if you know that you are completely unable to think when you are angry, then wait until the anger passes before taking on any tasks or starting to communicate. Also, think ahead of time about strategies to get rid of any especially harmful emotions. If you understand that before each meeting with the authorities you are seized by panic and numbness, you need to think over for yourself individual techniques aimed at minimizing this state.

So, if you have “toothpick range” in social intelligence, as Hermione told Ron Weasley in Harry Potter, don’t despair! All is not lost yet: social intelligence is quite possible to develop by following the above tips. The main thing is the desire to work on yourself.

Marina Georgievskaya, Yana Chernaya

Literature

Bobneva M.I. Psychological problems of social development of personality. - M., 1979.

Gamezo M.V., Petrova E.A., Orlova L.M. Developmental and pedagogical psychology: Proc. manual for students of all specialties of pedagogical universities // Pedagogical Society of Russia. - 2004.

Ivanov A.A. Age aspects of social intelligence // Scientific research in education. - 2009, No. 1.

Knyazeva N.N. The study of social intelligence in schoolchildren and students // Anniversary international scientific and practical. conf. dedicated to the 200th anniversary of D.P. Oznobishin. - Samara, 2004.

Kunitsyna V.N. Social competence and social intelligence: structure, functions, relationship // Theoretical and applied issues of psychology / ed. A. A. Krylova. - SPb., 1995.

Luneva O.V. History of the study of social intelligence // ZPU. - 2008. No. 4.

Makarov A.V., Tsybulenkova T.S. Conditions for the development of social intelligence of preschoolers // Science Time. -2015, No. 7 (19).

Nikolaevsky R.P. Development of social intelligence in student age // MNKO. - 2012, No. 5.

Panova N.V. Levels of development of the main components of the social intelligence of younger adolescents // Integration of education. - 2011, No. 2.

Khryashcheva N.Yu. Psychogymnastics in training. - M., 2014.

Shilova O.V. The development of social intelligence in older preschoolers and first graders in the process of communicating with a significant adult: dis... cand. psychol. Sciences. Nizhny Novgorod. state pedagogical university. - Nizhny Novgorod, 2009.

Thorndike E.L. Intelligence and its uses // Harper's Magazine. - 1920, No. 140.

Our whole life is spent in the company of other people, familiar and not so. If you know how to keep up a conversation well, this is very good, but, for example, if you do not have some outstanding ability, but you have a good “suspended tongue”, you perfectly find a common language with strangers - this all quite often helps to earn good money. It turns out that when a person has above average social intelligence, he can achieve great success in his life, because in our time, interaction with society is very important.

To begin with, I will tell you why I have the right to write my story. Can I be called a successful person? I will say yes! Even if I don’t personally have a plane or a villa in the south of France, and my house is located far from the Rublevsky highway, I still consider myself successful. A person's success is far from being determined by the amount of money he has, his place of residence, or his means of transportation. For me, to think so is wild! Mortgages for life. Crazy loans for household appliances under every line of this far from simple equation hides a not very reliable life support and it is not for me. Now let's take a look at what the essence of a successful person is.

The first and most important step on the path to success is to be financially independent, this step is also the hardest. I remember very well those times when I worked for my boss, was highly dependent on my customers and various regulatory authorities. I didn’t have enough money to have enough for everything, even, for example, buying some clothes was not easy. When I wanted to take a vacation in the midst of the summer season, they did not let me go, because there were many orders, and the fact that I plowed all year like a slave did not bother anyone. Even if my salary was above 20 thousand, I would not want to spend my whole life like this, listening to a constantly dissatisfied boss and clients. Therefore, one very fine day, I wanted to get out of this terrible life regime and live normally, become independent, depend only on myself.

How to become a successful person? My first step was very stupid and wrong: I quit my previous job and got a job in another one, although I still don’t understand why. Of course, I must have been chasing a good salary, but in addition to a big salary, I got: frequent overwork, family problems due to the fact that I spent all my time at work. And after that, I immediately began to understand that no matter where I work and how much I get complete independence in my work, I will never get.

I decided to quit this enterprise and try myself as a businessman, and quite successfully. But, what is most surprising, running your own company is even more dependent on your employees. In general, trying to somehow promote my business, I became interested in investments and the stock market. My social intelligence helped me in this, because without it I would not have been able to establish contact with people who helped me enter the trading exchange.

What is social intelligence and its main levels?

Social intelligence is a special knowledge that helps determine the success of a person, we can say that this is a gift that helps you easily find a common language with people and rarely get into bad situations.

Social or interpersonal intelligence is often confused with emotional intelligence, but they are two completely different concepts.

Almost immediately after scientists gave a scientific description of social intelligence, they decided to make a scale by which it would be possible to determine its level from low to high. To do this, Professor D. Gilford created a popular scientific and psychological testing of people from different walks of life. Thanks to this test, it was possible to measure the originality and speed of thinking when solving a specific problem. All these components will help to give the correct answer to how savvy the subject is in the social sphere. According to the results of the study, it was possible to identify three main levels of social intelligence.

Low intelligence

People who have a fairly low level face great difficulties. As a rule, this is strongly seen in the behavior of a person in a particular society. Such people have a lazy nature and always rely on their instincts, and many of their actions are caused by emotional impulses. They often fail to communicate normally with strangers even at work, because even with good friendships or love relationships, at some points there are problems associated with the peculiarity of their character, which as a result leads to misunderstandings and quarrels. It is impossible to solve such problems alone, you need to contact psychologists.

Average level of social intelligence

People who have an average level, as a rule, solve all their problems according to patterns. In ordinary daily activities, for example, at work, they always get what they need and go towards their goal. Communication with people does not cause problems for them - they make excellent contact. But such people cannot cope with something new or unusual, which is why they often refuse it and continue to lead their usual, patterned rhythm of life.

High level of social intelligence

A person with a high level quite easily copes with all the problems and goals set for himself. He will find the best way out of any unpleasant situation that has arisen and in any case will emerge victorious. He easily makes new friends, easily communicates with people. In addition, such people can manipulate other people with a lower level, change their thoughts and desires.

What gives us a well-developed social intelligence?

A well-developed intellect allows you to get a lot of benefits for life, moreover, with its development, a person has new opportunities.

Non-verbal interaction

When communicating with people, you should always pay attention to their actions, how they behave when talking, especially non-verbal signals (hand or head movements). After all, any movement can carry great meaning. But in order to learn to understand his movements when communicating with a person, you need to read a certain book. And after reading, you can watch the movie you like, but without sound, in order to understand the meaning of the movements of the characters using an example. In addition, thanks to this book, you can develop your social intelligence well and learn how to manage your personal non-verbal (the signal of your movements), and to more accurately convey your own emotional state.

Confidence in yourself and your actions

Increasing the level of "social" skills largely depends on how confident you are in yourself and your actions. To become more confident, you need to forget about all the negativity, improve your posture and feel your own strength. And for this you can just start playing sports, buy branded clothes. In addition, you need to communicate with people as often as possible, because the ability to start a conversation is quite important, otherwise, when meeting strangers, a person will feel discomfort. Therefore, you should try to communicate with a large number of people, as well as regularly make new acquaintances. At the same time, you need to learn to listen, speak correctly, observe the interlocutors.

Advanced thinking

A high level of thinking is also an equally important point on the path to the development of social intelligence. Just try not to dwell on problems and personal mistakes for at least some time. If you can solve the problem now, then do not put it off until later. And in other situations, you should not pay too much attention to minor problems, because they are only negative and cause a negative impact on communication skills, and the quality of life in general.

self control

A high level allows you to instill control over your emotions. In the evening of each day, you should do an analysis of what happened to you all day, evaluating your behavior and emotions. Exercise will help control outbursts of rage, anger and anger. Regular work on yourself and a sense of the world around you helps to consider yourself a small part of it. This is what gives complete interaction with the world.

Daily exercise helps to relax, so to speak, to relieve a huge burden of constant problems from the shoulders. By isolating ourselves from the routine, we develop "social" skills, which gives strength, makes us better and more perfect.

Exercises for developing social intelligence

Scientists have proven that social thinking is not at all an innate component. This is a skill that is acquired throughout life, so it is not only possible to develop, but very necessary. You should make it a habit to do some light exercise during the day when you are at work or even just walking in the park. Here is some of them:

1. "Make yourself happy." When communicating with a person you do not know, try to create a pleasant impression of yourself. Use this method daily if possible.
2. "Restoring Communication". For this simple exercise, you need to take a piece of paper with a pen and write the full name of the person with whom, for some reason, they stopped communicating. Think about how you can connect with him and write everything down on a sheet. Try talking to him. Do this exercise as needed.
3. Exercise "Watch People" Observe people for a week (or longer) for 15 minutes a day. Pay attention to their body language, mood, emotions, imitation, touch, facial expressions, eye contact, communication distance, and more. The results of such a study can be written down in a notebook so as not to lose or forget.
4. Exercise "Who is new" - for one day or a week, start a conversation with those people with whom you have not spoken before - it can be a completely random person, but the main thing is with new people every time. Ask interesting questions for you, take more time to find out about the needs of this or that person. Most importantly, don't forget to introduce yourself. Record the results of your communication in a notebook to keep a record of your results.

Everyone who performs the above exercises has managed to know real joy and happiness in life. Only during classes can you rejoice that you are simply alive, that today is a beautiful day and life goes on. After all, nothing can replace real communication with people, and I’m only talking about “live communication”, communicate less on social networks, it’s better to go out for a walk down the street once again, where you can really meet interesting people. And only then will you begin to feel that in each of us there lives something more than just a person accessible to the ordinary look - a unique diamond shining behind a thick layer of different emotions, criticisms and statements.

Conclusion

People with a high "social" intelligence always occupy a leading position in any business and often become big bosses. At the same time, they know how to communicate with people, understand others. Being such a person is beneficial both for oneself and for the environment. Therefore, you should regularly devote a little time to its development, regardless of age.

INTRODUCTION………………………………….……………………………………….3

CHAPTER 1. THEORETICAL FOUNDATIONS OF RESEARCH………………...…7

1.1. .The concept of "social intelligence"……………………………………………….7

1.2. The structure and functions of social intelligence……………………………………………………17

1.3. Self-esteem and its features……...….…………………………………………26

CHAPTER 2 EMPIRICAL PART OF THE RESEARCH……………………...37

2.1. Empirical Research Program……………………………………….37

2.2. Results of the study and their discussion…………………………………..45

CONCLUSION................................................. ................................................. .......54

LIST OF USED SOURCES .............................................................................. ..57

APPENDIX................................................. ................................................. .......61

INTRODUCTION

Social intelligence is a relatively new concept of social psychology, which is in the process of development, clarification, verification. A competent approach to the selection, training and placement of personnel in the field of information technology requires considering social intelligence as a necessary condition for successfully mastering the professional skills of a specialist.

The formation of social intelligence as one of the aspects of the process of education within the framework of social education plays an important role in the formation and development of the personality of students. Social intelligence involves the development of a person's ability to understand himself, his behavior, the behavior of other people and build effective interaction, achieving goals.

The development of social intelligence provides the student with successful involvement in social relations, as it gives him the opportunity to adapt, adapt to each new situation or position for him throughout his subsequent life. Thanks to this ability, students adapt to the conditions of the social environment (social adaptation). This means that teaching students of different specialties to understand and manage interpersonal relationships contributes to their effective professional activity, ensuring career growth and positive social well-being. An important factor in the development of students' social intelligence is that the disciplines of the socio-psychological cycle are studied at many university faculties as part of the university component of education.

Thus, in the process of forming a student's personality in society, his socialization should be carried out, which includes the development of social intelligence. Psychological and pedagogical support of this process is an extremely important and urgent task.

One of the factors affecting the social intelligence of a specialist and his success in general is self-esteem.

Most often, protective and regulatory functions are distinguished as self-esteem functions. To regulate his behavior, a person must have adequate information about the activity, about his condition and the properties of his personality. Having assessed his capabilities, a person organizes his activity or refuses it. Self-assessment of abilities allows a person to answer the question “What can I do?”, since it is abilities that are closely related to the characteristics of activity, manifest and form in activity.

The protective function of self-esteem is aimed at maintaining self-esteem and stability of the individual, even at the cost of distorting information. Therefore, people can give both adequate and false assessments of their qualities. Thus, the effectiveness of activities may depend on the emergence of a contradiction between the functions of self-assessment. For this reason, we made an assumption about the influence of self-esteem on the social intelligence of students with different personal characteristics. The study of the features of professional self-awareness expands the possibilities of conscious self-control and advanced training. Adequate self-esteem allows you to fully use all the possibilities of optimal self-regulation.

The practical relevance of this problem and its lack of development determined the choice of the topic of our study.

Based on the topic, we have identified goal of our study: to analyze the features of self-assessment of communicative qualities in students with different levels of social intelligence.

To achieve this goal, we have set the following tasks :

1. To study the state of the problem of social intelligence and self-assessment of communicative qualities in order to determine the theoretical foundations of the study.

2. To reveal the repertoire of significant communicative qualities in students.

3. Determine the features of self-assessment of communicative qualities in students.

4. To measure the level of social intelligence among students with different levels of self-assessment of communicative qualities.

5. Based on the results of the study, develop practical recommendations for the development of social intelligence among students.

Object of study became social intelligence as a socio-psychological phenomenon.

Subject of study: self-assessment of communicative qualities as an indicator of the level of social intelligence.

As hypotheses we put forward the assumption that social intelligence and self-assessment of communicative qualities correlate with each other.

To test the hypothesis, we examined 2 groups of subjects - 30 students-programmers and 30 students-psychologists of the faculties of psychology and mathematics and computer science of Y. Kupala State University at the age of 18-20 years.

The research methods were the "Methodology for the study of social intelligence" by J. Gilford and M. Sullivan and one of the variants of the methodology for studying Budassi's self-esteem.

Practical significance research lies in the possibility of using its results in the practice of teaching psychology in higher education. In addition, the developed recommendations will be useful for the development of social intelligence among students, which will increase their level of success in educational activities and facilitate further education at the university, as well as entry into the profession.

The work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

In the introduction, the rationale for the choice of the research topic is given, the goals and objectives, the relevance and expediency of the study are defined.

The first chapter discusses the theoretical aspects of the study of social intelligence and self-esteem, approaches to their study, their structure and functions. The second chapter is a report of an empirical study.

In conclusion, conclusions on the topic of the study are presented.

CHAPTER 1

THEORETICAL FOUNDATIONS OF THE RESEARCH

1.1. The concept of "social intelligence"

In the history of psychological research, the problem of intelligence is, on the one hand, the most studied and widespread (the largest number of works is devoted to it), on the other hand, it remains the most controversial. So, for example, up to the present moment there has not been an unambiguous definition of intelligence, although this concept is actively used in various areas of psychological science. This ambiguity is even more pronounced in studies on the problem of social intelligence. This is a relatively new concept in domestic social psychology, which is in the process of development, clarification, verification.

Since the concept of social intelligence was first put forward in science, interest in this concept has changed. Researchers sought to understand the specifics of this phenomenon, offered various ways to study it, identified different forms of intelligence, the study of social intelligence periodically fell out of the field of view of scientists, which was caused by failures when trying to define the boundaries of this concept.

The concept of "social intelligence" was first used in 1920 by E. Thorndike, designating foresight in interpersonal relations and equating it with the ability to act wisely in human relations. Thorndike considered social intelligence as a cognitive specific ability that ensures successful interaction with people, the main function of social intelligence is behavior prediction. According to Thorndike, there are three types of intelligence: abstract intelligence as the ability to understand abstract verbal and mathematical symbols and perform any actions with them; concrete intellect as the ability to understand things and objects of the material world and perform any actions with them; social intelligence is the ability to understand people and interact with them. E. Thorndike argued that social intelligence exists separately from ordinary intelligence.

In 1937, G. Allport describes social intelligence as a special ability to correctly judge people, predict their behavior and provide adequate adaptation in interpersonal interactions. He highlights a set of qualities that provide a better understanding of other people; in the structure of these qualities, social intelligence is included as a separate ability. Social intelligence, according to G. Allport, is a special “social gift” that ensures smoothness in relations with people. At the same time, the author pointed out that social intelligence is more related to behavior than to operating with concepts: its product is social adaptation, and not operating with concepts.

Then many well-known scientists revealed the abilities of social intelligence in the structures of general intelligence. Among them, the models of intelligence proposed by D. Gilford, G. Eysenck are most clearly represented.

G. Eysenck pointed out that in many respects the difficulties in defining intelligence stem from the fact that today there are three relatively different and relatively independent concepts of intelligence. At the same time, he does not oppose them to one another and even tries to explain "under the same roof." Such a combination is shown in the diagram (Fig. 1).

Biological intelligence, in his opinion, is an innate predetermined ability to process information associated with the structures and functions of the cerebral cortex. This is the basic, most fundamental aspect of intelligence. It serves as the genetic, physiological, neurological, biochemical and hormonal basis of cognitive behavior, i.e. associated mainly with the structures and functions of the cerebral cortex. Without them, no meaningful behavior is possible.

Psychometric intelligence is a kind of link between biological intelligence and social intelligence. This is what comes to the surface and is visible to the researcher manifestations of what Spearman called general intelligence (G).

Social intelligence is the intellect of an individual, which is formed in the course of his socialization, under the influence of the conditions of a certain social environment.

Rice. 1. Model of intelligence according to G.Yu. Eysenck

J. Gilford (1960), the creator of the first reliable test for measuring social intelligence, considered it as a system of intellectual abilities independent of the general intelligence factor and associated primarily with the cognition of behavioral information, including the non-verbal component. Factor-analytical studies that were carried out J. Gilford and his collaborators in order to develop test programs for measuring general abilities, ended with the creation of a cubic model of the structure of intelligence. This model makes it possible to single out 120 factors of intelligence, which can be classified according to three independent variables characterizing the process of information processing. These variables are:

2) information processing operations (mental actions);

3) results of information processing.

Each intellectual ability corresponds to a small cube formed by three coordinate axes: content, operations, results (Fig. 2). According to the concept of D. Gilford, social intelligence is a system of intellectual abilities, independent of the factors of general intelligence. These abilities, as well as general intellectual ones, can be described in the space of three variables: content, operations, results.

Fig.2. The concept of intelligence according to D. Gilford

Sometimes in the literature, in particular, in J. Godefroy, social intelligence is identified with one of the processes, more often with social thinking or social perception, which is associated with the tradition of uncorrelated study of these phenomena in general and social psychology (D. Myers). Issues of social intelligence are discussed in solving the problem of intellectual giftedness, here intelligence is considered as an early form of abilities, determined genetically. Wisdom is often identified with social intelligence as a form of intellectual endowment.

In the 1960s, works on social skills and communicative competence appeared. During these years, much attention is paid to the problem of social perception, people's understanding of each other; an attempt is made to develop a methodological apparatus for studying it on the basis of the established conceptual ideas about the nature and structure of social intelligence.

Methodological developments in the study of social intelligence date back to the 1980s. D. Keating created a test for assessing moral or ethical thinking. M. Ford and M. Tisak (1983) based the measurement of intelligence on the successful solution of problem situations. They were able to show that social intelligence is a clear and coherent group of mental abilities related to social information processing that are fundamentally different from the abilities that underlie the more "formal" thinking tested by tests of "academic" intelligence.

The sphere of social intelligence, according to J. Gilford, is the knowledge of perception, thoughts, desires, feelings, moods, etc. other people and yourself. This aspect is measured by social perception tests.

The works available in domestic psychology on the problem of social intelligence affect the problem of social intelligence mainly in the aspect of communicative competence (N.A. Aminov, M.V. Molokanov, M.I. Bobneva, Yu.N. Emelyanov, A.A. Kidron, A. .L. Yuzhaninova), and also reflect the proposed structure and functions of social intelligence.

For the first time, an attempt to define social intelligence in domestic psychology was proposed by Yu.N. Emelyanov, closely linking it with the concept of "social sensitivity". He believed that on the basis of intuition, a person develops individual "heuristics" that a person uses to draw conclusions and conclusions regarding interpersonal interaction. They are reliable and have sufficient predictive power (1987). The author understood social intelligence as sustainable, based on

the specifics of thought processes, affective responses and social experience, the ability to understand oneself, other people, their relationships and predict interpersonal events. The formation of social intelligence is facilitated by the presence of sensitivity, empathy is ontogenetically the basis of social intelligence. Social intelligence is considered here from the standpoint of the basic characteristics that contribute to its formation.

Sometimes researchers identify social intelligence with practical thinking, defining social intelligence as a “practical mind” that directs its action from abstract thinking to practice (L.I. Umansky, M.A. Kholodnaya, etc.).

Exploring the criteria of giftedness, M.A. Kholodnaya identified six types of intellectual behavior:

1) persons with a high level of development of "general intelligence" in the form of IQ indicators> 135 - 140 units (identified using psychometric tests of intelligence - "smart");

2) persons with a high level of academic success in the form of indicators of educational achievements (identified using criterion-oriented tests - “brilliant students”);

3) persons with a high level of development of creative intellectual abilities in the form of indicators of fluency and originality of generated ideas (identified on the basis of creativity tests - “creatives”);

4) persons with high success in performing certain real activities, having a large amount of subject-specific knowledge, as well as significant practical experience in the relevant field (“competent”);

5) persons with high intellectual achievements, who have found their embodiment in objectively significant, to some extent generally recognized forms (“talented”);

6) persons with high intellectual abilities associated with the analysis, evaluation and prediction of the events of everyday life of people ("wise").

In the works of N.A. Aminova and M.V. Molokanova, social intelligence is considered as a condition for choosing a profile of activity for future practical psychologists. In the studies of scientists, a connection between social intelligence and a predisposition to research activities has been revealed.

A.A. Bodalev considered the problem of social intelligence in the aspect of interpersonal perception. An interesting task, according to A. A. Bodalev, is a comparative study of the characteristics of the cognitive processes of a person. In this regard, he points out that the main components of a person’s intellect need to be studied: attention, perception, memory, thinking, imagination, when other people with whom a person enters into communication turn out to be their object. At the same time, it is necessary to study the characteristics of these mental processes, expressing the degree of their productivity, the specifics of functioning, first of all, bearing in mind the solution of such tasks by a person that are common for communication and which, for example, require him to determine the state of other people by facial expressions and pantomimes, to predict based on the features of their external appearance and real behavior, their potential.

Among the fundamental factors of social intelligence, a number of authors (V.N. Kunitsyna, M.K. Tutushkina and others) include sensitivity, reflection and empathy.

V.N. Kunitsyna offered a clear and meaningful definition of social intelligence. Social intelligence is a global ability that arises on the basis of a complex of intellectual, personal, communicative and behavioral traits, including the level of energy supply of self-regulation processes; these features determine the prediction of the development of interpersonal situations, the interpretation of information and behavior, readiness for social interaction and decision-making. This ability allows, ultimately, to achieve harmony with oneself and the environment. Personal limitations play a large role in social intelligence; that is, his personal component is quite large. Social intelligence determines the level of adequacy and success of social interaction for a given period of time, neuropsychic state and social and environmental factors, and also allows you to maintain it in conditions that require concentration of energy and resistance to emotional stress, psychological discomfort in stress, emergency situations, personality crises. In the study of M.L. Kubyshkina, carried out under the direction of V.N. Kunitsyna, social intelligence appears as an independent psychological phenomenon, and not a manifestation of general intelligence in social situations.

ON THE. Kudryavtseva (1994), as part of her research, sought to correlate general and social intelligence. Social intelligence is understood by the author as the ability for rational, mental operations, the object of which are the processes of interpersonal interaction. ON THE. Kudryavtseva came to the conclusion that social intelligence is independent of general intelligence. An important component in the structure of social intelligence is a person's self-esteem.

M. G. Nekrasov refers to the concept of “social thinking”, which is close in content to the concept of “social intelligence”, defining by it the ability to understand and operate with information about the relationship of people and groups. Developed social thinking allows its bearer to effectively solve the problems of using the characteristics of social groups in the process of their interaction.

The problem of social intelligence is reflected in the works of E.S. Mikhailova in line with research on the communicative and reflective abilities of the individual and their implementation in the professional sphere. The author believes that social intelligence provides an understanding of the actions and actions of people, an understanding of human speech production. E.S. Mikhailova is the author of the adaptation to Russian conditions of the test of J. Gilford and M. Sullivan for measuring social intelligence.

The problem of social intelligence is covered in the framework of research on creativity (I.M. Kyshtymova, N.S. Leites, A.S. Prutchenkov, V.E. Chudnovsky and others). A number of scientists believe that the ability to create and the social adaptability of the individual have an inverse correlation, other researchers argue that creativity increases success in communication and the adaptability of the individual in society. In particular, in the experiment of I.M. Kyshtymova on the development of schoolchildren's creativity, there is a significant increase in all indicators of social intelligence with a positive dynamics in the level of creativity, thus. a creative person, to a greater extent than a non-creative person, is capable of understanding and accepting others and, consequently, of success in communication and adaptability in a social environment.

Thus, social intelligence is a relatively new concept in psychological science, which is in the process of development and refinement. In recent years, the view has emerged that social intelligence is a distinct group of mental abilities associated with the processing of social information, a group of abilities that are fundamentally different from those that underlie the more "formal" thinking tested by intelligence tests. Social intelligence determines the level of adequacy and success of social interaction. A distinctive characteristic and sign of a person with a high level of intelligence is sufficient social competence in all its aspects.

An analysis of the history of the study of social intelligence shows that social intelligence is a rather complex, ambiguously interpreted psychological phenomenon. However, its characteristics are reflected in implicit theories, which makes it possible to affirmatively answer the question of the reality of the existence of the phenomenon referred to as social intelligence. On the one hand, the lack of a holistic approach to understanding social intelligence reflects its complexity, but at the same time opens up wider opportunities for scientists in finding ways to study social intelligence, considering its various aspects and manifestations. Such actively studied characteristics include social competence, social perception, understanding people, social adaptation and adaptability, building life strategies and solving problems of being, etc.

Despite the fact that there are no clear and unambiguous definitions, evidence-based, empirically tested approaches, in the field of studying social intelligence there is an active search for basic concepts, adequate methods for collecting empirical data and explaining them. Very conditionally, three groups of approaches to understanding the content of social intelligence can be distinguished.

The first approach brings together authors who believe that social intelligence is a kind of general intelligence, social intelligence performs mental operations with social objects, combining general and specific abilities. This approach comes from the traditions of Binet and Spearman and is focused on cognitive-verbal ways of assessing intelligence. The main direction in this approach is the desire of researchers to compare general and social intelligences.

The second approach considers social intelligence as an independent type of intelligence that ensures the adaptation of a person in society and is aimed at solving life problems.

The generalizing formulation of social intelligence belongs to Wexler, who considers it as "the adaptation of the individual to human existence." In this approach, the emphasis is on solving problems in the sphere of social life, and the level of adaptation indicates the degree of success in solving them. The authors who share this point of view on social intelligence use both behavioral and non-verbal methods of assessment when measuring social intelligence.

The third approach considers social intelligence as an integral ability to communicate with people, including personal characteristics and the level of development of self-awareness. In this approach, the socio-psychological component of social intelligence is strengthened, the range of life tasks is narrowed down to communication problems. An important characteristic of this approach is the measurement of personality traits correlated with indicators of social maturity. Within the framework of this approach, the study of the relationship between self-assessment of communicative qualities and social intelligence was carried out.

An analysis of the literature also showed that in foreign works devoted to social intelligence and social competence, these phenomena are often combined.

To date, there has not yet been a final definition of social competence. In one of the first such attempts, social competence is understood as "the efficiency or adequacy with which an individual is able to respond to the various problem situations that he encounters."

1.2. Structure and functions of social intelligence

Consideration of the structure and analysis of the constituent components of social intelligence allows a more in-depth and comprehensive understanding of the nature of this mental phenomenon. Both in foreign and domestic psychology, the authors highlight the meaningful components of social intelligence and their role in real interaction between people.

Interesting, in our opinion, is the model of intelligence proposed by J. Gilford. In particular, Guilford, speaking about the types of information processed by a person (figurative, symbolic, semantic and social, associated with behavior), identifies about 150 intelligence factors that can be classified as intellectual abilities. The basis of the Guilford classification of intelligence factors are the types of operations in the processing of this information, the content, forms of the information presented, as well as the results obtained. Analyzing the model of the structure of intelligence, Guilford distinguishes four types of intelligence, including semantic and social forms of intelligence and the corresponding intellectual abilities.

With abilities related to symbolic and semantic content, there are two types of abstract intelligence. Semantic intelligence is important for understanding the meaning of phenomena described with the help of verbal concepts. With the help of semantic intelligence, a person is able to choose the context necessary for obtaining information. Semantic intelligence ensures the selection of information from the background; its meaning and comprehension; verification of the truth of perception and comprehension; its use in activity. It is he who plays one of the main roles in the activities of the leader, who deals with verbal information (oral and written).

Behavioral or social intelligence is associated with the analysis of the behavior of a communication partner. Understanding the behavior of other people and one's own is, as a rule, non-verbal. As Guilford himself writes, “there are no less than 30 abilities in this field of theory, some of them related to the understanding of behavior, some to productive thinking in the field of behavior, and some to its evaluation” .

The possibility of measuring social intelligence is derived from the general model of the structure of intelligence by J. Gilford. He understood social intelligence as a system of intellectual abilities independent of the factor of general intelligence and associated primarily with the cognition of behavioral information, which, like general intellectual, can be described in the space of three variables: content, operations, results. J. Gilford singled out one operation - cognition - and focused his research on the cognition of behavior. This ability includes six factors:

1. Cognition of the elements of behavior - the ability to isolate verbal and non-verbal expression of behavior from the context.

2. Cognition of classes of behavior - the ability to recognize common properties in some stream of expressive or situational information about behavior.

3. Cognition of relationships of behavior - the ability to understand the relationships that exist between units of information about behavior.

4. Cognition of systems of behavior - the ability to understand the logic of the development of integral situations of interaction between people, the meaning of their behavior in these situations.

5. Cognition of behavior transformations - the ability to understand the change in the meaning of similar behavior (verbal or non-verbal) in different situational contexts.

6. Cognition of the results of behavior - the ability to foresee the consequences of behavior, based on the information available.

J. Gilford's model paved the way for building a test battery that diagnoses social intelligence. Vedek created stimulus material containing auditory and visual stimuli, which made it possible to single out the factor of “psychological ability” among the factors of general and verbal intelligence, which served as a prototype of social intelligence. These studies have proven the need to use non-verbal material to diagnose social intelligence. It was found that social intelligence does not significantly correlate with the development of general intelligence and spatial representations, the ability to visual discrimination, originality of thinking, and the ability to manipulate comics.

J. Guilford's diagnostic battery was made up of four tests that are the most adequate (according to research results) for measuring social intelligence. Subsequently, it was adapted and standardized in France and Russia. The results of test adaptations made it possible to compile normative tables for determining standard values.

The issue of using intelligence for adaptation is considered in the concept of N. Kantor, where the author equates social intelligence with cognitive competence, which allows people to perceive social life events with a minimum of surprises and maximum benefit for the individual. N. Kantor considers the ability to solve practical problems, verbal abilities and social competence as the main content components of social intelligence.

In the works of domestic psychologists, the model (structure) of social intelligence proposed by V.N. Kunitsyna. According to the author, social intelligence is a multidimensional, complex structure that has the following aspects: communicative and personal potential (psychological contact and communicative compatibility is the main core of social intelligence); characteristics of self-consciousness; social perception, social thinking, social imagination, social representation, the ability to understand and model social phenomena, understanding people and their motives; energy characteristics. ON THE. Kudryavtseva pays special attention to the question of the motivational component as an important determinant of social intelligence and the ability to self-organize the intellect. "In the development of social intelligence and the development of abilities for self-knowledge and self-regulation, of course, an important role is played by the mechanism of motivation" .

Unlike the structure of general intelligence, in the structure of social intelligence an important role is played by personal properties and characteristics of self-consciousness, which should not be "blinkered", overloaded with complexes and barriers of psychological protection. This is indicated by domestic psychologists, dealing with this problem. Therefore, an authoritarian person rarely reaches high levels of development of social intelligence, has little realized difficulties in interacting with people, poorly understands (and often fears) people, especially of the opposite sex, often mistakenly ascribes to them certain motives and motives. The self-consciousness of such a person is full of complexes due to his underdevelopment, lack of formation of individual values, high conformity, the predominance of unconscious motivation of an aggressive nature. Aggressiveness blocks the establishment of normal relationships with people, introduces tension, suspicion, manifests itself in negativism, criticism, envy, resentment. Authoritarianism and aggressiveness are more serious obstacles to the development of the ability to get along with people and navigate relationships than the underdevelopment of communication skills, shyness or isolation. A high level of development of social intelligence is distinguished by a humanistic orientation: its carrier is a socially mature person with adequate self-esteem, self-sufficient, well adapted, with a developed sense of self-esteem, high social potential, manifested in the ability to positively influence others.

Based on the foregoing, it can be noted that the analysis of the structure of social intelligence allows you to clearly and clearly understand its mechanisms and functions in the process of interpersonal interaction.

Considering intelligence as an individual-personal property of a person, we note that the content of functions reflects the dual conditionality of social intelligence. A theoretical analysis of psychological and pedagogical literature allows us to distinguish the following functions: cognitive-evaluative, communicative-value, reflective-corrective.

The cognitive and evaluative function of social intelligence is expressed in determining individual opportunities to achieve results of activity, real help to others, in determining the content of interpersonal interactions due to the process of socialization. Social intelligence provides the processing of information necessary to predict the results of activities. On the one hand, a person, receiving information about the nature of the activities of other people, is aware of it, while the mental operations performed are subordinated to it. And on the other hand, in the process of information processing, judgments are formed about the meaning of what is happening. ON THE. Menchinskaya (1989) notes that information can be accepted and be positive or, conversely, rejected and be negative. In both cases, we are faced with a manifestation of mental activity associated with the establishment of a certain rate of information processing. Thus, the implementation of this function allows you to select significant information that is adequate to the prevailing conditions for realizing yourself as a subject (cognitive aspect), to form value judgments about what is happening, directly including the student in the goal-setting process (evaluative aspect). However, this function does not allow to determine the value meaning of its achievement, which happens when the next function is implemented.

The communicative-value function of social intelligence is associated with the need to understand others, and, in turn, to be understood by them. Knowing himself in constant communication with other people, a person actively identifies and assimilates the norms and standards of relationships. I.I. Chugunova notes that communication is realized in the ability to convey the meaning of the content about something, to express one's own state, attitude towards the message and the listener; finally, to show the intentions and goals of the message. In addition, we consider communication, on the one hand, as a way to establish a connection between a person and the social environment, on the other hand, as a process of searching for meanings among the values ​​of life in its place. According to Albukhanova-Slavskaya, this internal activity finds its expression in the expectation of a certain attitude, opinions, assessments from specific people or the group as a whole. This leads to the formation of one's image, the content of which depends on the realism of the mind of a given person, on his ability to objectively perceive and generalize the numerous and sometimes diverse assessments of his person by other people, which allows him to really form his image on the basis of the values ​​presented.

The relationship between the cognitive-evaluative function of social intelligence and the communicative-value function is obvious. Communication allows you to get reliable information about the social environment and provide feedback in the form of value ideas about it. The value component of the function we are considering allows us to establish an attitude to the surrounding reality, which implies activity in determining its position on what is happening in the social environment.

The communicative-value function is closely related to the reflexive-corrective function of social intelligence, which, on the one hand, is reflected in self-knowledge and in the awareness of the advantages and disadvantages of educational and cognitive activity, on the other hand, ensures changes in the process of interaction aimed at reducing the internal conflict, allowing you to control emotions, needs. Reflection provides a connection with the social environment. It manifests itself, in a person's awareness of how he is perceived by others, as "the activity of self-knowledge of the internal structure of the spiritual world, the ultimate foundations of being and thinking, human culture as a whole." V.D. Shadrikov considers intellect as a component of spiritual abilities along with spirituality. In this regard, this function allows not only to evaluate the surrounding reality, but to compare it with the spiritual components of a person and correct the interaction with the social environment, which determines the internal changes of the individual. The corrective aspect of the function of social intelligence is expressed in ensuring the stability of the inner world, in relationships with the social environment, since social intelligence has a guiding effect on creativity, affects the semantic educational processes. The corrective role of social intelligence is manifested not only in the field of thought processes, but mediates the establishment of a dynamic balance between the intellectual and emotional spheres of the individual. Social intelligence restrains the breakthrough of negative emotions, helps to get out of a state of stress, allows you to determine the choice of a psychological self-defense mechanism aimed at maintaining the self-esteem of the individual. As a result, the behavior of the individual is determined. In addition, the correction is manifested in the process of becoming a personal position and is expressed in the definition of one's actions and deeds.

The structure of the above functions is manifested in their subordination. The manifestation of social intelligence depends on the content of the activity that determines the dominance of a particular function. In the process of goal-setting, the cognitive-evaluative function becomes the leading one, and the other two functions create conditions. Determining the orientation of goals is mediated by the implementation of the communicative-value function. The establishment of individual rates of realization of one's capabilities leads to the dominance of the reflexive-correctional function over the others. In general, the interdependence of functions reflects the role of the components of social intelligence in relation to the property we are considering as an integral system.

R. Selmanov considered social intelligence as a form of acquired experience that provides a person with orientation in social reality, on the basis of this he identified five main stages of its development:

The zero, pre-social stage, at which the child does not distinguish between internal, psychological, and external, physical, principles of behavior, ends when the thoughts and feelings of other people stand out as an independent reality, become the subject of the child's interest.

The first stage in the development of social intelligence, the stage of differentiation of the external and internal world, is replaced by the stage of reconciliation of different points of view, intentions, and actions.

At the second stage of social development, the child tries to take the position of another person and invites the partner to try on his position.

At the third stage of the development of social intellect, which is usually achieved at the preadolescent age (10-12 years), the understanding of interdependence, the interdependence of different, sometimes opposite goals of individual people's behavior, begins; ideas about human interaction are structured, lined up in a system.

The fourth stage of social development involves the awareness of different levels of human intimacy and the ability, or ability, to learn ways to build relationships at different levels of intimacy.

In ontogenesis, social intelligence develops later than the emotional component of communicative abilities - empathy. Its formation is stimulated by the beginning of schooling.

During this period, the child's social circle increases, his sensitivity, social-perceptual abilities, the ability to worry about another without direct perception of his feelings, the ability to decenter, which form the basis of social intelligence, develop.

The formation of social intelligence is influenced by social thinking and social representations of the individual.

The individual consciousness of a person, his social thinking does not form the social consciousness as such, but the schemes, stereotypes, social laws established by him, which the person comprehends in his individual experience.

The problem of social intelligence is reflected in the studies of Holiday and Chandler, who identified five factors that make it possible to characterize a person with a developed social intelligence:

1 factor.“An exceptional understanding of what is happening, based on the acquired life experience” (observation, receptivity, reliance on common sense, openness of any information, the ability to see the essence of the situation);

2 factor."Orientation to other people" (the ability to give good advice, agree on different points of view);

3 factor."General competence" (education, curiosity, understanding);

4th factor."Interpersonal skills" (good listener, not centered on own problems, calm);

5th factor."Social modesty" (unobtrusive, non-impulsive, reserved).

On the basis of these factors, the methodology we used for self-assessment of the communicative qualities of students will be built, but first we will consider the general features of self-assessment and its impact on a person’s personality and behavior.

1.3. SELF-ASSESSMENT AND ITS FEATURES

Self-esteem is the value, significance that an individual gives himself as a whole and certain aspects of his personality, activity, behavior. The basis of self-esteem is the system of personal meanings of the individual, the system of values ​​adopted by him.

Various authors argue that self-esteem is an integral part of such a psychological phenomenon as the "I-concept". The self-concept is an organized, coherent conceptual gestalt composed of perceptions of the properties of the self and relationships of the self with other people and with various aspects of life, as well as the values ​​associated with these perceptions. "I-concept" means a person's system of knowledge about what he is; often it reflects many specific roles of a person in various life contexts.

When studying the "I-concept", they most often use the definition and structural diagram of R. Burns. The schema has three components: self-image (perceptions of oneself), self-assessment (assessment of these perceptions), and potential behavioral response. In accordance with their ideas about themselves and their self-esteem, people choose the most suitable activity for themselves. Possessing inadequate (not corresponding to the actual level of development of qualities, etc.) self-esteem, a person can make a mistake in choosing an activity (and not achieve success in the chosen field).

In domestic psychology, specialists also dealt with the problem of self-esteem. So, for example, I.S. Kohn distinguishes two sides of the "I": "I-subject" (active "I", existential "I", Ego) and "I-object" (phenomenal "I", "image of I"). Active "I" is a mechanism for regulating activity, and the image of "I" is a set of self-assessments. Both the active "I" and the image of "I" are elements of a single whole "I".

The subject of self-esteem can be physical data, abilities, social relationships and many other personal manifestations. There are many private self-assessments; it is impossible to judge a person by them without knowing the system of his personal values, what qualities or areas of activity are the main ones for him. The leading place in the studies of the 60s of the 20th century was occupied by such a concept as “self-esteem” - a derivative of the totality of individual self-assessments, a common denominator, a final measurement that expresses the degree of acceptance or rejection by a person of himself. It is this generalized and relatively stable self-esteem that is the subject of psychological analysis in most studies. Fundamentally important is the question of how, on what grounds, private self-esteem is integrated into the general feeling of the individual's positive or negative attitude towards himself. In Western literature, there are five main approaches to understanding global self-esteem (general self-esteem, self-attitude) and its structure.

The origins of the concept of self-attitude as an integral self-assessment of particular aspects, weighted by their subjective significance, historically lie in the views of W. James, who believed that failure in insignificant areas has little effect on overall self-esteem. However, direct evidence of the validity of the respective representations has not been received. To a certain extent, this is due to the underdevelopment of the concept of subjective significance and the possibility of an interaction between significance and self-esteem. Thus, Knot and J. Marvell believe that if low self-esteem for a particular quality conflicts with the need to have high general self-esteem, then one of the possible mechanisms is to reduce the significance of those aspects for which the subject evaluates himself low. M. Rosenberg received confirmation of this idea: he found that a higher significance is attributed by an individual to precisely those aspects in which he is successful. In the study of Hodge and McCarthy, an attempt was made to directly test the proposition about the integral nature of generalized self-esteem. Based on the results obtained, they came to the conclusion that the integral self-assessment of particular aspects and general self-esteem are different “constructs”, behind which one should look for different psychological content. In general, according to the researchers, the results of these experiments cast doubt on the assertion of global self-esteem as a self-esteem integrated from particular components.

Self-attitude can also be considered as a hierarchical structure, including private self-assessments integrated in the spheres of personal manifestations and in the complex constituting a generalized "I", which is at the top of the hierarchy. So, R. Schavelzon proposed a model of this kind: generalized self-esteem is at the top of the hierarchy and can be divided into academic and non-academic (associated or not associated with academic success). The latter is divided into physical, emotional and social aspects. However, the structure of the generalized self-relation remains unclear. There are many spheres in which personality manifests itself, so that reducing the psychological structure of self-attitude to the structure of spheres of self-esteem will not clarify anything. Theoretical attitudes, according to which self-esteem and general self-esteem are an emotional reaction to one or another content of the self-image, turn out to be reducible to those areas of personality and life that can be objects of awareness and evaluation. This is exactly what is expressed in the concept of R. Schavelzon, who, based on an analysis of studies that separate the cognitive and evaluative components of the self-concept, came to the conclusion that this distinction does not make much sense (since there are no sufficient arguments in its favor). Hence, the self-concept and generalized self-esteem are simply the same thing.

S. Coopersmith and M. Rosenberg consider self-attitude as a kind of personality trait that changes little from situation to situation and even from age to age. The stability of general self-esteem is supposed to be based on two main internal motives: the motive of self-esteem and the need for constancy of the image. The motive of self-esteem is defined as a "personal need" to maximize the experience of positive and minimal negative attitudes towards oneself.

Self-attitude as a feeling, including experiences of various content (self-confidence, self-acceptance, etc.). Researchers L. Wells and J. Marvell, who analyzed various concepts of generalized self-esteem, identified three main understandings of self-attitude:

1. Love for yourself.

2. Self-acceptance.

3. Sense of competence.

K. Rogers considers self-acceptance - as acceptance of oneself as a whole, regardless of one's properties and merits, and also singles out self-esteem - an attitude towards oneself as a bearer of certain properties and merits. However, if the review of Wells and Marvell presents different understandings of global self-esteem as a single and integral entity, then K. Rogers considers self-acceptance and self-esteem as two aspects of self-relationship, which are divided into two subsystems: self-evaluative and emotional. At the same time, most researchers present the affective process as evaluative, described in terms of emotions.

Based on the above views, we can conclude that global self-esteem does not simply reflect generalized feelings of positivity or negativity towards oneself, but itself has a complex structure. There are two positions that are accepted by most researchers:

There are some generalized self-relationships (self-respect, global self-esteem), expressing the degree of the subject's positivity towards himself;

This generalized self-relation is somehow integrated from private self-assessments.

From the point of view of our study, we are interested in the approach of M.I. Lisina to the study of self-image from the standpoint of the concept of communication. According to this concept, in the structure of the image that arises as a result of communication, two main parts are distinguished - cognitive and affective (knowledge and relationships). In the affective component of the image, a person's attitude to himself appears, and in the cognitive component, the idea or knowledge about himself. In the image of oneself, both knowledge about oneself and attitude towards oneself are inextricably linked. The affective component of the image, abstracted from knowledge, in ontogenesis acts as a self-assessment, and the cognitive one - as a person's idea of ​​himself. The determining factor in the development of the self-image is the experience of both independent activity and the child's communication with other people. The cognitive part of the image develops mainly as a result of a person’s independent activity, the affective part develops due to the experience of communication, but the latter also contains important cognitive elements of the image. Private, specific knowledge and ideas of the subject about his capabilities and abilities, constituting, as it were, his periphery (what belongs), and on the other hand, the central nuclear formation, which contains a direct experience of himself as a subject and personality. There is a connection between the periphery and the center of the image, through which the state of the core determines the affective coloring of the periphery (it can distort ideas about oneself), and changes on the periphery lead to a restructuring in the center. Under the influence of the periphery, self-esteem, which arises as a nuclear structure, is constantly modified, increases in completeness, and changes its emotional coloring. The interaction of the center and the periphery ensures the resolution of the emerging contradictions between new knowledge about oneself and the former attitude towards oneself and the birth of a new quality of the self-image. The genesis of the image of oneself consists in the restructuring of the image with a change in the arrangement of the main accents, mutual influences, and mutual displacements of the center and periphery within it.

The image of another person, in particular a peer, has a similar structure in the mind. Awareness of the nuclear component is important for treating the subject as a person with the same value significance, while highlighting external, non-personal properties (smart clothes, etc.) belongs to the periphery of the peer image. The image of another person undergoes changes, developing due to the mutual influence of nuclear and peripheral structures.

Self-esteem plays a very important role in organizing the effective management of one's behavior; without it, it is difficult or even impossible to self-determine oneself in life. Self-esteem can be high and low, differ in the degree of stability, independence, criticality. In his practical activities, a person usually strives to achieve such results that are consistent with his self-esteem, contribute to its strengthening, normalization.

Relationships of a person with others, his criticality, exactingness towards himself, attitude to successes and failures depend on self-esteem. Self-esteem is closely related to the level of a person's aspirations, i.e. the degree of difficulty of the goals that he sets for himself. The discrepancy between the claims and the real capabilities of a person leads to the fact that he begins to incorrectly evaluate himself, as a result of which his behavior becomes inadequate (emotional breakdowns occur, increased anxiety, etc.). Self-esteem receives an objective expression in how a person evaluates the possibilities and results of the activities of others (for example, belittles them with overestimated self-esteem).

“High self-esteem,” says R. Burns, “provides a good command of the technique of social contacts, allows the individual to show his worth without making any special efforts. The child acquired in the family the ability to cooperate, the confidence that he is surrounded by love, care and attention. All this creates a solid foundation for its social development.

The behavior of people with high self-esteem is the opposite of the behavior of people who experience depression, well known to psychotherapists. The latter are characterized by passivity, lack of confidence in themselves, in the correctness of their observations and judgments, they do not find the strength in themselves to influence other people, to resist them, they cannot express their opinion easily and without internal hesitation.

Low self-esteem also affects people's social behavior. People with low self-esteem are more socially insecure and less likely to take risks in social issues, and therefore less likely to establish new relationships or deepen existing ones. Thus, we can conclude that low self-esteem is embodied in an interconnected set of self-deprecating consciousness and behavior, distorts social competence, social intelligence, exposing people to the risk of loneliness.

As a result of research, foreign authors have found that self-esteem plays an important role in whether novice students experience only temporary loneliness or remain lonely for seven months. Students with high self-esteem at the beginning of the new academic year are significantly more likely to overcome their loneliness and successful social adjustment in college than students with low self-esteem.

Self-esteem is an important factor, since it reflects a person's confidence in his professional and personal abilities, his self-esteem and the adequacy of what is happening. Optimal - high self-esteem, self-respect with a sober (realistic) assessment of one's capabilities and abilities. Low self-esteem leads to "learned helplessness" - a person gives up in advance in front of difficulties and problems, since he is still not capable of anything. Inflated self-esteem is fraught with excessive claims for attention to one's person and rash decisions.

Thus, the following characteristics of self-esteem are traditionally distinguished: adequacy and inadequacy (L.I. Bozhovich, R.B. Sterkina). In this case, the measure of adequacy is its correspondence to the objective value of the individual. However, according to M.I. Lisin, each human personality is unique, and, therefore, a self-esteem commensurate with it is an infinitely large value. In this sense, inflated self-esteem is impossible. Self-esteem is not chosen by a person arbitrarily, but is determined by the circumstances of his life, i.e. it is "always objectively conditioned and adequate to the circumstances that gave rise to it."

Two types of fluctuations in the level of self-esteem are identified: due to changes in self-image and the transformation of the hierarchy of value scales, according to which self-assessment is carried out. Conflicts between motives lead to the struggle of leading personal meanings, to their change. Naturally, this affects primarily the sphere of preferences. A change in the meaning-forming motive should also affect the ideals that a person forms for himself.

The non-differentiation of meanings leads not only to the destabilization of the hierarchy of self-assessment scales, but also to a more global change in the image of the “I”. Slight changes in one aspect of the image of "I" with low differentiation can lead to changes in other aspects of self-image. Cognitive non-differentiation leads to indistinguishability, juxtaposition of self-esteem scales in terms of their subjective significance, which makes it difficult to form their hierarchy, and, consequently, reduces the compensatory functions of self-esteem: every failure begins to be perceived as significant, every event as having the most direct relation to the "I". It is clear that such a mixture of subjective values ​​makes self-esteem extremely unstable, sharply increases the level of anxiety, which in turn again prevents the distinction between important and insignificant in the image of the “I”, and as a result, complicates the process of personal growth. Self-esteem is closely related to the claim of the individual, i.e. with the level of difficulty of tasks, the solution of which, in the opinion of a person, is within his power.

Self-esteem can simply be a means of self-affirmation, creating a more favorable impression of yourself in others. So, adult subjects, when their abilities are to be tested, evaluate themselves much lower than in those cases when their self-esteem will be taken for granted. Self-assessment criteria are also ambiguous. A person evaluates himself in two ways:

1. By comparing the level of their claims with the objective results of their activities.

2. By comparing yourself to other people.

The first side is reflected in the well-known formula of W. James: Self-respect = Success / Claim. The higher the level of claims, the more difficult it is to satisfy them. There have been many experiments that show that luck increases ambition, while failure tends to lower it.

The second way of evaluation is seen in the example of an experiment conducted by an American psychologist. The essence of the experiment is that people who wanted to take a certain position in the company evaluated several of their personal qualities. After the appearance of an imaginary challenger (“Mr. Clean” or “Mr. Dirty”), people overestimated or underestimated their self-esteem accordingly. People involuntarily measured their level of claims, evaluated themselves in comparison with it (although there was no objective need for this).

As you can see, self-esteem has many characteristics and manifestations. The question arises what (or what) functions self-assessment performs.

N.I. Sarjveladze identifies six main functions:

1. The function of a “mirror” (representing oneself) is that a person reflects the consciousness of others, transfers his “reflection” inward for the purpose of self-reflection and self-correction.

2. The function of self-expression and self-realization.

3. The function of self-regulation and self-control (only having established ideas about oneself and treating oneself in a certain way, a person is able to regulate and control his activity).

4. The function of maintaining the internal stability of the "I" (internal consistency).

5. The function of intracommunication (for itself, the personality acts as a society, interacting with itself and entering into a "dialogue").

6. The function of psychological protection.

The latter is of interest to many researchers. Indeed, on the one hand, self-assessment should provide adequate information about the individual, and on the other hand, “when receiving information that poses a threat to the prevailing ideas about one’s own “I”, protective mechanisms come into force” .

I.S. Cohn argues: “One should not, however, think that our “I” only does what “adjusts” conflicting information about itself to the desired model. The individual is objectively interested not only in a positive image of the "I", but also in a correct, adequate assessment of his capabilities, in order to conform to this the real level of his claims.

Let us also cite the opinion of S.R. Panteleev on this issue: “If the whole self-attitude is “protected”, then it is difficult to imagine how it can perform a regulatory function in relation to social life. There must be a mechanism that gives a generalized and undistorted assessment of "I" as a condition for self-realization. It can be assumed that such an assessment is given, first of all, by an emotional-value attitude towards oneself, while self-esteem is more susceptible to the action of protective mechanisms.

As you can see, self-esteem is a complex multidimensional mental phenomenon. In this study, we asked the subjects to evaluate themselves only in terms of communicative qualities, because they give an idea of ​​social intelligence.

Chapter 2 EMPIRICAL PART OF THE STUDY

2.1. Empirical Research Program

The study of social intelligence and self-assessment of communicative qualities was carried out on the basis of the Faculty of Psychology and the Faculty of Mathematics and Informatics of Grodno State University. I. Kupala. The study involved 30 students aged 18-20 studying in the specialty "Psychology" and 30 future programmers aged 18-20 years.

The self-assessment study was conducted using one of the variants of the Budassi method, which provides for the rapid completion of a questionnaire and processing of the received data.

The selection of qualities for carrying out the methodology was made by us as follows. A group of 90 students was asked to list the communicative qualities, of which we chose the 20 most common qualities.

The Budassi method is based on the idea that self-esteem can be the result of a person comparing himself with a standard, which is a kind of “measurement” in the knowledge of himself and other people. The standard, in fact, is nothing more than a subjective representation of a person about the most valuable psychological qualities of a person. An indicator of self-esteem is the value of the connection between the standard and the real idea that a person has about himself.

Participants receive the following form:

The task is performed according to the instructions:

Instruction A. Rate each quality on a scale of 20 to 1. Put a score of "20" in the column "I am perfect" opposite the quality that, in your opinion, is the most valuable, a score of "1" is the least valuable. Ratings from "2" to "19" arrange in accordance with your attitude to all other qualities. Remember that no assessment should be repeated.

Instruction B. Regarding the same qualities, evaluate the degree of their formation in your real character. Put down the marks according to the same principle in the column “I am real”.

Results processing .

The ordinal numbers of qualities in both rows are taken as their ranks. Starting from the top line, the value of the rank of the same quality in the "real self" row is subtracted from the rank value in the "standard" row. The result (modulo) is recorded in column "D". this number is squared and written in the column "D 2". Next, add up all the values ​​\u200b\u200bof "D 2" and write down the amount received at the bottom of the table.

The correlation coefficient between the series "standard" and "real I" is calculated by the formula:

,

where n- the number of considered qualities (n=20);

D- the difference in quality ranks.

The correlation coefficient can have values ​​from +1 to -1. it expresses the nature and closeness of the relationship between a person's attitude to the qualities named in the standard, and the assessment of the same qualities in oneself. Coefficient values ​​less than +0.4 may indicate low self-esteem. The transition of the correlation coefficient to the zone of negative values ​​means a person's dissatisfaction with himself, self-denial up to an inferiority complex.

To study social intelligence, we applied the "Methodology for the study of social intelligence by J. Gilford and M. Sullivan", created by them in the 60s of the last century. Adaptation to Russian socio-cultural conditions was carried out by E.S. Mikhailova in the period from 1986 to 1990 on the basis of the laboratory of pedagogical psychology of the Research Institute of Vocational Education of the Russian Academy of Education and the Department of Psychology of the Russian State Pedagogical University (sample size - 210 people, age - 10-55 years).

The technique has the following advantages:

Availability of standard standards;

High psychometric characteristics (reliability, validity);

Wide scope of application;

Suitable for use in a wide age range, from nine years old.

The discriminatory validity of the methodology for studying social intelligence (that is, the independence of measuring social intelligence from measuring other abilities) was ensured by the very procedure for constructing a test battery: tests that measure the factors of behavior cognition and included in the methodology were identified as a result of factorial studies using more than 40 tests, diagnosing various semantic and symbolic abilities.

To determine the construct validity, we established links between the methodology for studying social intelligence and already known reliable tests of similar content.

The predictive validity of the methodology was determined by establishing a relationship between the success of the test and various criteria of everyday life, indicators of real behavior. In general, these studies show that the technique measures the abilities manifested in the understanding of other people and, therefore, has a connection with the ability to live in society, social adaptability.

It was also found that the method of studying social intelligence has high predictive validity in predicting the success of interpreting a person's personality by his appearance, as well as the accuracy of perceiving the emotional state of another person and his own state in the process of business communication.

Thus, numerous studies have confirmed that the social intelligence test is a good indicator of communication skills that manifest themselves in everyday life and professional activities. It diagnoses predominantly the cognitive component of communicative abilities.

The methodology for the study of social intelligence includes 4 subtests: "Stories with completion", "Groups of expression", "Verbal expression", "Stories with addition". Three subtests are based on non-verbal stimulus material and one subtest is verbal. Subtests diagnose four abilities: the structure of social intelligence: knowledge of classes, systems, transformations and behavioral outcomes. The two subtests in their factorial structure also have secondary weights regarding the ability to understand the elements and attitudes of behavior.

The stimulus material is a set of four test books (Appendix 1). Each subtest contains 12-15 tasks. Subtest time is limited.

Subtest No. 1. "STORIES WITH CLOSING"

The subtest uses scenes with the comic book character Barney and his family (wife, son, friends). Each story is based on the first picture, depicting the actions of the characters in a particular situation. The subject must find among the other three pictures the one that shows what should happen after the situation depicted in the first picture, taking into account the feelings and intentions of the actors.

The subtest measures the cognition factor of behavior outcomes, i.e. the ability to foresee the consequences of the behavior of characters in a certain situation, to predict what will happen in the future.

Subtest No. 2. "GROUPS OF EXPRESSION"

The stimulus material of the subtest consists of pictures depicting non-verbal expressions: facial expressions, postures, gestures. The three pictures on the left always express the same feelings, thoughts, states of a person. The subject must among the four pictures located on the right, find one that expresses the same feelings, thoughts, states of a person as the pictures on the left.

The subtest measures the factor of cognition of classes of behavior, namely, the ability to logically generalize, highlight common essential features in various non-verbal reactions of a person.

Subtest No. 3. "VERBAL EXPRESSION"

Each subtest task is presented with a phrase that one person says to another in a certain situation. The subject must, among the other three given communication situations, find one in which the given phrase will acquire a different meaning, will be uttered with a different intention.

The subtest measures the cognition factor of behavioral transformations, namely, the ability to understand the change in the meaning of similar verbal reactions of a person depending on the context of the situation that caused them.

Subtest number 4. "STORIES WITH ADDITION"

In this subtest, the characters of the Ferdinand comic book appear, included in family, business and friendship contacts. Each story consists of four pictures, and one of them is always omitted. The subject must understand the logic of development, the plot of the story, and among the four other pictures offered for the answer, find the missing one.

The subtest measures the cognition factor of command systems, i.e. the ability to understand the logic of the development of situations of interaction, the meaning of people's behavior in these situations. The correctness of completing the subtest tasks also depends on the correctness of the interpretation of the expression of each character separately and the ability to predict, based on the analysis of the relationship of the drawings, what exactly will lead to the depicted result.

The time allotted for each subtest was limited and amounted to:

- "Stories with completion" - 6 minutes,

- "Expression groups" - 7 minutes,

- "Verbal expression" - 5 minutes,

- "Stories with addition" - 10 minutes.

The total testing time, including instructions, was 30-35 minutes. During testing, the following rules were observed:

1. Test books were distributed only at the time of this subtest.

2. Before testing, it was checked whether the subjects understood the instructions for the subtests correctly.

3. We asked the subjects to master the information described in the instructions about Barney and Ferdinand, the characters in the first and last subtests.

4. The subjects were guided by our choice of answers that reflect the most typical behavior of characters in a given situation, excluding original and humorous interpretations.

5. Subjects were warned that in case of corrections, incorrect answers should be clearly crossed out on the Form.

6. In general, without encouraging answers at random, it was pointed out to the subjects that it is better to give answers anyway, even if they are not completely sure of their correctness.

7. In case of questions during testing, the subjects were addressed to the written instructions, not allowing discussion aloud.

8. Time was accurately measured and subjects were not allowed to start working ahead of time.

Before testing, the subjects were given answer forms, on which they recorded some information about themselves. After that, the subjects received test notebooks with the first subtest and began to get acquainted with the instructions as they were read out by the experimenter.

In the process of reading the instructions, a pause was made after getting acquainted with the example in order to make sure that the subjects understood it correctly. At the end of the instruction, time was allotted for answering questions. After that, the command was given “Turn the page. Started ”and the stopwatch turned on.

A minute before the end of work on the subtest, the subjects were warned about this. At the end of the operating time, the command “Stop. Put your hands down,” the subjects rested for a few minutes and moved on to the next subtest.

Detailed instructions for each subtest are contained on the first pages of the test books and are given in Appendix 1.

After completion of the results processing procedure, standard scores are obtained for each subtest, reflecting the level of development of the corresponding abilities to learn behavior. In this case, the general meaning of the standard scores can be defined as follows:

1 point - low ability to learn behavior;

2 points - the ability to learn behavior is below average (medium-weak);

3 points - average ability to learn behavior (average sample rate);

4 points - ability to learn behavior above average (medium strong);

5 points - high ability to learn behavior.

When receiving a standard score of "1 point" for any subtest, it is necessary first of all to check whether the subject understood the instruction correctly.

Standard values ​​for subtests are shown in Table 1.

Table 1

Normative tables to determine standard values

(for the age group 18-55 years old)

Standard values	Subtests				Composite score
	№1	№2	№3	№4
1	0-2	0-2	0-2	0-1	0-12
2	3-5	3-5	3-5	2-4	13-26
3	6-9	6-9	6-9	5-8	27-37
4	10-12	10-12	10-12	9-11	38-46
5	13-14	13-15	12	12-14	47-55

The general level of development of social intelligence (an integral factor in the cognition of behavior) is determined on the basis of a composite assessment. The meaning of the composite score, expressed in standard scores, can be defined as follows:

1 point - low social intelligence;

2 points - social intelligence is below average (medium-weak);

3 points - average social intelligence (average sample rate);

4 points - social intelligence above average (medium strong);

5 points - high social intelligence.

Persons with high social intelligence are able to extract maximum information about people's behavior, understand the language of non-verbal communication, make quick and accurate judgments about people, successfully predict their reactions in given circumstances, and be far-sighted in relationships with others, which contributes to their successful social adaptation.

Thus, the study will take place in two stages. At the first stage, we study the features of self-assessment of communicative qualities in psychology students and software students. At the second stage, the same students will be offered the Guilford method for measuring the level of development of social intelligence. After that, we will draw conclusions on the topic of the study. To establish a correlation between self-assessment of communicative qualities and the level of development of social intelligence, we will compare the results of a survey of students of different specialties using the above methods.

2.2. Research results and discussion

The first stage of our study was the study of self-assessment of communicative qualities in psychology students and software students.

The students were offered the Budassi method, according to the results of the survey according to the formula correlation coefficient was calculated. Because the n in our case it is equal to 20, then the denominator of the fraction in all questionnaires will be 7,980.

Based on the results of the analysis of the received answers and the derived correlation coefficients in the group of student programmers, the following conclusions can be drawn.

3 people showed a negative correlation coefficient between the series "I am real" and "I am ideal" (-0.239, -0.167, -0.175). These students have dissatisfaction with themselves, self-denial up to an inferiority complex. If we proceed from the fact that the values ​​of the coefficient below +0.4 indicate low self-esteem, then another 14 students-programmers have low self-esteem. Thus, 17 people out of 30 respondents at the Faculty of Mathematics and Informatics have low and extremely low self-assessment of communicative qualities, which is 56.7%.

The remaining 13 students have a high self-assessment of communicative qualities.

The average correlation coefficient among the students of this group is 0.348, which indicates a low self-assessment of the communicative qualities of students-programmers.

The results of the study are summarized in table 2.

table 2

Self-assessment of communicative qualities of students-programmers

As for the results obtained after the implementation of the Budassi method in a group of psychology students, the following conclusions can be drawn here.

4 people showed a negative correlation coefficient between the rows "I am real" and "I am ideal" (-0.21, -0.014, -0.223, -0.162), which allows us to conclude that these students are dissatisfied with themselves, self-denial up to an inferiority complex . Another 11 psychology students have low self-esteem. Thus, 15 people out of 30 interviewed at the Faculty of Psychology have low and extremely low self-assessment of communicative qualities, which is 50%.

The remaining 15 students surveyed have a high self-assessment of communicative qualities, and 4 people showed a correlation coefficient between the series "standard" and "real self" equal to 1, which indicates a very high self-assessment of communicative qualities.

The average correlation coefficient among students of this group is 0.436, which indicates a high self-assessment of communicative qualities among psychology students.

The results of the study are summarized in table 3.

Table 3

Self-assessment of communicative qualities in psychology students

We define the main statistical indicators for characterizing the populations in this study. To do this, we find the mean square (or standard) deviation; the standard error of the arithmetic mean and the coefficient of variation (Appendix 1).

The main measure of statistical measurement of the variability of a trait among members of the population is the standard deviation σ (sigma) or, as it is often called, the standard deviation. The theory of variation statistics has shown that to characterize any general population that has a normal type of distribution, it is enough to know two parameters: the arithmetic mean and the standard deviation. These parameters are not known in advance and are estimated using the sample arithmetic mean and sample standard deviation, which are calculated by processing a random sample.

The standard deviation has the following formula:

where x i- Variants or values ​​of the attribute; - average; n is the sample size.

The more σ , the greater the variability of the trait.

The standard error of the mean is calculated by the formula:

The characteristics of the population described above (arithmetic mean and standard deviation) have one drawback: they give an indicator of the variability of a trait in named values, and not in relative ones. Therefore, it is impossible to compare (or compare) different characteristics according to these parameters.

In this case, it is convenient to use the coefficient of variability of a trait, which is expressed in relative terms, namely in percent, and is calculated by the formula:

If V>20%, then the sample is non-compact according to the given attribute.

Let us first determine these quantities for the results shown by psychology students.

Thus, we can conclude that psychology students have a higher self-esteem of communicative qualities than programming students, the average correlation coefficient for psychology students indicates a high self-esteem, while self-esteem of communicative qualities of programming students is low.

Based on the analysis of the results of the subtests, each of the surveyed students received standard scores.

The results are summarized in tables 4 and 5.

Table 4

The results of the study of the social intelligence of students-programmers

social intelligence	Software students
	Low level	Below the average	Average level	Above average	High level
Subtest 1	0	0	24	6	0
Subtest 2	0	4	25	1	0
Subtest 3	4	4	15	7	0
Subtest 4	5	11	12	2	0
Composite score	12	18

Let us define the main statistical indicators for characterizing the populations in this study. To do this, we find the mean square (or standard) deviation; the standard error of the arithmetic mean and the coefficient of variation (Appendix 2).

First, let's define the values ​​for the results shown by psychology students.

Then we calculate the same indicators for the results of student programmers:

The results obtained are within the normal range, the sample is representative.

An analysis of Table 2 shows that the programming students performed better on the first subtest, which measures the ability to anticipate the consequences of behavior, and the second, which measures the ability to correctly evaluate non-verbal expression. According to the first subtest, 24 people showed an average level, 6 people showed an above-average level of ability to foresee the consequences of behavior. The ability to correctly evaluate non-verbal expression was developed above the average only in 1 student-programmer, at the average level it is in 25 people. On the third subtest, which measures the ability to assess speech expression, half (15 people) of the student programmers demonstrated an average level of development of this ability. 8 people have low and below average abilities in this area of ​​communication. According to the fourth subtest, which assesses the ability to analyze situations of interpersonal interaction, the subjects received the lowest results of all subtests. 16 students have low and below average ability in this criterion.

Thus, the results obtained allow us to conclude that student programmers are able to anticipate further actions of people, predict events based on an understanding of the feelings, thoughts, intentions of communication participants, can clearly build a strategy for their own behavior, orient themselves in non-verbal reactions of interaction participants and know norm-role models that regulate people's behavior are sensitive to non-verbal expression. At the same time, respondents do not always correctly understand speech expression in the context of a certain situation and certain relationships, they make mistakes in interpreting the interlocutor's words. Students-programmers experience difficulties in analyzing situations of interpersonal interaction, adapting to various systems of relationships between people, make mistakes in finding the causes of certain behavior.

In general, 18 future programmers showed an average level of development of social intelligence and 12 have a social intelligence below the average.

Table 5

The results of the study of the social intelligence of students-psychologists

social intelligence	Psychology students
	Low level	Below the average	Average level	Above average	High level
Subtest 1	0	2	14	13	1
Subtest 2	0	3	23	4	0
Subtest 3	2	2	13	13	0
Subtest 4	2	9	16	3	0
Composite score	5	24	1

Let's compare the obtained results with the results of the social intelligence of psychology students (Table 3). The subjects of this group coped more successfully with the first subtest, which measures the ability to foresee the consequences of behavior (14 people showed a high level and a level above the average, 14 people showed an average level of development of this ability). This is followed by the results of the second subtest, which measures the ability to correctly assess non-verbal expression - 4 people have a level of development of this ability above average, 23 - average. 19 subjects coped with the third subtest, which measures the ability to correctly understand speech expression, however, 2 people have low and 9 people have moderate abilities in this area. This indicates difficulties in recognizing different meanings that the same verbal messages can take, depending on the nature of the relationship between people and the context of the communication situation. The results for the fourth subject are the lowest, 11 students out of 30 respondents have low and below average abilities to analyze interpersonal situations of interaction, although psychology students are still more successful in predicting the consequences of behavior, anticipating further actions of people based on an analysis of real situations of communication than future ones. programmers are better able to predict events based on understanding the feelings, thoughts, intentions of communication participants, they are also able to correctly assess the states, feelings, intentions of people by their non-verbal manifestations: facial expressions, postures, gestures. Although most of the subjects are not able to effectively recognize the structure of interpersonal situations in dynamics, analyze complex situations of human interaction, feel the change in the meaning of the situation when various participants are included in the communication.

In general, only one psychology student has a moderately strong social intelligence, while 5 people have a moderately weak social intelligence. Another 24 people showed the average sample rate in relation to the development of social intelligence.

It can be seen from the above results that psychology students are more successful than programmer students in predicting the consequences of behavior, anticipating further actions of people based on an analysis of real communication situations, predicting events based on an understanding of people’s feelings, thoughts, intentions, and clearly building a strategy for their own behavior. to achieve the goal, navigate in non-verbal reactions and norm-role models, the rules that regulate people's behavior. Programming students with lower scores on the first subtest understand the relationship between behavior and its consequences worse, they make mistakes more often, get into conflict situations because they incorrectly imagine the results of their own actions or the actions of others, they are not well oriented in generally accepted norms and rules of conduct.

So, the analysis of the results showed that the overall level of social intelligence is higher among psychology students. Based on the composite assessment, it turned out that of all the students surveyed, only one psychology student has above average social intelligence. At the same time, 12 programming students showed below average social intelligence (5 psychology students). In general, 24 students-psychologists and 18 students-programmers have social intelligence within the values ​​of the average sample norm.

Thus, the obtained results indicate that students-psychologists, in comparison with students-programmers, are characterized by higher results of social intelligence.

Comparing the data obtained as a result of measuring the level of social intelligence with the results of a study of self-assessment of communicative qualities, we can conclude that social intelligence and self-assessment of communicative qualities correlate with each other. Students with a higher level of development of social intelligence have a higher self-assessment of communicative qualities, as in the group of surveyed psychology students. And vice versa, students-programmers, who have a lower level of development of social intelligence, show a lower level of self-assessment of communicative qualities.

Thus, our hypothesis was confirmed.

CONCLUSION

Based on the conducted theoretical and empirical research, we came to the following conclusions:

1. Self-esteem is the central link of arbitrary self-regulation, determines the direction and level of a person's activity, his attitude to the world, to people, to himself; acts as an important determinant of all forms and types of activity and social behavior of a person (human behavior in society).

It performs regulatory and protective functions, influencing the development of the individual, her activities, behavior and her relationships with other people. Reflecting the degree of satisfaction or dissatisfaction with oneself, the level of self-esteem, self-esteem creates the basis for the perception of one's own success or failure, achieving goals of a certain level, that is, the level of a person's claims.

People with adequate or high self-esteem have a higher social intelligence, they are more optimistic than those with low self-esteem; they successfully solve the problems facing them, as they feel confident in their own abilities. Such people are less prone to stress and anxiety, they perceive the world around them and themselves kindly.

2. Based on the results of the empirical study, it was found that all subjects showed a sufficiently high level of development of the ability to predict events, to foresee the consequences of the behavior of communication participants, to correctly understand and evaluate states, feelings, people according to their non-verbal manifestations and a low level of development of the ability to analyze complex situations of interaction. Along with this, differences in the content characteristics of social intelligence were revealed in each group of subjects.

The results obtained showed that psychology students are more successful than programmer students in predicting the consequences of behavior, anticipating further actions of people based on the analysis of real situations of communication, predicting events based on understanding the feelings, thoughts, intentions of people, clearly building a strategy of their own behavior for achieve the goal, navigate in non-verbal reactions and norm-role models, the rules that regulate people's behavior. Programming students with lower scores on the first subtest understand the relationship between behavior and its consequences worse, they make mistakes more often, get into conflict situations because they incorrectly imagine the results of their own actions or the actions of others, they are not well oriented in generally accepted norms and rules of conduct.

Psychology students score higher on the fourth subtest, which measures the ability to analyze situations of interpersonal interaction. This suggests that psychology students are more effective than programmer students, they are able to analyze complex situations of human interaction, understand the logic of their development, complete the unknown, missing links in the chain of these interactions by logical conclusions, adequately reflect the goals, intentions, needs of communication participants. predict the consequences of their behavior.

In general, it turned out that the general level of social intelligence is higher among psychology students, of all the students surveyed, only one psychology student has social intelligence above the average. At the same time, 12 students-programmers showed social intelligence below the average level (5 students-psychologists). In general, 24 students-psychologists and 18 students-programmers have social intelligence within the values ​​of the average sample norm.

As a result of the study of self-assessment of communicative qualities of students-psychologists and students-programmers, it was revealed that students-psychologists also have a higher level of self-esteem. The average correlation coefficient among the students in this group is 0.436, while the software students showed an average correlation coefficient of 0.348, indicating low self-esteem.

Thus, we can say that social intelligence and self-assessment of communicative qualities correlate with each other and self-assessment of communicative qualities can serve as an indicator of the level of development of social intelligence.

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