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SOCIAL INTELLIGENCE: A PRIMER
Abstract
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.
... Konsep kecerdasan sosial ini berpangkal dari konsep kecerdasan sosial yang dikemukakan oleh Thorndike (1920) yang menerangkan bahwa konsep kecerdasan sosial didefinisikan dalam dua aspek: pertama, kemampuan untuk memahami dan mengelola orang lain; dan yang kedua adalah keterampilan untuk bertindak secara terampil dalam hubungan antar manusia. Thorndike juga menjelaskan bahwa kecerdasan sosial akan meningkat seiring dengan tingkat akademis dan pengalaman seseorang (Sadiku et al., 2019).. Seorang mahasiswa yang memiliki komponen kecerdasan sosial atau unsur-unsur kecerdasan sosial yang baik, akan mampu bergaul dan berinteraksi dengan sekitarnya. Dengan pergaulan dan interaksi yang baik maka mahasiswa tersebut dapat saling memberi motivasi kepada satu sama lain, misalnya dalam hal memahami pelajaran, semakin tinggi motivasi dari lingkungan diharapkan akan semakin tinggi pula pemahaman mahasiswa tersebut terhadap pelajarannya dalam hal ini adalah mata kuliah akuntansi (Sahara, 2014). ...
Salah satu pilahan studi yang ada diperguruan tinggi adalah akuntansi, dalam program studi akuntansi, mahasiswa akan mempelajari penyusunan dan pemeriksaan laporan keuangan, perencanaan perpajakan, dan analisis laporan keuangan. Kemampuan berpikir mahasiswa dituntut untuk lebih tinggi dari sekadar ingatan atau hafalan, dimana dalam hal ini mahasiswa harus memiliki pemahaman yang mendalam terkait mata kuliah akuntansi yang diberikan. Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris mengenai pengaruh kecerdasan intelektual, kecerdasan emosional, kecerdasan spiritual, dan kecerdasan sosial pada tingkat pemahaman akuntansi. Penelitian ini dilakukan di Fakultas Ekonomi dan Bisnis Universitas Udayana. Purposive sampling digunakan untuk memilih 156 responden sebagai sampel penelitian ini dengan menggunakan kuesioner sebagai metode pengumpulan data. Teknik analisis data yang digunakan adalah regresi linier berganda. Penelitian ini menemukan bahwa kecerdasan intelektual, kecerdasan emosional, kecerdasan spiritual, dan kecerdasan sosial berpengaruh positif pada tingkat pemahaman akuntansi.
... It includes the skills which are important for an individual to succeed in all aspects of life (Adler, 2022). In other words, social intelligence can be defined as the capacity to find the best way to get along with others, win their cooperation, and negotiate in complex social relationships and environments (Sadiku et al., 2019;Honeywill, 2015). In the definition of social intelligence, different aspects are looked at. ...
Children must accomplish interpersonal tasks and behaviors to have an appropriate relationship. To achieve this goal, the development of social intelligence which is the ability of individuals to understand the feelings, thoughts, and behaviors of others, and respond to them properly, is important. This study aimed to compare the social intelligence of students with and without hearing impairment. This study was descriptive and 122 students from mainstream schools participated (61 students with hearing impairment and 61 without any disability). The Tromso Social Intelligence scale was used to gather the data and analyze it. The results showed that social intelligence and its components (social information processing, social skills, and social awareness) are lower in students with hearing impairment than their peers from the general population. These findings, make us look more into this area and have a plan and appropriate interventions to enhance the skills related to social intelligence in students with hearing impairment.
... All the aforementioned (that is social relationships, social awareness and social facility) are necessary for development in any sphere of life. It is an intelligence that is possessed in varying quantities in individuals, some from birth while others have to learn it, but on the whole, it develops through adulthood, so those with low social intelligence are likely to have fewer relationships that may eventually lead to depression, loneliness and other health challenges or may even result in bullying behaviour, aggression, workplace abuse, gossip, and rumour that are harmful to others as opposed to those with high SI (Belton, Ebbert & Inurna, 2016, Sadiku, Alam & Musa, 2019. Militaru (2012) posits that SI has three different components, which are perception, analysis and cognitive-behaviour, those with capacity to produce appropriate behaviour in order to achieve their social targets are known to possess high SI. ...
The paper examined why social intelligence is a necessity to the 21st Century graduates. The 21st Century is characterized by technological advancement and change that has revolutionized the way and manner people from different cultures interact and relate with one another in all spheres of life and graduates are not left out. For graduates to function properly and relate effectively with their colleagues at school or the workplace, there is a need for them to learn social intelligence, a soft skill that will help them succeed in their academics, workplaces, leadership and throughout life. Various literature were consulted which confirm that the application of social intelligence has become very relevant to succeeding in this 21st Century. Maslow’s Hierarchy of Needs Theory was adopted for the work to show how basic needs particularly social needs like love, affection and a sense of belongingness can improve relationships and produce self-awareness leading to self-actualization, the highest level of need desired by any individual.
... According to Thorndike (2021), SI is the ability to manage and understand others in order to act and interact intelligently in relationships. It is also the ability to understand the environment in which individuals live and how to react in certain situations to achieve successful social outcomes (Sadiku et al., 2019;Ebrahimpoor et al., 2013). A recent approach to SI associates it with the cognitive ability to manipulate the masses and to communicate not only for social purposes, but also for individual and personal success (Coman et al., 2021). ...
Can artificial intelligence networks promote extremism awareness through social intelligence and emotional intelligence? This research contributes to this question in the context of Saudi Arabia. This study defines a model of a cooperative process through an artificial intelligence network, based on knowledge exchange, to generate a high level of extremism awareness and social intelligence. Four main variables were adopted, developed, defined, and measured: artificial intelligence networks, social intelligence, emotional intelligence, and extremism awareness. We fixed attributes for contextualized interactions through a network platform, between professionals and non-professionals, against extremism. The application of artificial intelligence in such platforms lets members share reliable information to combat extremism more effectively. The findings demonstrate that network centrality, network scale, relationship strengths, relationship stability, and reciprocity developed through artificial intelligence networks stimulate extremism awareness by developing social awareness. Emotional intelligence also seems to be important. It moderates the link between platform users and extremism awareness. It facilitates situational and contextual awareness to define appropriate behavior.
... 228). However, social intelligence has been defined over time in many ways, and it can also be described as the ability of the individual to understand the environment he lives in and to react to certain situations in a way that can bring him success from a social point of view [15]. ...
In the era of speed and technology, mass media has an important role in keeping people informed about events happening all around the world, but also in shaping their opinion. One of the main issues that mass-media focuses on is represented by terrorist propaganda. Nowadays, terrorist attacks have become more frequent, and we argue that, due to their social and emotional intelligence, terrorists have the power to manipulate not only people but also mass media. The purpose of our paper was to assess the way Romanian and foreign online mass-media channels present information about Islamic terrorist groups and the activities developed by them, in order to raise awareness about the matter of propaganda and the role of mass media in promoting it. In order to conduct the research, content analysis was used as a method. A total of 36 news presented online by Romanian and foreign mass-media channels were analyzed. The result of the research revealed that Romanian mass-media channels focus more on using words with aggressive content, and that foreign mass-media channels focus on religious and cultural-geographic content. Therefore, the results of the research revealed that the way mass media presents terrorist attacks can unintentionally contribute to the promotion of terrorist propaganda.
An essential element in a learner’s educational development is social intelligence. It gives us the ability to know ourselves and others, and is as essential an aspect of experience as the ability to perceive things. The main focus of this review study is social intelligence in relation to the academic background and personal identity (diversity or social identity) of young and diverse learners. This review focuses on the social intelligence of learners; their behavior patterns, gender, socio-economic status, parental profile, socio-economic status, and their ethnic background and especially the social intelligence of learners with disabilities. This allows educators to help learners with social intelligence disadvantages develop healthy interactions with their peers. Even though many studies have been conducted on the social intelligence of learners with various personal identities, but this study uniquely supports the social intelligence of young learners with emphasis on demographic characteristics. Overall, strategies for maintaining healthy social intelligence can be developed to meet the individual needs of learners. This strategy also addresses the identified issues, taking into account the different needs of the learners. This study result will reveals a crisp and concept clarity on the basis of social intelligence of young learners, induces the young community to pass over their schooling with sound knowledge with the assistance of authorities.
The article looks at the effects of artificial intelligence on human growth and concerns that the expansion of the productive sector may imperil the availability of jobs for humans. Managerial focus has switched to the employment of machines in caring for out productive operations as a means of decreasing costs as a result of the rise in the expense of labour, particularly in the manufacturing business, but this strategy is not without concerns. Since the propensity to eliminate or minimize the amount of human involvement in the production process is frequently contrasted with the gain in productive efficiency brought on by the employment of machines, there is fear that such a measure could result in the loss of jobs for humans. It has been stated that those who oppose artificial intelligence have seen its detrimental effects on contemporary society but have failed to recognize its favourable effects on production and efficiency. In other words, artificial intelligence is here to stay since it can accurately complete more difficult tasks in less time. Additionally, it boosts output of products and services in the smallest amount of time. We contend that improvements in labour productivity and efficiency would always result in the addition of new jobs rather than denying humans of jobs.
Bu araştırmanın temel konusu sosyal zekâ ve güven arasındaki ilişkidir. Çalışmada katılımcıların sosyal zekâ düzeyi ve güven düzeyi arasındaki ilişkinin belirlenmesi ve bazı değişkenler (cinsiyet, yaş, eğitim düzeyi, gelir düzeyi, politik yelpaze ve dini inanç) ile aralarındaki ilişkinin tespit edilmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemi benimsenmiş ve veri toplama tekniği olarak da anket tekniği kullanılmıştır. Çalışmanın örneklemi, kolayda örnekleme tekniğiyle oluşturulmuştur. Araştırma için hazırlanan anket çevrim içi ortamda 324 katılımcıya uygulanmıştır. Bulgulara göre, “Tromso Sosyal Zekâ” ölçeğinin toplam puan ortalaması 59,50±9,253 ve “Güven” ölçeğinin toplam puan ortalaması 52,22±12,228’dir. Analizler sonucunda sosyal zekâ ölçeği toplam puanı ile güven ölçeği toplam puanı arasında anlamlı bir ilişki tespit edilmemiştir. “Güven” ölçeği ile Tromso Sosyal Zekâ ölçeğinde “Sosyal Beceri” alt boyutu ve “Sosyal Farkındalık” alt boyutu arasında pozitif yönde düşük düzeyde anlamlı bir ilişki olduğu görülmektedir. Öte yandan, yaş ve politik yelpazenin hem sosyal zekâ hem de güven düzeyi ile aralarında ilişkisi olduğu tespit edilmiştir.
Bu araştırmanın temel konusu sosyal zekâ ve güven arasındaki ilişkidir. Çalışmada katılımcıların sosyal zekâ düzeyi ve güven düzeyi arasındaki ilişkinin belirlenmesi ve bazı değişkenler (cinsiyet, yaş, eğitim düzeyi, gelir düzeyi, politik yelpaze ve dini inanç) ile aralarındaki ilişkinin tespit edilmesi amaçlanmıştır. Araştırmada nicel araştırma yöntemi benimsenmiş ve veri toplama tekniği olarak da anket tekniği kullanılmıştır. Çalışmanın örneklemi, kolayda örnekleme tekniğiyle oluşturulmuştur. Araştırma için hazırlanan anket çevrim içi ortamda 324 katılımcıya uygulanmıştır. Bulgulara göre, “Tromso Sosyal Zekâ” ölçeğinin toplam puan ortalaması 59,50±9,253 ve “Güven” ölçeğinin toplam puan ortalaması 52,22±12,228’dir. Analizler sonucunda sosyal zekâ ölçeği toplam puanı ile güven ölçeği toplam puanı arasında anlamlı bir ilişki tespit edilmemiştir. “Güven” ölçeği ile Tromso Sosyal Zekâ ölçeğinde “Sosyal Beceri” alt boyutu ve “Sosyal Farkındalık” alt boyutu arasında pozitif yönde düşük düzeyde anlamlı bir ilişki olduğu görülmektedir. Öte yandan, yaş ve politik yelpazenin hem sosyal zekâ hem de güven düzeyi ile aralarında ilişkisi olduğu tespit edilmiştir.
The COVID-19 lockdown has led to an increase in the usage of mobile phones and social media among adolescents. As adolescents utilise mobile phones and social media for educational and pleasure purposes, they grow increasingly attached. As a result, it's critical to dig deep into the relationship between teenage social media usage and academic success. The goal of this study was to design a social media usage scale (SMUS) for adolescents and utilise it to measure social media participation among higher secondary school students. Academic success can therefore be related to social media use. Researchers created and standardised a social media usage scale to gauge the prevalence of social media use amongst higher secondary school pupils. For the purpose of evaluation, SMUS implimented with 1068 students in Kerala's higher secondary schools. The majority of students, according to the findings of the survey, utilise social media. Social media use is not affected by location or gender, though. The findings show that there is a slight positive correlation between social media use and academic success.
This chapter provides an introduction to emotional intelligence. Humans are predominantly emotional creatures. Emotion forms the basis for our entity and gives meaning to our lives. Emotions are everywhere. Emotional intelligence is a type of social intelligence that combines emotion and intelligence by viewing emotions as useful sources of information that help us to navigate our social environment. The emotional intelligence quotient is a flexible group of skills, which can be learned and acquired. It is the key to life and career success.
This chapter provides an introduction to social intelligence and its ramifications. Social intelligence, or street smarts or people skills, is the ability to understand and manage men and women, boys and girls, and to act wisely in human relations or social situations. 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 article tests a new model of social intelligence, emotional intelligence, and cultural intelligence. Online surveys were collected from 467 students in business courses at a large university in the northeastern part of the United States (N = 467). Analyses were conducted using principal component analysis and structural equation modeling. Using AMOS, multiple models of the relationship among these intelligences were developed to determine, as hypothesized, if social intelligence was superordinate to emotional and cultural intelligences, which are presented as distinct but overlapping constructs. Results did not support social intelligence being superordinate to emotional intelligence and cultural intelligence. Findings did support emotional intelligence and cultural intelligence being distinct but related. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Relationships between social intelligence, empathy, and three types of aggressive behavior were studied. Peer-estimation techniques were used to measure all major variables. Altogether, 526 Finnish schoolchildren from three age groups (10, 12, and 14 years old) participated in the study. As was hypothesized, indirect aggression correlated positively and significantly with social intelligence in every age group studied. Physical and verbal forms of aggression had almost zero correlation to social intelligence. Empathy correlated negatively and significantly with every type of aggression except indirect aggression in 12-year-old children. The major findings are in line with the developmental theory by Björkqvist et al. [1992. Aggr Behav 18:117–127] suggesting that indirect aggression requires more social intelligence than direct forms of aggression. Aggr. Behav. 25:81–89, 1999. © 1999 Wiley-Liss, Inc.
Technology mediated groups interact in surprising ways to produce coherent behavior that contributes to collective and individual ends. Traces of these activities are captured in system log data. In this report we use Erickson's application of human social intelligence to social computing as a frame for contrasting 3 studies of rich trace data captured from an online learning management system. First, we present a data-mining algorithm that is effective for identifying small group membership in dense networks. Second, we describe our use of social network analysis techniques to make online group development more visible. Third, we transform raw trace data into a weighted, social form that enables the development of prosthetics for social intelligence in online learning and work environments. Finally, we assert that thinking about "social intelligence prosthetics" will help the social computing research community to develop theory that considers the interwoven roles of computation, interaction design and data structure.
This study was to find out the social intelligence of adolescents and the correlation between ecological variables and social intelligence of the respondents. A study was conducted in Kangra District of Himachal Pradesh. Two blocks namely Panchrukhi and Bhawarna were randomly selected. Four schools were selected from each block. Survey was done on 200 adolescents falling in the age group of 13-19 years under each block. Social Intelligence was assessed by Social Intelligence Scale. The results of the study revealed that most of males and females respondents were with optimistic social intelligence dimensions such as patience, co-operativeness and confidence. Contrary to this, high percentage of males and females respondents showed negative response of social intelligence dimensions such as recognition of social environment, tactfulness and sense of humour. But, males and females respondents showed an affirmative relationship with memory. A significant correlation was found between social intelligence dimensions and ecological variables of respondents.
The purpose of this study is to analyze the level of social intelligence among teachers employed in government secondary schools based on a selected demographic variable. The sample of the study comprised 203 teachers. The findings of the study showed that there was a significant difference among the teachers from (Malaysia, India and China) and their social intelligence. The study also revealed that there were significant differences between teachers with high and moderate level of social intelligence in five strategies of classroom discipline used, that is, teachers with high level of social intelligence scored higher in the classroom discipline strategies of discussion, recognition, involvement, and hinting, whereas teachers with moderate level of social intelligence scored higher in the use of aggression. However, no significant difference was found concerning one strategy of classroom discipline (punishment).
The present study provided support for the relevance of social intelligence—to social influence. Consistent with but extending past research, recognizing situational influences (i.e., discriminative facility) was associated with effective social interactions. In particular, individuals high in discriminative facility demonstrated greater flexibility when considering influence tactics than individuals low in discriminative facility.
16 Signs of a Socially Intelligent Person
- B Wiest
Wiest, B., 16 Signs of a Socially Intelligent Person, https://www.huffingtonpost.com/briannawiest/16-signs-of-a-socially-in_b_8855184.html
What is Social Intelligence? Why does it Matter?
- R E Riggio
Riggio, R. E., What is Social Intelligence? Why does it Matter?
https://www.psychologytoday.com/us/experts/ronald-e-riggio-phd
Social Intelligence: The New Science of Human Relationships
- D Goleman
Goleman, D., Social Intelligence: The New Science of Human Relationships. Hutchinson, 2006.
*Corresponding author.
13 Things Socially Intelligent Leaders Do Differently
- B Wiest
Wiest, B., 13 Things Socially Intelligent Leaders Do Differently,"
https://www.forbes.com/sites/briannawiest/2018/03/13/13-things-socially-intelligent-leaders-dodifferently/#1778f434dbd2