SOLUTION OF SOCIAL PROBLEMS IN
MANAGEMENT AND ECONOMY
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SOCIAL INTELLIGENCE AS A FACTOR IN ENSURING THE
EFFECTIVENESS OF TRAINING
Egamova Shukriya Amanovna
Bukhara State Medical College
https://doi.org/10.5281/zenodo.13771212
Annotation
. This article carried out an experimental study of the
theoretical definition and justification of the conditions for the formation of
social intelligence as a factor of self-awareness of the teacher and their
effectiveness. It also talks about the psychological and pedagogical conditions
for the formation of social intelligence as a factor of self-awareness of teachers.
Key words
: Intelligence, abilities, socialization, sociogenesis,
methodology, social intelligence, the need for self-development, the need for
self-development of social intelligence.
Social intelligence as an independent type was identified in the last
decades of the 20th century (E. Thorndike) and increasingly attracts the
attention of researchers who consider it both as an ability and as a personality
trait. The problem of the essence, functions, formation and development of
social intelligence has been subjected to deep analysis in foreign and domestic
psychology (J. Guilford, N. Kantor, G. Allport, M. Sullivan, R. Sternberg, N. A.
Aminov, Yu. N. Emelianov, V. N. Kunitsyna, M. V. Molokanov, D. V. Ushakov, etc.).
In pedagogical science, the importance of social intelligence has also aroused
interest in it among a number of researchers. An analysis of the formation of
social intelligence in younger adolescents was conducted (E. V. Vatina). Its
formation in older adolescents was studied (M. V. Odanovich). The development
of social intelligence of children (I. V. Kharitonova) and adults (M. A. Lukicheva,
O. Yu. Pavlova) in various activities is considered. But the development of the
problem of social intelligence cannot yet be called active. Thus, many aspects of
the formation of social intelligence of teachers have not yet become the subject
of extensive study. One of them, which has not received sufficient development,
is the question of the determining role of social intelligence in self-realization of
a teacher. Meanwhile, studies of self-realization, which is currently becoming
almost a cultural stereotype of developed countries, have acquired particular
relevance in connection with the awareness of its significance for social and
individual development (A. Maslow, K. Rogers, E. V. Galazhinsky, V. E. Klochko, O.
M. Krasnoryadtseva, L. A. Korostyleva, S. I. Kudinov, D. A. Leontiev, etc.). The
problem of self-realization is one of the most discussed in pedagogical research
(T. I. Baryshnikova, E. P. Baksheeva, M. N. Mironova, S. A. Pyataeva, V. A.
SOLUTION OF SOCIAL PROBLEMS IN
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International scientific-online conference
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Slastenin, etc.). The objective and subjective conditions of professional self-
realization of teachers have been studied, and an analysis of the formation of
professional competence of future teachers based on readiness for pedagogical
self-realization has been given. But the role of specific internal factors of self-
realization of a teacher, in particular such an important property as social
intelligence, and the conditions of its formation need to be clarified, theoretically
and empirically substantiated.
The problem of social intelligence, its formation and development is being
studied in different pedagogical contexts. Researchers are interested in age and
content-activity aspects of the problem: the development of social intelligence of
preschoolers by means of psychogymnastics (I. V. Kharitonova), pedagogical
support for the development of social intelligence of preschoolers (I. Yu. Isaeva),
the formation of social intelligence of younger adolescents with underdeveloped
cognitive activity (E. V. Vatina), the formation of social intelligence of older
adolescents in the process of solving cognitive problems and overcoming
personal, interpersonal difficulties (M. V. Odanovich) are considered. Studies
have been conducted on the development of social intelligence of future teachers
(M. A. Lukicheva) and social workers (O. Yu. Pavlova). The possibilities of
pedagogical support for the formation of emotional intelligence - as a
component of social intelligence - in children are being studied (K. S.
Kuznetsova). Starting from the 19th century and to the present day, the study of
intelligence has been intensively conducted within the framework of testological
and experimental psychological directions. There are two positions of scientists
in understanding the essence and structure of intelligence. Some believed that
the test measures a single, basic, intellectual ability. Others believed that there is
no single intelligence. Intelligence is a sum of independent intellectual abilities,
factors. Among the latter are the ability to adapt to constantly changing
conditions of the surrounding reality (J. Piaget), a set of behavioral skills (A.
Staats, K. Fisher), the ability to control one's own behavior, adequately assess
oneself and one's capabilities (R. Feuerstein). M.A. Kholodnaya identified
regulatory properties in intelligence. She significantly expanded the
interpretation of intelligence, including non-intellectual components (regulation,
motivation, etc.). Since the concept of social intelligence was first developed in
foreign psychology, let us turn to the analysis of works on the problem in this
area of scientific knowledge. Consideration of some approaches implemented in
the testological and experimental-psychological areas of studying intelligence
made it possible to isolate the social aspects of functioning, nature, and factors of
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its development. Despite the fact that social intelligence was not yet considered
as an independent type, it was established that intelligence is not only cognitive,
but also behavioral abilities that allow a person to adapt to the constantly
changing conditions of the surrounding reality. Later, two components were
identified in the structure of intelligence: "technological" and "social", and in
them - the ability to practically solve a problem (the ability to clearly and
distinctly understand the essence of the problem), verbal abilities (the ability to
clearly and distinctly express one's thoughts), social competence (the ability to
accept others as they are, to accept someone else's point of view, etc.). New
approaches to the study of intelligence made it possible to carry out a
scientifically substantiated division of practical intelligence into cognitive and
social.
The concept of "social intelligence" was first introduced by E. Thorndike in 1920
to denote "foresight in interpersonal relationships." The author identifies two
sides of social intelligence: behavioral and cognitive. According to E. Thorndike,
there are three types of intelligence: - abstract intelligence as the ability to
understand abstract verbal, mathematical symbols and perform any actions with
them; - concrete intelligence as the ability to understand things and objects of
the material world and perform any actions with them; - social intelligence as
the ability to understand people and interact with them.
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