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Journal articles on the topic 'Social intelligence'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

GANDHI.A, SONIA, and MANIYAMMAI N. MANIYAMMAI.N. "Emotional Intelligence - An Ingredient of Social Intelligence." Indian Journal of Applied Research 4, no. 4 (October 1, 2011): 44–45. http://dx.doi.org/10.15373/2249555x/apr2014/229.

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2

Herzig, Andreas, Emiliano Lorini, and David Pearce. "Social Intelligence." AI & SOCIETY 34, no. 4 (December 28, 2017): 689. http://dx.doi.org/10.1007/s00146-017-0782-8.

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3

Wawra, Daniela. "Social Intelligence." European Journal of English Studies 13, no. 2 (August 2009): 163–77. http://dx.doi.org/10.1080/13825570902907193.

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4

Schneider, Karl R. "Social intelligence." Information Processing & Management 28, no. 4 (July 1992): 543–45. http://dx.doi.org/10.1016/0306-4573(92)90023-s.

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5

Turaev, Abdunabi Rustamovich. "The Social Essence Of Intelligence." American Journal of Social Science and Education Innovations 03, no. 04 (April 21, 2021): 88–92. http://dx.doi.org/10.37547/tajssei/volume03issue04-13.

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In this article, the social essence and manifestation features of intelect have been studied epistemologically. The essence of the concept of “perception” is revealed through the study of Intelectni gnoseological. There was also a comparative analysis of the psyche of animals and the process of perception in humans.

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SÎRBU, Marinela, and Roxana MAIER. "THE EMOTIONAL INTELLIGENCE – SOCIAL INTELLIGENCE RELATIONSHIP IN THE PARTICULAR CASE OF PSYCHOTHERAPISTS AND SOCIAL WORKERS." Review of the Air Force Academy 14, no. 2 (December 8, 2016): 143–48. http://dx.doi.org/10.19062/1842-9238.2016.14.2.18.

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7

Annapoorani, B. "Social Intelligence and Social Media." Shanlax International Journal of Arts, Science and Humanities 11, S1-Nov (November 20, 2023): 72–76. http://dx.doi.org/10.34293/sijash.v11is1-nov.6858.

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This paper explores the dynamic interplay between social intelligence and social media in the contemporary digital landscape. Social intelligence, defined as the ability to understand, navigate, and succeed in social situations, is significantly influenced by the pervasive presence of social media platforms. The essay delves into how social media shapes and is shaped by social intelligence, highlighting the reciprocal relationship between the two. It discusses the positive impact of social media in enhancing social intelligence through exposure to diverse perspectives, fostering communication skills and building cultural awareness. However, it also addresses the ethical considerations associated with leveraging social intelligence for influence through social media. The abstract emphasizes the need for responsible and transparent use of social intelligence in the digital realm, recognizing the transformative potential of this relationship on individual and collective social dynamics.

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Fitri, Rahmadhani, Ganda Hijrah Selaras, Rika Andima, Rizki Rahman Putra, Resti Fevria, and Indra Hartanto. "Multiple Intellegences of Social Sciences and Linguistics Students Grade X Crossing Biology Interest." Bioeducation Journal 3, no. 2 (December 31, 2019): 101–12. http://dx.doi.org/10.24036/bioedu.v3i2.241.

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Multiple intelligences are the development of intelligence of the brain or intelligence quotient (IQ), emotional intelligence or emotional quotient (EQ), and spiritual intelligence or Spiritual Quotient (SQ). The intelligence consists of nine levels of intelligence is known as the Multiple Intelligences (MI) which includes: linguistic intelligence, mathematical-logical intelligence, visual spatial intelligence, physical-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential lntelligence. This theory shows that there is no human activity that uses only one intelligence, but uses all intelligence that exists in humans. Intelligence is a single talent that students use in situations of solving any problem. Every student has a different intelligence. This is because there are several factors that influence it, namely the hereditary factor, interest factor, formation factor, maturity factor, and freedom factor.This research are descriptive study which aims to reveal the level of MI of social sciences and linguistcs student grade X crossing biology interest at SMAN 1V Koto KampungDalam. Results of the study, it was faund that the most dominant intelligence in social science students is naturalist intelligence. In the linguistics scienscestudents, the most dominant intelligence is existential intelligence.

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Nijholt, A., Oliviero Stock, and Toyoaki Nishida. "Social intelligence design in ambient intelligence." AI & SOCIETY 24, no. 1 (February 18, 2009): 1–3. http://dx.doi.org/10.1007/s00146-009-0192-7.

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10

Ivashkevych, Eduard, and Vitalii Spivak. ""Intelligence, Social and Emotional Intelligence: Correlation of Concepts in Modern Psychology "." Collection of Research Papers "Problems of Modern Psychology", no. 61 (September 28, 2023): 9–29. http://dx.doi.org/10.32626/2227-6246.2023-61.9-29.

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The purpose of our article is to carry out an analysis of the author’s research on social intelligence according to Structural and Functional Approach; describe our researches of Social Intelligence; to propose own definition of “emotional intelligence”; to show the correlation of concepts “intelligence”, “social intelligence” and “emotional intelligence” in Modern Psychology. 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. The results of the research. We think, that social intelligence is a system of cognitive characteristics of the individual. It consists of three basic components: social-perceptive abilities, social imagination and social technique of communication. So, the effectiveness of subject-subject communication largely depends on the formation of social intelligence. Social intelligence is considered as a certain cognitive component of communicative competence, which is defined as the ability of the individual to accept the position, point of view of another person, to predict his/her behavior, to solve effectively various problems arising between subjects of dialogical interaction. Conclusions. We believe that emotional intelligence is defined as a set of non-cognitive abilities, competencies or skills that affect a person’s ability to face challenges in the external environment, the emotional intelligence should be attributed to the empathic aspect of social intelligence. That is, we will consider emotional intelligence as a component of social intelligence. Let’s justify our own point of view. In this context, emotional intelligence is a set of general personality’s abilities, interconnected four skills, such as: awareness of one’s own emotions, the ability to determine what emotion the person feels at a given moment in time, to determine what basic emotions consists of this understanding; the ability to manage one’s own emotions (to change the intensity of emotions), to determine the source and the cause of their occurrence, the degree of usefulness; understanding other people’s emotions, determining emotional states by their verbal and non-verbal manifestations; management of other people’s emotions, providing purposeful action on emotions. At the same time, we’d like to make a generalization regarding the definition of emotional intelligence. Emotional intelligence, as we see, is the ability of an individual to perceive, evaluate and express emotions adequately; the individual’s ability to generate feelings when they contribute to thinking, to understand emotions and knowledge related to these emotions, the individual’s ability to regulate emotions, contributing to one’s own emotional and intellectual growth.

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11

Worden, Robert P. "Primate Social Intelligence." Cognitive Science 20, no. 4 (October 1996): 579–616. http://dx.doi.org/10.1207/s15516709cog2004_4.

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12

Bainbridge, William Sims, Edward E. Brent, Kathleen M. Carley, David R. Heise, Michael W. Macy, Barry Markovsky, and John Skvoretz. "Artificial Social Intelligence." Annual Review of Sociology 20, no. 1 (August 1994): 407–36. http://dx.doi.org/10.1146/annurev.so.20.080194.002203.

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13

Ling, Foo Choi, Jugindar Singh Kartar Singh, and Thilageswary Arumugam. "Employee Contextual Performance, Social Intelligence, Spiritual Intelligence: A quantitative Study in Malaysia." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 968–81. http://dx.doi.org/10.37200/ijpr/v24i2/pr200404.

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Pili, Giangiuseppe. "Intelligence and Social Epistemology - Toward a Social Epistemological Theory of Intelligence." Social Epistemology 33, no. 6 (October 1, 2019): 574–92. http://dx.doi.org/10.1080/02691728.2019.1658823.

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15

Dutot, Vincent, and Elaine Mosconi. "Social media and business intelligence: defining and understanding social media intelligence." Journal of Decision Systems 25, no. 3 (June 20, 2016): 191–92. http://dx.doi.org/10.1080/12460125.2016.1187704.

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16

Sterelny, Kim. "Social intelligence, human intelligence and niche construction." Philosophical Transactions of the Royal Society B: Biological Sciences 362, no. 1480 (January 24, 2007): 719–30. http://dx.doi.org/10.1098/rstb.2006.2006.

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This paper is about the evolution of hominin intelligence. I agree with defenders of the social intelligence hypothesis in thinking that externalist models of hominin intelligence are not plausible: such models cannot explain the unique cognition and cooperation explosion in our lineage, for changes in the external environment (e.g. increasing environmental unpredictability) affect many lineages. Both the social intelligence hypothesis and the social intelligence–ecological complexity hybrid I outline here are niche construction models. Hominin evolution is hominin response to selective environments that earlier hominins have made. In contrast to social intelligence models, I argue that hominins have both created and responded to a unique foraging mode; a mode that is both social in itself and which has further effects on hominin social environments. In contrast to some social intelligence models, on this view, hominin encounters with their ecological environments continue to have profound selective effects. However, though the ecological environment selects, it does not select on its own. Accidents and their consequences, differential success and failure, result from the combination of the ecological environment an agent faces and the social features that enhance some opportunities and suppress others and that exacerbate some dangers and lessen others. Individuals do not face the ecological filters on their environment alone, but with others, and with the technology, information and misinformation that their social world provides.

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17

Bogaard, Paul. "Intelligence, Social Class, and Social Context." European Education 29, no. 2 (July 1997): 52–62. http://dx.doi.org/10.2753/eue1056-4934290252.

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18

bin Salim bin Abdullah AL-KAHALI, Dr Khalfan. "THE PREVALENCE OF MULTIPLE INTELLIGENCES IN BASIC EDUCATION TEACHERS AND ITS ASSOCIATION WITH VARIOUS FACTORS WITHIN THE SULTANATE OF OMAN." International Journal of Humanities and Educational Research 06, no. 02 (April 1, 2024): 442–63. http://dx.doi.org/10.47832/2757-5403.25.26.

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The study aimed to identify the multiple intelligences of teachers of basic education schools and their relationship to some variables in the Sultanate of Oman and to identify the differences according to the variables of gender،experience and educational qualification. The study sample consisted of (200) male and female teachers. The researcher used the descriptive method، where the researcher applied a questionnaire as a data collection tool consisting of (66) items distributed in eight axes: linguistic intelligence, personal intelligence, logical mathematical intelligence, social intelligence، spatial intelligence, musical intelligence, natural intelligence, motor physical intelligence. To answer the study questions، the researcher used the analysis of arithmetic averages and standard deviations. The results of the study showed that the most prevalent types of intelligence among teachers of basic education schools were in descending order (spatial intelligence, social intelligence, natural intelligence, logical intelligence, physical intelligence، linguistic intelligence، musical intelligence). The results of the study also showed that the most prevalent types of multiple intelligences among (male) teachers of basic education schools. It came in descending order (natural intelligence, spatial intelligence, linguistic intelligence، personal intelligence, logical mathematical intelligence, motor musical intelligence, social intelligence، motor physical intelligence), and the results of the study also showed that the most prevalent types of multiple intelligence prevalent among (female) teachers of basic education schools were in descending order (spatial intelligence, personal intelligence، social intelligence, motor physical intelligence, logical intelligence، linguistic intelligence، natural intelligence، kinetic musical intelligence). The results of the study also showed that there

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19

Kanade, Anuradha, Sachin Bhoite, Shantanu Kanade, and Niraj Jain. "Artificial Intelligence and Morality: A Social Responsibility." Journal of Intelligence Studies in Business 13, no. 1 (May 21, 2023): 65–75. http://dx.doi.org/10.37380/jisib.v13i1.992.

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Both the globe and technology are growing more quickly than ever. Artificial intelligence's design and algorithm are being called into question as its deployment becomes more widespread, raising moral and ethical issues. We use artificial intelligence in a variety of industries to improve skill, service, and performance. Hence, it has both proponents and opponents. AI uses a given collection of data to derive action or knowledge. There is therefore always a chance that it will contain some inaccurate information. Since artificial intelligence is created by scientists and engineers, it will always present issues with accountability, responsibility, and system reliability. There is great potential for economic development, societal advancement, and improved human security and safety thanks to artificial intelligence.

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20

Crowne, Kerri A. "The relationships among social intelligence, emotional intelligence and cultural intelligence." Organization Management Journal 6, no. 3 (September 2009): 148–63. http://dx.doi.org/10.1057/omj.2009.20.

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21

Wang, Fei-Yue, Kathleen M. Carley, Daniel Zeng, and Wenji Mao. "Social Computing: From Social Informatics to Social Intelligence." IEEE Intelligent Systems 22, no. 2 (March 2007): 79–83. http://dx.doi.org/10.1109/mis.2007.41.

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22

Murshed, Md. "Social intelligence of bacteria." Bangladesh Journal of Medical Microbiology 8, no. 2 (February 13, 2017): 1–2. http://dx.doi.org/10.3329/bjmm.v8i2.31075.

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23

Richardson, John G., Gabriel Mugny, Felice Carugati, and Ian Patterson. "Social Representations of Intelligence." Contemporary Sociology 20, no. 2 (March 1991): 301. http://dx.doi.org/10.2307/2073000.

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24

Sadiku, Matthew N. O., Shumon Alam, and Sarhan M. Musa. "SOCIAL INTELLIGENCE: A PRIMER." International Journal of Research -GRANTHAALAYAH 7, no. 9 (September 30, 2019): 213–17. http://dx.doi.org/10.29121/granthaalayah.v7.i9.2019.603.

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Social intelligence refers to the ability to build relationships successfully and navigates social environments. It is about figuring out the best way to get along with others. It is the ability to adequately understand and evaluate one’s own behavior and the behavior of others. It is the ability to get along well with others and win their cooperation. It is the key to life and career success. This paper provides a primer to social intelligence.

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25

Bajenescu, Titu-Marius. "WHAT IS SOCIAL INTELLIGENCE?" Journal of Social Sciences 5, no. 3 (October 2022): 39–47. http://dx.doi.org/10.52326/jss.utm.2022.5(3).04.

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The article analyses a social problem with a major impact on the development of society, the macroeconomics, but also on each individual. The ability of some people to understand the behaviours, thoughts, and feelings of others and to interact effectively with them is called social intelligence. Also called interpersonal intelligence, it is closely related to emotional intelligence. Emotional intelligence is a person’s ability to understand and control their own emotions, as well as the ability to deal with those of others. Although complicated to measure, these two forms of intelligence are particularly useful in everyday life: family or friends, married life, professional life…

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Gigerenzer, Gerd, and Richard McElreath. "Social Intelligence in Games." Journal of Institutional and Theoretical Economics 159, no. 1 (2003): 188. http://dx.doi.org/10.1628/0932456032975050.

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Bell, David, and Sara Robaty Shirzad. "Social Media Business Intelligence." International Journal of Sociotechnology and Knowledge Development 5, no. 3 (July 2013): 51–73. http://dx.doi.org/10.4018/ijskd.2013070104.

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Social media tools are increasingly used for relationships management among marketplace actors (e.g. organisations, suppliers and individuals). As markets become ever more global and dynamic, new entrants find themselves struggling to fully understand the marketplace, companies operating with it and changes that occur. The authors discuss Social Media Network (SMN) tools and outline a methodology and procedure that supports the identification of domain specific networks within particular global business-to-business environments. Research is carried out using SMN data about firms in the pharmaceutical industry. The authors use their own methodology to uncover market participants, linkages and prominent issues that may help new firms to position themselves effectively within a new marketplace. SMNs provide a sizable source of information and new approaches are required to fully leverage their considerable value. This paper explores how SMNs can be used as an effective source of business intelligence by utilising two popular SMN platforms.

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Pyryt, Michael C. "Intelligence and Social Policy." Gifted and Talented International 14, no. 2 (September 1999): 127–29. http://dx.doi.org/10.1080/15332276.1999.11672920.

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Evelina Ascalon, Ma, Deidra J. Schleicher, and Marise Ph Born. "Cross‐cultural social intelligence." Cross Cultural Management: An International Journal 15, no. 2 (May 2, 2008): 109–30. http://dx.doi.org/10.1108/13527600810870570.

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Cords, Marina. "Social versus ecological intelligence." Behavioral and Brain Sciences 15, no. 1 (March 1992): 151. http://dx.doi.org/10.1017/s0140525x00067972.

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Björkqvist, Kaj, Karin Österman, and Ari Kaukiainen. "Social intelligence − empathy = aggression?" Aggression and Violent Behavior 5, no. 2 (March 2000): 191–200. http://dx.doi.org/10.1016/s1359-1789(98)00029-9.

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32

Miorandi, Daniele, and Lorenzo Maggi. ""Programming" Social Collective Intelligence." IEEE Technology and Society Magazine 33, no. 3 (2014): 55–61. http://dx.doi.org/10.1109/mts.2014.2345206.

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Yang, Christopher C., John Yen, and Jiming Liu. "Social Intelligence and Technology." IEEE Intelligent Systems 29, no. 2 (March 2014): 5–8. http://dx.doi.org/10.1109/mis.2014.28.

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FREEMAN, L., S. FREEMAN, and A. MICHAELSON. "On human social intelligence." Journal of Social and Biological Systems 11, no. 4 (October 1988): 415–25. http://dx.doi.org/10.1016/0140-1750(88)90080-2.

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35

Silvera, David, Monica Martinussen, and Tove I. Dahl. "The Tromsø Social Intelligence Scale, a self‐report measure of social intelligence." Scandinavian Journal of Psychology 42, no. 4 (September 2001): 313–19. http://dx.doi.org/10.1111/1467-9450.00242.

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36

Dydrov, Artur A. "Artificial intelligence: Mythologies of social studies." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 23, no. 3 (September 22, 2023): 262–66. http://dx.doi.org/10.18500/1819-7671-2023-23-3-262-266.

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Introduction. The social integration of complex technologies is constantly accompanied by the mythologization of innovations and the creation of special discourses that function on the basis of secondary semiotic systems. Traditionally, the trend is associated with philistine (user) discursive practices. The hypothesis of the study is that mythologization is a complex process that takes place not only within the boundaries of non-professional communities, but also in the scientific world. Theoretical analysis. The technological mythology originated in the West in the context of the social sciences and has a predominantly empirical research background. Today several variations of the conceptualization of mythology in relation to technologies have been developed, which need to be significantly supplemented and refined. Empirical analysis. The general research method is the content analysis of the Scopus scientific database in the field of social sciences. The focus was on the topic of artificial intelligence as the main convergent technology. The reference base includes scientific papers for the decade (2010–2020), united by the theme, the subject and keywords. Conclusion. Research practices in the field of artificial intelligence have almost 60 years of history, which allows us to compare the results of analytics in the future, identify genetic patterns and features of scientific discourse, contrast the results of the analysis of Western content and Russian one, by identifying key discursive specifications.

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A, Dilafruz. "Studying the Social Intelligence of Health Personals as a Socio-Psychological Problem." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 20, 2020): 375–79. http://dx.doi.org/10.37200/ijpr/v24i2/pr200345.

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Sembieva, G. M. "PECULIARITIES OF SOCIAL INTELLIGENCE OF A FUTURE TEACHER." Қорқыт Ата атындағы Қызылорда университетінің Хабаршысы. Педагогика және психология сериясы 2 (2023): 26–32. http://dx.doi.org/10.52081/pps.2023.v02.i2.011.

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Social intelligence plays an important role in the process of socialization and professional development of the individual in modern society. The problem of social intelligence is important for the teaching profession. Social intelligence requires the teacher to understand himself, behavior, actions and effective interaction of other people, as well as the development of knowledge, skills and abilities to achieve the goal. Social intelligence is a global ability formed on the basis of intellectual, personal, communicative and behavioral skills, providing the power of the process of self-regulation, which helps to predict the development of interpersonal situations, explain the readiness of the individual for social interaction and decision-making. The total number of scientists conducting research in this area is huge. Like many other scientific concepts, scientists cannot understand what social intelligence is. However, the urgency of the problem is largely due to insufficient study of the features of social intelligence of future teachers. On the other hand, the level of development of the teacher's social intelligence in Kazakhstan has not yet been studied. There have been practically no empirical studies on social intelligence in Russian psychological science. Despite the various methods available in foreign sources aimed at determining the level of intelligence, not all of them have been translated into Kazakh.

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F. Shaughnessy, Michael, and Rubeli Alvarez. "What Is Social Emotional Intelligence Saying about Internet Addiction and Being “Liked” On Social Media?" Addiction Research and Adolescent Behaviour 5, no. 2 (March 15, 2022): 01–03. http://dx.doi.org/10.31579/2688-7517/038.

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Recently, social emotional intelligence has been fostered by several different theorists and has received much attention during these pandemic times. The present paper attempts to explore the realm of social emotional intelligence and how social emotional intelligence may address internet and game addiction as well as the extensive need for approval that seen on social media. Social emotional Intelligence has been around for many years- but has undergone many transformations. What would have been called “common sense “and morphed into this construct that we call “social emotional intelligence” to reflect our ability to understand, cope with, and address our emotional needs and deal with the sometimes harsh emotions, and comments and behaviors of others.

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Andreou, Eleni. "Social Preference, Perceived Popularity and Social Intelligence." School Psychology International 27, no. 3 (July 2006): 339–51. http://dx.doi.org/10.1177/0143034306067286.

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Nagra, Dr Vipinder. "Social Intelligence and Adjustment of Secondary School Students." Paripex - Indian Journal Of Research 3, no. 4 (January 15, 2012): 86–87. http://dx.doi.org/10.15373/22501991/apr2014/26.

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Hamzah Ali Abdullah Al- Khawaldeh, Hamzah Ali Abdullah Al Khawaldeh. "The extent to which the university district teachers in Jordan practice multiple intelligences in the classroom and its relationship to some variables: مدى ممارسة معلمي لواء الجامعة في الأردن للذكاءات المتعددة داخل الغرفة الصفية وعلاقة ذلك ببعض المتغيرات." مجلة المناهج وطرق التدريس 1, no. 2 (February 27, 2022): 1–20. http://dx.doi.org/10.26389/ajsrp.c061221.

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The study aimed to identify the extent to which the university district teachers in Jordan practice multiple intelligences in the classroom and its relationship to some variables. To achieve the objectives of the study, a scale of (36) items was developed distributed on (8) intelligences from the theory of multiple intelligences, namely (linguistic intelligence, logical intelligence, spatial intelligence, physical intelligence, musical intelligence, social intelligence, and personal intelligence. The study sample consisted of (200) male and female teachers from government schools in the University Brigade Directorate, and the results of the study revealed the following: The study sample consisted of (200) male and female teachers of government schools in the Directorate of the University Brigade, and the study revealed that the degree to which teachers of the University Brigade in Jordan practice multiple intelligences in the classroom came with high degrees, as follows: logical intelligence, social intelligence, personal intelligence, linguistic intelligence and physical intelligence And spatial intelligence, with the exception of musical intelligence, which got an average degree. As well as the absence of statistically significant differences due to the effect of the gender of the teacher in all fields and in the total degree except for linguistic intelligence, and the differences came in favor of females. In addition to the absence of statistically significant differences due to the effect of academic qualification in all fields and in the total degree except for personal intelligence, and the differences came in favor of the bachelor's degree. The study recommended that attention should be given to holding courses on the theory of multiple intelligences to familiarize teachers with the importance of practicing them in the classroom.

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Asril, Zainal. "Forming Student Social Intelligence Through Islamic Religion Lectures at Public Universities." Khalifa: Journal of Islamic Education 5, no. 1 (February 6, 2021): 34. http://dx.doi.org/10.24036/kjie.v5i1.114.

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Islamic studies in public university are merely learnt by college students during one term, meanwhile, the Islamic studies is indeed expected to form the intellectual, emotional, social, and spiritual intelligences. However, these intelligence’s types are not easy to be reached in a relatively short time since the deep study is required to be done to view the progress. In relation toward this research, the researcher only focuses to the discussion of the achievement aspect of social brilliance after finishing the Islamic studies. This research used the quantitative method by using survey as a rapprochement. The source of the data was taken through questionnaire that was filled in by four hundred students who had accomplished their studies in one of the public universities in Indonesia. The data were then analyzed descriptively by using SPSS 18.0 version. Overall, the research’s result depicted those Islamic studies during study has been able to form six of social intelligence and they are 1) increasing the attitude to help each other, 2) appreciating the other people’s view, 3) behaving well, 4) speaking politely, 5) being able to keep the relationship with new friends, and 6) respecting the older people. From this research, it can be concluded that although the students studied the Islamic studies concisely, otherwise the result showed that the students had righteous impression and it was capable to construct the student’s social intelligence, as it is known that the social intelligence is one of the key success to accomplish the study in university.

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44

Poeschl, Gabrielle. "Social comparison and differentiation strategies in social representations of intelligence." Swiss Journal of Psychology 60, no. 1 (March 2001): 15–26. http://dx.doi.org/10.1024//1421-0185.60.1.15.

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The two studies presented here analyse the effect of conditions of social comparison on the organisation of social representations of intelligence. In order to induce the comparisons, participants were asked successively to describe either the intelligence of humans and that of animals (Study 1), or the intelligence of men and that of women (Study 2). Results indicate that a comparison between species leads to maximising the differences between the two forms of intelligence, by increasing the relevance of the categories' most typical dimensions in the descriptions of their respective forms of intelligence. The induction of a comparison between male intelligence and female intelligence produces effects that differ according to participants' own sex. Whereas male participants are led to accentuate the differences between the two forms of intelligence, female participants seem to look for similarity rather than for difference. The differentiations produced suggest, moreover, that the structure of the representations resulting from a comparison between two categories of unequal status tends to legitimate their respective positions in the social structure.

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Syafii, Ahmad, Imam Machali, Nur Hidayanto Pancoro Setyo Putro, Heri Retnawati, and Hafidh 'Aziz. "The effects of multiple intelligences theory on learning success: A meta-analysis in social science." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (June 1, 2022): 736. http://dx.doi.org/10.11591/ijere.v11i2.22223.

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<span lang="EN-US">Scholars have widely discussed meta-analysis studies on the theory of multiple intelligences. However, no research explicitly discusses the theory of multiple intelligences in the development of social science. This study determined the effectiveness of multiple intelligences on learning achievement in social studies. For this reason, researchers compiled a study that has been carried out to determine the effectiveness of multiple intelligences in meta-analysis. This study used a meta-analysis method. There are six articles used in the study based on the inclusion-exclusion criteria. The meta-analysis findings revealed that multiple learning intelligence had a modest and optimistic impact on students’ social science performance. This study also revealed the magnitude of the effect of multiple intelligence-based learning based on moderator variables at the level of education, treatment implementation time, and type of subject. The research findings provide suggestions for the development of research on multiple intelligence studies in the future.</span>

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Ardiansyah, Ardiansyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.742.

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The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.

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Ardiansyah, Ardiansyah, and Moh. Alamsyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.746.

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Abstract:

The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.

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Azañedo, Carolina M., Santiago Sastre, Teresa Artola, Jesús M. Alvarado, and Amelia Jiménez-Blanco. "Social Intelligence and Psychological Distress: Subjective and Psychological Well-Being as Mediators." International Journal of Environmental Research and Public Health 17, no. 21 (October 24, 2020): 7785. http://dx.doi.org/10.3390/ijerph17217785.

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The strength named “social intelligence” in the Values in Action (VIA) Classification of Character Strengths and Virtues represents emotional, personal, and social intelligences, which are considered “hot intelligences”. This work contributed to the study of the mechanisms of influence of social intelligence on mental health. A multiple mediation model was proposed to quantify the direct effect of social intelligence on psychopathological symptoms, as well as its indirect effect through its impact on components of subjective and psychological well-being. This study involved 1407 university students who completed the Values in Action Inventory of Strengths (VIA-IS), the Satisfaction with Life Scale (SWLS), the Positive and Negative Affect Schedule (PANAS), the Psychological Well-Being Scales (PWBS), and the Symptom Checklist-90-Revised (SCL-90-R). Social intelligence was found to be significantly associated with life satisfaction (a = 0.33, p < 0.001), positive affect (a = 0.42, p < 0.001), and negative affect (a = −0.21, p < 0.001), transmitting significant indirect effects on psychopathological symptomatology through these components of subjective well-being. Likewise, social intelligence was positively and significantly related to psychological well-being (a-paths ranged from 0.31 to 0.43, p < 0.001), exerting significant and negative indirect effects on psychological distress through the dimension of positive relations with other people. These results could be useful in order to expand the explanatory models of the influence of social intelligence on mental health and to design interventions based on this strength for the promotion of well-being and the reduction in psychological distress.

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Dr. D.R Sarvamangala, Dr D. R. Sarvamangala. "A study of Socio-demographic Factors on Social-Intelligence among Secondary School Teachers." International Journal of Scientific Research 1, no. 5 (June 1, 2012): 53–54. http://dx.doi.org/10.15373/22778179/oct2012/17.

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Fellmann, Ferdinand, and Esther Redolfi. "Aspects of Sex Differences: Social Intelligence vs. Creative Intelligence." Advances in Anthropology 07, no. 04 (2017): 298–317. http://dx.doi.org/10.4236/aa.2017.74017.

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