PSYCHOLOGICAL PECULIARITIES OF RELATIONSHIP BETWEEN SOCIAL INTELLIGENCE AND REFLECTION IN HIGHER EDUCATION APPLICANTS

Abstract

The article presents the results of a theoretical analysis and empirical study of the relationship between social intelligence and reflection in Ukrainian higher education students (n=240). It has been established that social intelligence is a complex integrated set of personality abilities that ensure success in interactions with people. The generalization of the results of the study of modern scholars on the selected issue confirmed the lack of targeted scientific interest in the issue of the relationship between social intelligence and reflection in Ukrainian higher education students with normotypical development. The theoretical (analysis, comparison, generalization), empirical (the Social Intelligence Test by J. Guilford and M. O'Sullivan, the Differential Type of Reflection questionnaire) and mathematical statistics methods (Pearson's correlation coefficient) were used. The predominance of average and below average levels of general indicator of social intelligence was recorded. Subjects with these levels are able to correctly understand the motives and predict the behavior of other people, determine their non-verbal and verbal expression in almost all social interactions, respectively. The level analysis of reflection indicators revealed that significantly more than half of higher education students have a high level of systemic reflection, which is self-distancing and a person's view of themselves as if from the outside, enabling them to simultaneously cover the poles of subject and object. The predominance of medium (55.0%) and high (30%) levels of introspection in the subjects indicates their focus on their own mental state and experiences. A high level of quasi-reflection was found in 50.0 % of the subjects that proves their ability to direct their attention to an object that is not related to the current situation of life and indicates detachment from this situation. Statistically significant relationships of the general indicator of social intelligence with systemic reflection and weak relationships with introspection and quasi-reflection are stated.

References

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