Factor structure of social intelligence of students of different types of schools

Abstract

A key objective of the modernization of the Ukrainian education system is the creation of conditions for the development of students’ giftedness. At the same time, it should be taken into account that a high level of intellectual development is often combined with an insufficient level of social intelligence, which causes difficulties in establishing interpersonal relationships and may lead to social maladjustment. Social intelligence is understood as an integrative ability to understand the intentions, motives, and emotional states of other people, to predict their behavior, and to interact effectively in the social environment. The aim of the study was to compare the factor structures of social intelligence in adolescents studying in different types of schools. A set of psychodiagnostic methods relevant to a sample of adolescents aged 12-14 was applied, including: the Test of Creative Abilities for diagnosing the cognitive-creative component of social intelligence (Ya. Ponomaryov’s adaptation of E. Torrance’s method); the PSC-Ukr and Y-PSC-Ukr (Pediatric Symptom Checklist by M. S. Jellinek and J. M. Murphy adapted by O. Lutsenko, D. Shtrygol, and N. Mikhanovska) for assessing psychosocial functioning according to the internalization and externalization scales; A.V. Petrovskiy’s method “Assessment of an Adolescent’s Relations with the Class” to determine the type of an individual’s perception of a group (individualistic, collectivistic, and pragmatic types) (both methods aimed at diagnosing the emotional component of social intelligence); the “Assessment of Speaking and Listening Skills” test by W. McLain and the “COS-2” method (Communicative and Organizational Inclinations) by B. Fedoryshyn and V. Synyavskyi for diagnosing the behavioral component; and O.I. Savenkov’s “Palette of Interests” method for diagnosing the motivational component of social intelligence, particularly communicative interests. The empirical study was conducted using a cross-sectional design. The sample consisted of 535 students in grades 6-8 (12-14 years old) who studied in an innovative- selective educational environment where the scientific and pedagogical project “Intellect of Ukraine” was implemented (the “Intellect” group) and in typical-inclusive secondary education institutions where the Concept of a New Ukrainian School was implemented (the “NUS” group). A comparative analysis of the factor structures of social intelligence in both groups made it possible to draw the following conclusions: 1. the structure of social intelligence of students in the traditional educational environment is characterized by greater differentiation and multidimensionality; 2. the pragmatic individualistic orientation of students in the “Intellect” group contrasts with the pragmatic collectivistic orientation of students in traditional schools; 3. in the traditional school group, such aspects of social intelligence as communicative-organizational competence and creative social activity are differentiated, whereas in the “Intellect” group the factor “Socio-Communicative Maturity” is characterized by three consolidated components –communicative and organizational abilities as well as speaking and listening skills; 4. in the traditional school group, emotional-behavioral maladjustment forms a separate autonomous factor, whereas in the “Intellect” group it is integrated into the single factor of socio-communicative maturity; 5. in the traditional school group, one factor combines sports and mathematical interests, whereas in the “Intellect” group mathematical interests and interest in physical education and sports are integrated with other academic interests; 6. different orientations of the realization of creative potential were identified depending on the type of educational institution: students from the “ Intellect” group are more oriented toward individual creative achievements, whereas students from traditional schools demonstrate creativity primarily in joint activities with classmates.