Social Intelligence as a Factor of Socio-Psychological Adaptation of University Students with Special Educational Needs during Distance Learning due to the COVID-19
DOI:
https://doi.org/10.18662/rrem/15.1/705Keywords:
social intelligence, socio-psychological adaptation, adaptability, mal-adaptability, university students with special educational needsAbstract
The article is devoted to the research of social intelligence as a factor of socio-psychological adaptation of university students with special educational needs during distance learning. Study methods of social intelligence and socio-psychological adaptation are used. The respondents’ contingent of consisted of 78 students with special educational needs. The average level of social intelligence was empirically established in part students, which testifies to their ability to understand properly and the ability to behavior in almost half of life situations. Almost a quarter of students have a higher than average level of social intelligence and the same part is lower than average, which confirms their ability to understand and predict other people’s behavior in almost three quarters and one quarter of life situations, respectively. Students do not have high and low levels of social intelligence. Most students (almost two-thirds) have an average level of adaptability and mal-adaptability; instead, a minority (almost one third) is at a high level. Adaptability and mal-adaptability, respectively, indicate consistency and inconsistency between the needs of the individual and the requirements of the social environment. Students with a low level of adaptability and mal-adaptability were not found. The defined statistically significant relationship of social intelligence with adaptability (direct) and maladaptive (reverse) shows the influence of social intelligence on the effectiveness of socio-psychological adaptation of students. The results of the research proved that social intelligence is a factor of socio-psychological adaptation of students with special educational needs during distance learning.
References
Afanasenko, V., Komar, T., Potapchuk, N., Vasylenko, O., Podkorytova, L., & Havrylkevych, V. (2021). Socio-Psychological Features of Students with Special Educational Needs as a Cause of Conflicts in Inclusive Groups. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(2), 01-17. https://doi.org/10.18662/brain/12.2/188
Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2012). Loneliness among students with special educational needs in mainstream seventh grade. Research in Developmental Disabilities, 33(6), 1888-1897. https://doi.org/10.1016/j.ridd.2012.05.010
Burlachuk, L. F. (1989). Psychodiagnostic of personality. Health.
Fetyskin, N. P., Kozlov, V. V., & Manuilov, G. M. (2009). Socio-psychological diagnostics of the development of the personality and small groups (2nd edition, supplemented). Psychotherapy.
Frumos, L. (2020). Inclusive Education in Remote Instruction with Universal Design for Learning. Revista Romaneasca pentru Educatie Multidimensionala, 12(2Sup1), 138-142. https://doi.org/10.18662/rrem/12.2Sup1/299
Goleman, D. (2021). Social intelligence. The new science of human relations. CORPUS.
Government of Ukraine. (2017). Law of Ukraine “On Education”, № 2053-VIII. Verkhovna Rada https://zakon.rada.gov.ua/laws/show/2053-19#Text
Government of Ukraine. (2020). Law of Ukraine “On Higher Education”, № 1556-VII. Verkhovna Rada. https://zakon2.rada.gov.ua/laws/show/1556-18
Guilford, J. P. (1982). Is some creative thinking irrational? Journal of creative behavior, 16(3), 151-154.
Hendricks, M., Guilford, J. P., & Hoepfner, R. (1969). Measuring creative social intelligence: reports from the Psychological Laboratory. University of Southern California.
Khusheim, S. M. (2022). Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept. Journal of Education and Learning, 11(1), 54-64. https://doi.org/10.5539/jel.v11n1p54
Koster, M., Pijl, S. J., Nakken, H., & Van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57(1), 59-75. https://doi.org/10.1080/10349120903537905
Mikhailova (Aleshina), E. S. (2001). Test of J. Guilford and M. О’Sullivan: diagnostics of social intelligence: methodological guidance. GP “IMATON”.
Ministry of Education and Science of Ukraine. (2020). Letter from Ministry of Education and Science of Ukraine № 1/9-154. Ministry of Education and Science of Ukraine. https://mon.gov.ua/storage/app/media/news/%D0%9D%D0%BE%D0%B2%D0%B8%D0%BD%D0%B8/2020/03/11/1_9-154.pdf
Morozova, K. O. (2012). The aspects of the informational-communicative competence’s monitoring, Information technologies and teaching aids, 6(32). https://doi.org/10.33407/itlt.v32i6.764
Nisser, W. (1981). Knowledge and Reality. Progress.
О'Sullivan, M., & Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
Piaget, J. (1985). The equilibration of cognitive structures. The central problem of intellectual development. University of Chicago Press.
Rean, A. A., Kudeshev, A. R., & Baranov, A. A. (2006). Psychology of personality adaptation. Analysis. Theory. Practice. prajm Evro-znak.
Selye, H. (2002). Stress without Distress. Progress.
Starynska, O., Spivak, L., & Melnyk, Zh. (2021). Mental health and social intelligence of students with special educational needs of Ukrainian higher education institutions. In M. Wierzbik-Strońska, & O. Nestorenko (Eds.), Digital transformation of society : theoretical and applied approaches : Monograph (pp. 35-42). Publishing House of University of Technology.
Sternberg, R. J. (1985). Beyond IQ. Cambridge University Press.
Sternberg, R. J. (1987). Beyond IQ: A triarchic theory of human intelligence. Cambridge University Press. XVI.
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000098427
Ushakov, D. V. (2004). Social intelligence: theory, measurement, research. Publishing House of the Institute of Psychology of the RAS.
Wertheimer, M. (1987). Productive thinking. Progress.
World Health Organization. (2011). World Report on Disability 2011 . World Health Organization. https://www.who.int/teams/noncommunicable-diseases/sensory-functions-disability-and-rehabilitation/world-report-on-disability
World Health Organization. (2020). WHO characterizes COVID-19 as a pandemic. World Health Organization. https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
