The Problem of the Influence of Social Intelligence of Teachers on the Organization of Problem-Based Learning at Secondary Schools
DOI:
https://doi.org/10.32626/2227-6246.2023-59.9-28Keywords:
social intelligence, the organization of problem-based learning, successful communicators, verbal reactions, the context of the situationAbstract
The purpose of our article is to study the level of the development of teachers’ social intelligence of teenagers and senior pupils who teach the natural sciences and humanities; to receive and to analyze the results according to Subtest 3 “Verbal Expressions” (Гилфорд & О’Салливен, 2021), which determine the ability to understand the significance of such verbal reactions of people depending on the context of the situation; to study the problem of the influence of Social Intelligence of teachers on the organization of problem-based learning at secondary schools.
Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling and generalization. In our research we used empirical methods, such as statement study and molding experiment. With the aim to diagnose the level of the development of social intelligence of teachers we used the test of J. Gilford and M.O’Sullivan “Research of Social Intelligence”, adapted by O.S. Mykhailova (Гилфорд & О’Салливен, 2021).
The results of the research. We diagnose the level of the development of the ability to predict the development of a social situation depending on external circumstances. There is a slight tendency towards higher indicators of social intelligence of women, but there aren’t significant differences in the indicators of social intelligence of men and women at high, medium and low levels, which have been established. We can note that the subjects who performed the tasks of this test equally well, had indicators of a high level of development of social intelligence. We proved, that because respondents with a high level of the development of social intelligence according to this subtest are able to extract the maximum amount of information about people’s behavior, they are able to understand the language of non-verbal communication, express quick and accurate judgments about other people, successfully predict their reactions in given conditions, show farsightedness in the relationships with others, which contributes to their successful social adaptation.
Conclusions. So, teachers with a high level of social intelligence are usually successful communicators. They are characterized by contact, openness, tact, benevolence and cordiality. A high level of social intelligence is associated with a great interest in solving social problems, by the need to influence others and it is often combined with a high level of organizational pupils’ skills development. All the listed personal qualities characterize teachers of humanitarian professions.
References
Amichai-Hamburger, Y. (2005). The social net: Understanding human behavior in cyberspace. Oxford, UK: Oxford University Press.
Arbuthnott, K., & Frank, J. (2000). Executive control in set switching: Residual switch cost and task-set inhibition. Canadian Journal of Experimental Psychology, 54, 33–41. Retrieved from https://doi.org/10.1037/h0087328.
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Longman.
Honcharuck, Nataliia, & Onufriieva, Liana (2018). Psykholohichnyi analiz rivniv pobudovy komunikatyvnykh dii – Psychological analysis of levels of communicative actions’ constructing. Psycholinguistics. Psykholinhvistyka. Psikholingvistika – Psycholinguistics. Psycholinguistics. Psycholinguistics, 24 (1), 97–117. Retrieved from https://doi.org/10.31470/2309-1797-2018-24-1-97-117 [in Ukrainian].
Heino, R.D., Ellison, N.B., & Gibbs, J.L. (2010). Relationshopping: Investigating the market metaphor in online dating. Journal of Social and Personal Relationships, 27 (4), 427– 447. DOI:10.1177/0265407510361614.
Guilford, J., & O’Sulliven, M. (2021). Test «Sotscialnyi intellekt» – Test “Research of Social Intelligence”. Adapted by E.S. Mikhailova. Retrieved from lib.chdu.edu.ua/pdf/posibnuku/160/41.pdf.
Ishkhanyan, B., Boye, K., & Mogensen, J. (2019). The Meeting Point: Where Language Production and Working Memory Share Resources. Journal of Psycholinguistic Research, 48, 61–79. Retrieved from https://doi.org/10.1007/s10936-018-9589-0.
Key-DeLyria, S.E., Bodner, T., & Altmann, L.J.P. (2019). Rapid Serial Visual Presentation Interacts with Ambiguity During Sentence Comprehension. Journal of Psycholinguistic Research, 48, 665–682. Retrieved from https://doi.org/10.1007/s10936-018-09624-9.
Kim, J., & Dindia, K. (2011). Online self-disclosure: A review of research. Computer-mediated communication in personal relationships, K.B. Wright & L.M. Webb (Eds.). New York: Peter Lang.
Lawson, H.M., & Leck K. (2006). Dynamics of Internet dating. Social Science Computer Review, 24 (2), 189–208. DOI:10.1177/0894439305283402.
Mykhalchuk, Nataliia, & Ivashkevych, Eduard (2018). Psycholinguistic features of the development of social intelligence of the teacher. Psycholinguistics. Psykholinhvistyka. Psikholingvistika. – Psycholinguistics. Psycholinguistics. Psycholinguistics, 23 (1), 242–257. DOI: https://doi.org/10.5281/zenodo.1211618.
Mykhalchuk, Nataliia, & Kryshevych, Olga (2019). The peculiarities of the perception and understanding of Sonnets written by W.Shakespeare by the students of the Faculty of Foreign Languages. Psycholinguistics. Psykholinhvistyka. Psikholingvistika – Psycholinguistics. Psycholinguistics. Psycholinguistics, 26(1), 265–285. DOI: 10.31470/2309-1797-2019-26-1-265-285.
Nowak, K., Watt, J.H., & Walther, J.B. (2009). Computer mediated teamwork and the efficiency framework: Exploring the influence of synchrony and cues on media satisfaction and outcome success. Computers in Human Behavior, 25(5), 1108–1119. DOI:10.1016/j.chb.2009.05.006.
Nunan, D. (2003). Nine steps to learner autonomy. Retrieved June, 20. Retrieved from: http://www.andrasprak.su.se/polopoly_fs/1.84007.1333707257!/menu/standard/file/2003_11_Nunan_eng.pdf.
Pimperton, H., & Nation, K. (2010). Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language, 62(4), 380–391. Retrieved from https://doi.org/10.1016/j.jml.2010.02.005.
Rains, S.A., & Scott, C.R. (2007). To identify or not to identify: A theoretical model of receiver responses to anonymous communication. Communication Theory, 17 (1), 61–91. DOI:10.1111/j.1468-2885.2007.00288.x.
Ramirez, A. Jr., & Wang, Z. (2008). When online meets offline: An expectancy violation theory perspective on modality switching. Journal of Communication, 58 (1), 20–39. DOI:10.1111/j.1460-2466.2007.00372.x.
Rezaei, A., & Mousanezhad Jeddi, E. (2020). The Contributions of Attentional Control Components, Phonological Awareness, and Working Memory to Reading Ability. Journal of Psycholinguistic Research, 49, 31–40. Retrieved from https://doi.org/10.1007/s10936-019-09669-4.
Stephens, K.K., & Rains, S.A. (2011). Information and communication technology sequences and message repetition in interpersonal interaction. Communication Research, 38 (1), 101– 122. DOI:10.1177/0093650210362679.
Walther, J.B. (2011). The effect of feedback on identity shift in computermediated communication. Media Psychology, 14, 11-26. DOI:10.1080/15213269.2010.547832.
Wright, K.B. & Webb, L.M. (2011). Computer-mediated communication in personal relationships. New York: Peter Lang.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ivashkevych Eduard, Simko Ruslan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright
The Editorial Board has the full right to publish original scientific papers containing results of theoretical and experimental research works which are not currently subject to review for publication in other scientific editions. The Author shall transfer to the editorial board of the Collection the right to spread the electronic version of the paper, as well as the electronic version of the paper translated into English (for papers originally submitted in Ukrainian and Russian) by all kinds of electronic means (placement at the official website of the Collection, electronic databases, repositories etc).
The Author of an article reserves the right to use materials of the paper, without approval with the editorial board and the founders of this Collection: a) partially or fully, for educational purposes; b) for writing own dissertation papers; c) for preparation of abstracts, conference reports and presentations.
The Author of an article can place electronic copies of the paper (including the final electronic version downloaded from the official website of the Collection) at:
- personal web resources of all Authors (websites, webpages, blogs etc.);
- web resources of the institutions where the Authors are employed (including electronic institutional repositories);
- non-profit public access web resources (for example, arXiv.org).
But in all cases, it is obligatory to have a bibliographic reference to the paper, or a hyperlink to its electronic copy placed at the official website of this Collection.
