Gender Characteristics of Reflection in Higher Education Students in Relation to Social Intelligence
DOI:
https://doi.org/10.18662/rrem/16.3/886Keywords:
social intelligence, systemic reflection, introspection, quasi-reflection, female participants, male participants, higher education studentsAbstract
Purpose of article: to highlight the results of an empirical research on the gender characteristics of the differential type of reflection in higher education students in relation to social intelligence. Systemic reflection, which allows simultaneous coverage of both the subject and object poles, is found at a high level in all male and almost all female participants; at an average level, it is found in a small number of female participants. Introspection, which promotes focusing on the experiences of both own and other people, is identified at a high level in three-fifths of the male participants and slightly less than one-second of the female participants; at an average level, it is found in two-fifths of the male participants and slightly more than one-second of the female participants. Quasi-reflection, which involves detachment from the real situation due to a focus on an ideal object, is found at a high level in three-fifths of the male participants and slightly more than one-second of the female participants; at an average level, it is found in two-fifths of the male participants and slightly less than one-second of the female participants. No low levels of systemic reflection, introspection, or quasi-reflection were observed. Statistically significant differences were found only in the levels of introspection between male and female participants. Statistically significant correlations between the overall social intelligence indicator and systemic reflection, introspection, and quasi-reflection have demonstrated that reflection is a psychological mechanism of the development of social intelligence in higher education students with special educational needs.
References
Adibsereshki, N., & Salehpour, Y. (2014). Peer acceptance of students with and without inclusion experience towards students with special needs in unisex schools of Tehran. Education 3–13, 42(6), 575-588. https://doi/10.1080/03004279.2012.745890
Asghar Ali, Iqbal Ahmad, & Adnan Khan. (2019). Gender, age and locality based social intelligence differences of B. Ed. (Hons) students. Global Social Sciences Review (GSSR), IV (I), 145-149. http://dx.doi.org/10.31703/gssr.2019(IV-I).19
Balashov, E. M. (2020). Metacognitive monitoring of self-regulated learning of students. [Unpublished doctoral dissertation]. National University of Ostroh Academy. Ostroh.
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
Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
Gebhardt, M., Schwab, S., Krammer, M., & Gasteiger, K. B. (2012). Achievement and integration of students with and without special educational needs (sen) in the fifth grade. The Journal of Special Education and Rehabilitation, 13(3/4), 7-19.
Goleman, D. (2021). Social intelligence. The new science of human relations. CORPUS.
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
Jouni, N., & Al-Hroub, A. (2023). Performance of students with and without special educational needs. In: School inclusion in Lebanon. Springer, Cham. https://doi.org/10.1007/978-3-031-34779-5_5
Leontev, D. A. & Osyn, E. N. (2014). Reflection is “Good” and “Bad”: from an explanatory model to differential diagnostics. Psychology. Journal of Higher School of Economics, 11(4), 110-135.
Lyepikhova, L. A. (2005). Choice and socio-psychological competence. In T. M. Tytarenko (Ed.), Personal choice: Psychology of despair and hope : Monograph (pp. 80-119). Milenium.
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
Myronova, S., Dokuchyna, T., Rudzevych, I., Smotrova, O., & Platash, L. (2021). Current Problems of Teachers’ Readiness of Higher Educational Institutions for Implementing Inclusive Education. Revista Romaneasca Pentru Educatie Multidimensionala, 13(3), 151-165. https://doi.org/10.18662/rrem/13.3/445
O’Sullivan, M., & Guilford, J. P. (1978). Les tests d’Intelligence sociale. Editions du Centre de psychologie appliquée.
Rudenko, V. M., & Rudenko, N. M. (2009). Mathematic methods in psychology. Akademvydav.
Savchenko, E. V. (2017). Psychology of the personality’s reflective competence. [Unpublished doctoral dissertation]. Taras Shevchenko National University of Kyiv of the MES of Ukraine. Kyiv.
Starynska, O. V. (2023). Gender features of social intelligence of higher education applicants with special educational needs. Scientific Works of Interregional Academy of Personnel Management. Psychology, 2(58), 44-50. https://doi.org/10.32689/maup.psych.2023.2.7
Starynska, O., Spivak, L., Osmanova, A., & Revutska, O. (2023). Social intelligence as a factor of socio-psychological adaptation of university students with special educational needs during distance learning due to the COVID-19. Revista Românească pentru Educaţie Multidimensională, 15(1), 441-462. https://doi.org/10.18662/rrem/15.1/705
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.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 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