Social intelligence. How developed is your social intelligence?

Introduction

Chapter 1: Theoretical analysis of research on social intelligence as a factor of success in the “human-human” and “human-technical” professions: gender aspect

1 Theoretical analysis of the study of social intelligence in foreign and domestic psychology

3 Success factors in the “person-to-person” and “person-to-technology” professions

Introduction

Human life in all spheres is of a social nature, which manifests itself either in interaction with the social environment or in professional activities. No matter how isolated a person is by his professional environment, no matter how much he avoids live communication with other people, he still has to enter into social contacts. Moreover, professional activity in the system of subject-subject relations requires a special ability, which is necessary for successful interaction with people. Experts call this ability “social intelligence.”

Theoretical analysis and generalization of the provisions contained in the works of E. Thorndike (1920), G. Allport (1937), G. Eysenck (1967), J. Guilford (1967), Yu. N. Emelyanov (1987), V. N. Kunitsyna (2003) by A.I. Savenkov (2005) and other foreign and domestic scientists will reveal general provisions and the content of the psychological phenomenon of social intelligence, as well as describe its characteristics.

Social intelligence is a concept in modern psychology, which is in the process of development, study and clarification in the specific realities of a diverse social activities person.

In the history of the study of social intelligence, there are two stages that reveal the content of its research. The first stage (1920 -1949) - the stage of theoretical study, is characterized by the lack of a unified understanding of the essence of social intelligence; the independence of social intelligence from general intelligence was not identified. The second stage (1949 - present) - the stage of experimental and theoretical research is associated with the development of the first test that directly studies social intelligence. At this stage, most scientists recognize social intelligence as an ability independent of general intelligence.

An analysis of theoretical and experimental approaches in psychological science shows that social intelligence is a concept that does not have a single, unambiguous interpretation. The variety of approaches to defining social intelligence demonstrates the ambiguity of its structure. At the same time, a number of general points can be noted in the definitions of social intelligence. Firstly, in most approaches, social intelligence is interpreted as an ability; therefore, it is associated with a certain activity and is a personal formation. Secondly, most scientists recognize social intelligence as independent of general intelligence. Third, social intelligence is described as a complex structural entity consisting of several abilities. Fourthly, the subject of these abilities is the establishment of relationships between events in which actors are the person himself and his social environment.

IN last years The view has emerged that social intelligence represents a distinct group of mental abilities associated with the processing of social information, a group of abilities that are fundamentally different from those that underlie the more “formal” thinking tested by intelligence tests. Social intelligence determines the level of adequacy and success of social interaction.

Nevertheless, despite active research in the psychology of social intelligence, the problems of gender characteristics remain insufficiently studied. The dynamics of social processes require men and women to mobilize personal resources, find the necessary means and actions to achieve successful social interaction, and develop the ability to correctly understand and interpret social events occurring in the world. The listed abilities are elements of the structure of social intelligence.

As a cognitive component of an individual’s communicative abilities, social intelligence provides self-knowledge, self-development and self-learning, the ability to predict and plan the development of interpersonal events and represents a clear, coordinated group of mental abilities that determine the success of social adaptation.

CHAPTER 1: Theoretical analysis of research on social intelligence as a factor of success in the “human-human” and “human-technical” professions: gender aspect

social intelligence gender

1.1 Theoretical analysis of the study of social intelligence in foreign and domestic psychology

The emergence of an independent psychological construct “social intelligence”, irreducible to the traditional concept of intelligence, was caused by the need to explain the phenomenon of “social imbalance”. The essence of this phenomenon is that a high level of general intelligence is not associated, and often negatively correlates, with social competence and successful communication.

Let us replace the language of correlations with the language of sensory representations, and in our minds, for example, the following image can become actualized: a bright, talented scientist, capable of finding a solution to the most complex scientific problem, suddenly turns into a helpless and confused person in situations of everyday everyday communication.

The concept of “social intelligence” appeared in science at the beginning of the 20th century. Since then, researchers have sought to understand the specifics of this phenomenon, proposed various ways to study it, and identified different forms of intelligence, but the study of social intelligence periodically fell out of the field of view of scientists, which was caused by failures in attempts to determine the boundaries this concept.

Initially, the concept of social intelligence was proposed by E. Thorndike in 1920 to denote “foresight in interpersonal relationships.” Thorndike considered social intelligence as a specific cognitive ability that ensures successful interaction with people; the main function of social intelligence is predicting behavior. G. Allport (1937) associated social intelligence with the ability to make quick, almost automatic judgments about people. At the same time, the author pointed out that social intelligence is more related to behavior than to operating with concepts: its product is social adaptation, not

operating with concepts.

Sometimes in the literature, in particular by J. Godefroy, social intelligence is identified with one of the processes, more often with social thinking or social perception, which is associated with the tradition of unrelated study of these phenomena in general and social psychology (D. Myers).

Issues of social intelligence are discussed in solving the problem of intellectual giftedness; here intelligence is considered as an early form of ability, determined genetically. Wisdom is often identified with social intelligence as a form of intellectual giftedness.

The issue of using intelligence for adaptation purposes is considered in the concept of N. Cantor, where the author equates social intelligence with cognitive competence, which allows people to perceive events in social life with a minimum of surprises and maximum benefit for the individual.

J. Guilford, the creator of the first test for measuring social intelligence, considered it as a system of intellectual abilities, independent of the factor of general intelligence, and associated with the cognition of behavioral information; this is an integral intellectual ability that determines the success of communication and social adaptation.

New methodological developments problems of social intelligence date back to the 1980s. M. Ford, M. Tisak based the measurement of intelligence on the successful solution of problem situations.

In Russian psychology, M.I. was one of the first to describe “social intelligence.” Bobneva. She defined it in the system of social development of the individual. The mechanism of personality formation is the process of socialization. As the author notes, there are at least two interpretations of this concept. In the broad sense of the word, the term “socialization” is used to refer to the process “during which a human being with certain biological inclinations acquires the qualities necessary for him to function in society. The theory of socialization is designed to establish under the influence of what social factors certain personality traits are formed, the mechanism of this process and its consequences for society. From this interpretation it follows that individuality is not a prerequisite for socialization, but its result.

The second, more specialized definition of the term is used in sociology and social psychology. Socialization as a process that ensures a person’s inclusion in a particular social group or community. Formation of a person as a representative of a given group, i.e. the bearer of its values, norms, attitudes, orientations, etc., presupposes the development in him of the necessary properties and abilities for this.

Taking into account the presence of these values, M.I. Bobneva notes that socialization alone does not ensure the holistic formation of a person. And, further, he determines the most important regularity of the process of social development of the individual is the presence in it of two opposing tendencies - typification and individualization. Examples of the first are the various types of stereotyping, the formation of socio-psychological properties specified by the group and common to its members. Examples of the second are a person’s accumulation of individual experience of social behavior and communication, the development of his attitude to the roles assigned to him, the formation of personal norms and beliefs, systems of meanings and meanings, etc. Here we can see an analogy with the principle of the adaptive nature of intelligence in the theory of J. Piaget. Based on which, adaptation is understood as a balance between assimilation (or assimilation of given material by existing patterns of behavior) and accommodation (or adaptation of these patterns to a specific situation).

Further, in his reasoning, M.I. Bobneva dwells on the second trend - individualization. She notes that any process of human development, including social development, is always a process of his individual development within the framework, in the context, in the conditions of society, a social group, social contacts, and communication. Thus, the formation of a person is the result of a complex combination of processes of socialization and individual social development of the individual. The author connects the latter with social learning and, as an example, refers to the works of D.B. Elkonin, who distinguished two forms of child development:

) mastering subject knowledge and skills of subject actions and activities, the formation of mental properties and abilities associated with such learning and development, etc.;

) the child’s mastery of the social conditions of his existence, mastery in the game of social relationships, roles, norms, motives, assessments, approved means of activity, accepted forms of behavior and relationships in the team.

M.I. Bobneva determines the presence of a special need in the emerging personality - the need for social experience. “This need can seek a way out in a spontaneous search in the form of unorganized, uncontrollable actions and actions, but it can also be realized in specially created conditions.” Those. There are and are necessary for the full development of the individual two forms of acquiring social experience - both organized social learning and the spontaneous practice of social interactions, ensuring spontaneous and active development of the individual. Thus, the most important task of applied social psychology of personality and psychology of education, as the researcher notes, is the search for optimal forms of combining both types of social learning and identifying their specific patterns.

The socio-psychological development of an individual presupposes the formation of abilities and properties that ensure its social adequacy (in practice, adequate human behavior is distinguished in conditions of the macro- and micro-social environment). These most important abilities are social imagination and social intelligence. The first refers to a person’s ability to place himself in a real social context and outline his line of behavior in accordance with such “imagination”. Social intelligence is the ability to perceive and grasp complex relationships and dependencies in the social sphere. Bobneva M.I. believes that social intelligence should be regarded as a special ability of a person, formed in the process of his activities in the social sphere, in the field of communication and social interactions. And it is fundamentally important that the level of general intellectual development is not uniquely related to the level of social intelligence. A high intellectual level is only a necessary, but not a sufficient condition for the actual social development of an individual. It can facilitate social development, but not replace or condition it. Moreover, high intelligence can be completely devalued by a person’s social blindness, the social inadequacy of his behavior, his attitudes, etc.

Another domestic researcher, Yu. N. Emelyanov, studied social intelligence within the framework of practical psychological activity - increasing the communicative competence of an individual through active socio-psychological training. Defining social intelligence, he writes: “The sphere of possibilities of subject-subject cognition of an individual can be called his social intelligence, meaning by this a stable, based on the specifics of thought processes, affective response and social experience, the ability to understand oneself, as well as other people, their relationships and predict interpersonal events." The author proposes the term “communicative competence”, similar to the concept of social intelligence. Communicative competence is formed through the internalization of social contexts. This is an endless and constant process. It has a vector from inter- to intra-, from current interpersonal events to the results of awareness of these events, which are fixed in the cognitive structures of the psyche in the form of skills and habits. Empathy is the basis of sensitivity - special sensitivity to the mental states of others, their aspirations, values ​​and goals, which in turn forms social intelligence. The scientist emphasizes that over the years, the empathic ability fades and is replaced by symbolic means of representation. Thus, social intelligence acts as a relatively independent praxeological formation.

Emelyanov, like other researchers, connects social intelligence and situational adaptation. Social intelligence presupposes fluency in verbal and non-verbal means social behavior - all types of semiotic systems. The author supplements communicative competence with elements related to awareness of the activity environment (social and physical) surrounding a person, and the ability to influence it to achieve one’s goals, and in conditions of joint work to make one’s actions understandable to others. This “actional” aspect of communicative competence requires awareness:

a) own needs and value orientations, personal work techniques;

b) their perceptual skills, i.e. the ability to perceive the environment without subjective distortions and “systematized blind spots” (persistent prejudices regarding certain problems);

c) readiness to perceive new things in the external environment; d) their capabilities in understanding the norms and values ​​of other social groups and cultures (real internationalism);

e) their feelings and mental states in connection with the influence of environmental factors (ecological psychoculture);

f) ways of personalizing the environment (material embodiment of the “sense of ownership”);

g) the level of their economic culture (attitude to the habitat - housing, land as a source of food, native land, architecture, etc.).

Speaking about the way to increase communicative competence, Yu.N. Emelyanov notes that communication skills and intelligence of interpersonal relationships, while of their undoubted importance, are nevertheless secondary (both from a phylogenetic and ontogenetic perspective) in relation to the factor of joint activity of people. Therefore, key ways to increase communicative competence should be sought not in polishing behavioral skills and not in risky attempts at personal reconstruction, but in the ways of an individual’s active awareness of natural interpersonal situations and of himself as a participant in these activity situations, in the ways of developing socio-psychological imagination that allows him to see the world from other people's point of view.

A.L. Yuzhaninova also identifies social intelligence as a third characteristic of the intellectual structure, in addition to practical and logical intelligence. The latter reflect the sphere of subject-object relations, and social intelligence - subject-subject relations.

She views social intelligence as a specific social ability in three dimensions: social-perceptual abilities, social imagination and social communication techniques.

Social-perceptual abilities are such a holistic-personal education that provides the opportunity to adequately reflect the individual, personal properties of the recipient, the characteristics of his mental processes and the manifestation of the emotional sphere, as well as accuracy in understanding the nature of the recipient’s relationships with others. On the other hand, taking into account the connection of reflexive processes with social-perceptual ones, the psychological content of this phenomenon should be supplemented with the ability of self-knowledge (awareness of one’s individual personal properties, motives of behavior and the nature of others’ perception of oneself).

Social imagination is the ability to adequately model individual and personal characteristics of people based on external signs, as well as the ability to predict the nature of the recipient’s behavior in specific situations, and accurately predict the characteristics of further interaction.

The social technique of communication is an “effective” component, manifested in the ability to accept the role of another, control the situation and direct interaction in the direction necessary for the individual, in the wealth of technology and means of communication. And the highest criterion for the manifestation of a person’s socio-intellectual potential is the ability to influence the mental states and manifestations of other people, as well as to influence the formation of the mental properties of others.

Research conducted by A.L. Yuzhaninova, as well as a number of other scientists, found that social intelligence is weakly related to estimates of general intelligence, to the intellectual productivity scale of the MMPI test (Gauer, 1957), and to data on factor B of the Cattell test. All these data allow us to speak about the legitimacy of identifying social intelligence as an independent component of the general system of cognitive abilities of an individual. Correlations were found with some MMPI test scales. Significant positive relationship with scores on the role-playing scale (McClelland, 1951). Thus, the ability to interact with others and to be a socially acceptable person is a component of social intelligence. Significantly negative with scores on the self-confidence scale (Gibson, 1955). It is obvious that overestimation of self-esteem is indeed associated with an inability to navigate the social environment. Weak connections with “social continuity” and “social confidence”. The higher the social intelligence, the more desirable communication with a person is for others, the more confident he feels. Nonlinear relationship, having the character of an inverted V-shaped curve, with anxiety.

Thus, the conclusion that the higher the social intelligence, the more adaptive the person, seems quite justified. The significance of this aspect of the psyche is revealed with particular clarity in numerous examples when people who differ high achievements in the study of phenomena of the material world (having a high general subject-oriented intelligence), turn out to be helpless in the field of interpersonal relationships.

The problem of social intelligence is reflected in the works of E. S. Mikhailova in line with research into the communicative and reflexive abilities of the individual and their implementation in the professional sphere. The author believes that social intelligence provides an understanding of people’s actions and actions, an understanding of human speech production. E. S. Mikhailova is the author of an adaptation to Russian conditions of the J. Guilford and M. Sullivan test for measuring social intelligence.

Social intelligence combines and regulates cognitive processes associated with the reflection of social objects (a person as a communication partner, a group of people). The processes that form it include social sensitivity, social perception, social memory and social thinking. Sometimes in the literature social intelligence is identified with one of the processes, most often with social thinking or social perception. This is due to the tradition of separate, unrelated study of these phenomena within the framework of general and social psychology.

Social intelligence provides an understanding of people’s actions and actions, an understanding of a person’s speech production, as well as his nonverbal reactions (facial expressions, postures, gestures). It is a cognitive component of an individual’s communicative abilities and a professionally important quality in professions such as “person - person”, as well as some professions “person - artistic image”. In ontogenesis, social intelligence develops later than the emotional component of communication abilities - empathy. Its formation is stimulated by the beginning of schooling.

During this period, the child’s social circle increases, his sensitivity, social-perceptual abilities, the ability to worry about another without directly perceiving his feelings, the ability to decenter develop (the ability to take the point of view of another person, to distinguish one’s point of view from other possible ones), which forms the basis of social intelligence. Violation or hypotrophy of these abilities can be the cause of antisocial behavior, or cause a tendency to such.

Also among the fundamental factors of social intelligence are sensitivity, reflection and empathy of V. N. Kunitsyn, M. K. Tutushkin and others.

Sometimes researchers identify social intelligence with practical thinking, defining social intelligence as a “practical mind” that directs its action from abstract thinking to practice (L. I. Umansky, M. A. Kholodnaya, etc.).

As a result of research by N. A. Aminov and M. V. Molokanov, social intelligence revealed a connection between social intelligence and a predisposition to research activities. Studying the criteria for giftedness, M. A. Kholodnaya identified six types of intellectual behavior:

) persons with a high level of development of “general intelligence” in the form of IQ indicators> 135 - 140 units (identified using psychometric intelligence tests - “smart”);

) persons with a high level of academic success in the form of indicators of educational achievements (identified using criterion-based tests - “brilliant students”);

) persons with a high level of development of creative intellectual abilities in the form of indicators of fluency and originality of generated ideas (identified on the basis of creativity tests - “creatives”);

) persons with high success in performing certain real-life activities, having a large amount of subject-specific knowledge, as well as significant practical experience in the relevant field (“competent”);

) persons with high intellectual achievements, who are embodied in objectively significant, to one degree or another generally recognized forms (“talented”);

) persons with high intellectual capabilities associated with analysis, assessment and prediction of events in people’s everyday lives (“wise”).

In the works of N. A. Aminov and M. V. Molokanov, social intelligence is considered as a condition for choosing an activity profile for future practical psychologists. Research by scientists has revealed a connection between social intelligence and a predisposition to research activities.

M. G. Nekrasov refers to the concept of “social thinking”, which is similar in content to the concept of “social intelligence”, defining by it the ability to understand and handle information about the relationships between people and groups. Developed social thinking allows its bearer to effectively solve the problem of using the characteristics of social groups in the process of their interaction.

The problem of social intelligence is covered within the framework of studies of creativity abilities (I. M. Kyshtymova, N. S. Leites, A. S. Prutchenkov, V. E. Chudnovsky, etc.). A number of scientists believe that the ability to be creative and the social adaptability of an individual have an inverse correlation; other researchers argue that creativity increases success in communication and the adaptability of an individual in society. In particular, in I. M. Kyshtymova’s experiment on the development of creativity in schoolchildren, a significant increase in all indicators of social intelligence is noted with positive dynamics in the level of creativity, i.e. a creative person, to a greater extent than a non-creative person, is capable of understanding and accepting others and, therefore, , to success in communication and adaptability in the social environment.

Thus, social intelligence is a relatively new concept in psychological science, which is in the process of development and clarification.

2 Gender differences in the characteristics of social intelligence

Gender psychology is practically a new scientific direction, which is only beginning to assert itself as an independent field of psychological knowledge. It should be noted that gender issues in domestic psychology for a long time developed rather poorly, and very few works were published on which researchers could rely. The psychology of gender is that area of ​​scientific knowledge that has united fragmented and disparate studies devoted to the study of problems of gender and intergender relations. Therefore, the psychology of gender as a special discipline can be considered as one of the scientific prerequisites for the development of gender psychology.

At the present stage, one of the pressing problems of psychology, from the point of view of S.I. Kudinova (1998), I.S. Kohn (1981), is the problem of sex-role socialization, which includes issues of the formation of a person’s mental gender, mental sexual differences, sex-role identification and lies at the intersection of such sciences as sociology, biology, and medicine. However, different authors give different meanings to the concept of gender identification. Some identify it with the act of imitation (A. Bandura, 1986; B.I. Khasan, Yu.A. Tyumeneva, 1993). Others, on the contrary, expand this concept, seeing in it one of the most important forms of mental activity (B.M Teplov, 1961).

From the point of view of T.I. Yufereva (1987), biological (innate) sex can only help determine a person’s potential behavior, while psychological, social sex is learned during life, and its formation is greatly influenced by racial, class, ethnic variations in gender roles and corresponding social expectations . Thus, the formation of sexual identity, as V.E. Kagan (1989) and I.S. Kon (2001) point out, is a long-term biosocial process of choosing and mastering one of two models of sexual behavior accepted in the social environment where one grows up. child.

B.M. Teplov, considering the problem of gender identification, identifies the following characteristics:

identification of one’s “I” with someone else’s, taken as a “model” or “standard” (borrowing a manner of behavior and a number of personality traits);

attachment to an object with which the individual identifies himself, “getting used to” his image and readiness for emotional empathy;

comparative ease of identification through the use of ready-made behavioral and emotional stereotypes;

the need for recognition of an individual’s belonging to a given gender by other individuals.

In addition, the scientist believes that normally, gender identification occurs naturally, as a self-evident phenomenon, and does not require the activity of consciousness.

So, gender identity is the assimilation of gender roles by an individual. At the same time, gender roles are always associated with a certain normative system, which the individual assimilates and refracts in his consciousness and behavior. Thus, gender roles are the differentiation of activities, statuses, rights, and responsibilities of individuals depending on their gender.

At the present stage of development of psychology, gender roles are studied at three different levels:

1. Macrosocial - differentiation of social functions by gender and corresponding cultural norms.
2. Interpersonal - gender roles within a specific system of joint activity
3. Intra-individual - the gender role is derived from the characteristics of a particular individual, from a person’s ideas about what a man or woman should be, based on conscious and unconscious attitudes and life experience.

In turn, O.A. Voronina (2000) emphasizes the deeply patriarchal foundations of Russian philosophy of gender. In her opinion, in Russian philosophy there was a very unique approach to the perception and assessment of the differentiation of the masculine and the feminine. Firstly, in Russian philosophy and theology of gender, the differentiation of masculine and feminine principles was considered as a metaphysical or spiritual-religious principle, while in Western philosophy such differentiation corresponded to an ontological or epistemological principle. Secondly, in Russian philosophy different cultural and symbolic accents were placed: what in the European philosophical tradition is associated with the masculine principle (divine, spiritual, true), in Russia and Russian culture is associated with the feminine, feminine principle. However, none of the philosophers evaluates the feminine principle as independent or equal to the masculine; it always acts only as an additional one. It is obvious that philosophical ideas, contrasting the concepts of “male” and “female”, reflect the principle of differentiation and polarization of the sexes. In psychology, when studying gender issues, the emphasis is on the connection between the individual characteristics of a person as a representative of a certain gender with the characteristics of a person’s social behavior.

Thanks to the fundamental and generalizing works of B.G. Ananyev (2001) and I.S. Kona (2001) identified priority areas of research in the field of psychology of gender. These include systematic and comprehensive studies of sex differences and sex roles, including the study of:

) differential psychological characteristics between representatives of the sexes in age dynamics;

) functional patterns of differentiation of sex roles in a particular field of activity at the social, interpersonal and individual level;

) gender role stereotypes in a historical perspective and in connection with changes in forms of socialization;

) the interdependence of gender roles and the corresponding behavior of the individual and its differential psychological and social characteristics.

However, an analysis of existing research on this issue shows that, if earlier the study of sex differences concerned mainly the issue of ideas about masculinity and femininity, sex-role attitudes, then most of the latest works are devoted to the study of sex differences in deeper and more complex psychological structures, such as self-concept, moral and ethical attitudes, gender identity (for example, the works of S. I. Kudinov, 1998; V. V. Romanova, 1997; B. I. Khasan and Yu. A. Tyumeneva, 1993). At the same time, research by domestic psychologists conducted in the 90s of the 20th century was devoted to the study of differences in personality traits and behavioral characteristics of men and women (S.I. Kudinov 1998, B.I. Khasan and Yu.A. Tyumeneva 1993), content and the dynamics of masculinity-femininity stereotypes (T.A. Arakantseva and E.M. Dubovskaya 1999), psychological differences inherent in representatives of the two sexes at different age periods (N.A. Smirnova, 1994). In addition, today psychologists are tasked with identifying the patterns of formation of individual differences in the structure of intelligence of men and women from the perspective of a gender approach.

It should be noted that the characteristics of the intelligence of men and women have long attracted the attention of researchers (A. Anastasi, 1982; G. Eysenck, 1995; B. M. Teplov, 1961; F. Kliks, 1983, etc.). However, the data they obtained is quite contradictory. At the same time, only a deep study of this issue will reveal the specifics of adaptive communication and behavior of men and women in society, since intelligence determines both a person’s social usefulness and his individual characteristics. Therefore, identifying the characteristics of the development and manifestations of intelligence depending on the gender characteristics of the individual is the most important task, the solution of which will make it possible to plan the further development of a person and determine the course of his intellectual, moral and psychological evolution.

Empirical studies of individual differences in the structure of intelligence in men and women with different gender role identification have shown differences in the respondents’ abilities to reflect the surrounding reality, establish connections and relationships between cognizable objects. So, for example, masculine subjects are characterized by figurative-symbolic thinking, feminine respondents are characterized by object-figurative thinking, and androgynous subjects are characterized by figurative thinking. At the same time, masculine men and women belong to the technical type, feminine respondents to the practical type, and androgynous respondents to the artistic type. However, it is the androgynous subjects who have a higher level of development of creative abilities.

Masculine and androgynous men are characterized by the presence of subject-symbolic thinking (operator type); Feminine and androgynous women have figurative-sign thinking ( artistic type). In contrast, feminine men show a greater tendency to figurative thinking (practical type), and masculine women to figurative-symbolic thinking (technical type). By all indicators, the level of creativity is higher in women. However, subjects of the feminine type differ from other groups in the weaker development of mnemonic abilities, while androgynes have poorly developed spatial imagination and computational abilities (according to the Amthauer test).

Analysis of the results of male and female samples with different gender role identification also shows that the ability to reason and think independently is most pronounced in masculine women and feminine men (although it was manifested to a greater extent in women). In addition, it is precisely masculine women and feminine men who are characterized by a “sense of language”, the ability for inductive speech thinking, verbal creativity, as well as a tendency to spatial generalization and the analytical-synthetic nature of thinking.

A comparison of data using Raven's matrices reveals the following features: subjects of the feminine type differ from other respondents in a higher level of development of attentiveness, imagination, visual discrimination, as well as the ability for dynamic observation, tracking continuous changes, and the ability to imagine.

Masculine and feminine women, in contrast to androgynous women, are superior to men with a given gender role identification in the ability to observe complex quantitative-qualitative relationships in the subjects being studied; They show a tendency towards abstraction and synthesis. At the same time, masculine and feminine men are superior to masculine and feminine women in finding analogies (building additional relationships) and the ability to differentiate linearly. However, such differences are not very significant.

A comparison of data on self-assessment of intelligence showed that, in general, the highest assessment of one’s intellectual potential is typical for masculine subjects and for feminine men.

Thus, we can formulate the main provisions:

1. The structure of individuals’ intelligence depends on gender role differentiation:
2. subjects of the masculine type have a high ability for spatial generalizations, abstraction, synthetic activity, practical orientation of the intellect, inductive verbal thinking, independence of mind;
3. subjects with a feminine type of identification are distinguished by their ability to operate with spatial images, the ability to generalize, and constructive theoretical and practical abilities; they have a high level of development of attentiveness, imagination, visual differences, ability to make inferences and ideas;
4. Individuals of the androgynous type are characterized by the ability to form judgments based on linear relationships, identifying patterns taking into account quantitative and qualitative changes in objects.
5. Features of intellectual activity depend on the gender of the individual:
6. men have a practical and mathematical mind, while women have an artistic mind;
7. Feminine men are more prone to object-figurative analysis of reality (practical type), while feminine women use symbolic processing of information; they have a pronounced humanistic mindset;
8. masculine men have subject-symbolic, operator thinking (mathematical and practical type), and masculine women have figurative-symbolic thinking (technical type);
9. androgynous women differ from androgynous men in their penchant for figurative and symbolic thinking and belong to the artistic type.
10. Features of gender-role identification influence the ways of processing the information received and the type of thinking: subjects of the masculine type have more developed figurative-symbolic thinking, they belong to the technical type; Respondents of the feminine type have objective-figurative thinking and belong to the practical type; androgynous respondents are characterized by a combination of figurative, objective and symbolic thinking, which allows them to be classified as a mixed, practical-technical type.

It should be noted that these structures of abilities are mutually complementary, which ensures not only the uniqueness, but also the universality of human capabilities. In the individual characteristics of a person, a significant place is occupied by intellectual characteristics, the structure of which can be used to indirectly judge a person’s possible professional abilities.

Gender research has been conducted in the world for more than thirty years. We can say that the subject of research has been defined, a categorical apparatus has been identified, methodological principles for analyzing problems have been formulated, and methods for their study have been developed. All this, however, does not mean that it is now sufficient only to describe and systematize local manifestations of the interaction between male and female using known schemes; The twenty-first century brings new challenges.

The main one is most often referred to as the problem of gender identity. But the prospects for the development of gender studies can be formulated differently: to replace gender identity in the twentieth century. uncertainty has come, therefore, looking ahead, we can assume that in the coming decades the individual and society will face the problem of redefining and maintaining sexual stability and certainty. If we raise the question separately about the dominant gender problems in organizations, it should be noted that the formula “equality in difference”, as well as the “unisex” policy, did not lead to the resolution of real gender conflicts; Consequently, in the field of socio-professional division of labor and the education system, gender segregation remains in hidden or explicit form. The gender problem in the power system has not been resolved anywhere.

The term “gender” was introduced in the late 60s to distinguish between the biological functions of sex and the sociocultural basis for distinguishing between male and female. At the same time, even in the English version, the complexity of using this or that concept remains. The concept of “sex” is used in the meaning of “biological sex”, i.e. to determine the individual's function in the reproductive process. At the same time, according to researchers, the concept of “sex” in our minds is associated with sexual intercourse or love play, and the latter, obviously, again goes beyond biology.

Everything is easier in Russian. The concept of “sex” can be used unambiguously as a biological concept; the concept of “sex” is applicable to a certain area of ​​human relations and has both a material (bodily and physiological) and symbolic cultural aspect. The concept of “gender” is used to designate sociocultural reasons or grounds for sex-role differences. E.N. Trofimova writes: “Gender studies is a field of knowledge with the help of which it is studied how a particular society defines, forms and consolidates the social roles of men and women in the public consciousness and the consciousness of the individual, as well as what consequences this distribution has for them.”

The concept of “gender” in modern social science is interpreted in different ways. So, G.L. Tulchinsky writes: “...gender actually records a person’s belonging to a certain subculture (female, male, hetero- or homosexual) with its norms, standards of behavior, corresponding consumer markets, types of creativity, social self-organization, etc.” We will consider that “gender” is a socio-biological and cultural characteristic with the help of which a person defines himself as a “man” or “woman”. Gender role is a system of purposes, roles, ideals and expected patterns of behavior for men and women. Gender role is a complex concept, when determining which in each historical era the following are taken into account or formulated anew:

hierarchy of male and female,

the main purpose of a man and a woman,

main professional areas of activity for men and women,

socio-psychological models of masculinity and femininity,

sexual roles and ideals of men and women.

Different influences, childhood experiences, natural and socio-economic conditions force men and women to choose different roles.

Currently, the starting points of the modern gender model have been determined in the modern gender model. Gender ceases to be defined and constant. The plurality of gender identity is manifested through differences in consciousness and behavior in roles and situations. A biological man and woman choose a suitable gender role for themselves in accordance with their psyche and individual characteristics of personal development. A person plays “any creature” not only in the sphere of choosing citizenship, place of residence, nationality, age determination, but also in the sphere of gender.

The opposition between masculine and feminine disappears. The interaction and mutual transition of masculine and feminine in any segment of the cultural space is not only inevitable, but also desirable.

In the public, private and intimate spheres, masculine and feminine exist and are defined without being uniquely related to the biological sex of the individual.

The emergence and cultivation of the “unisex” model in the socio-professional, cultural, mental and behavioral spheres.

In the social and professional sphere, as well as in power relations, inequality between men and women is presented as a result of free competition in political struggle, in the labor and service markets, and not as a consequence of gender policies and social stereotypes.

Modern society can be considered as a complex system of institutions and organizations. It is the organization that turns out to be the socio-cultural and professional environment in which a person manifests himself and positions himself in various aspects: as a professional, as an employee, as a person, as a man or woman, as a team member or an individualist - a source of conflict. On the one hand, the central element of the bureaucratic organization (and the historical achievement of the rule of law) is its impersonality. On the other hand, “gender is the quality of workers that they bring to the work situation, and which is constantly renewed in the work situation.” Every organization consciously or unconsciously pursues a “gender policy”. In its implementation, in a hidden form, there is an ideology of equality/inequality of men and women, based either on the thesis about natural inequality and the culture that reflects it; or on the thesis about cultural inequality and the need to overcome it with the help of special social technologies. Moreover, in relation to women’s careers, the “social elevators” opened by P. Sorokin are clearly not enough. By gender policy of an organization we mean: regulation of the personnel composition of employees by gender, the influence of the gender factor on the formation of power structures in the organization, the influence of the gender factor on the official and professional division of labor within the organization, the influence of the gender factor on psychological climate, corporate culture and corporate ethics. An organization's gender policy may be deliberate or implicit, but it is certainly present.

In order to determine the life strategies and motivations of a woman’s behavior in a male society, in November - December 2002, sociological research was conducted at St. Petersburg State Technical University “LETI” (hereinafter referred to as LETI) with the goal of starting work on the formation of an active gender policy of the organization. In particular, the following were considered:

the influence of gender on organizational behavior and business relationship;

presence of developed sexual identity;

the need to formulate a gender policy in the organization.

The object of the study were female students technical faculties(first target group) and women who made a career at LETI (second target group). When formulating the questions in the questionnaires, as well as when analyzing the results, the research team proceeded from the fact that the university acts as a classic male society. This is expressed in the predominance of men in any socio-professional group: in the absolute predominance of men in university management, in the dominance of male business style, in the dominance of male behavioral style and male norms of etiquette and other features characteristic of male society. In addition, the vertical of power at the university corresponds to the classical gender model, and gender policy, or what can be mistaken for gender policy, corresponds to the “unisex” model, i.e. modern model. The objectives of the study included confirming the thesis about masculine character organizational culture of the university and identifying strategies of organizational behavior used by women in this environment.

The specific purpose of the survey of the first target group is to determine the well-being and sexual identity of girls in a male society.

The following truths are well known:

girls are ahead of boys in intellectual development up to the age of 14;

talent does not always make its way; education and the environment play a huge role in the realization of great abilities;

it is wrong to equate high intelligence and high life achievements;

modern society, all its institutions, including the family, secondary and higher schools, are permeated with gender-role stereotypes - established ideas about femininity and masculinity, strictly prescribing how men and women should behave, look and what characteristics they should display.

The intellectual capabilities and abilities of girls in groups of “techies”, where there are only a few of them, and in groups of “humanities”, where there are few boys, must be considered separately. In groups of technical students, girls play the role assigned to them by society: they are less capable and active, more efficient and not as proactive and bright as boys. These data confirm open patterns in the preferential development of spatial intelligence in boys and verbal intelligence in girls. Boys already at 8-9 years old are much better oriented in spatial-visual relations; girls have higher verbal intelligence scores. Mathematical ability is closely related to gender. At the age of 11-12, the aptitudes of boys and girls for mathematics and their qualitative and quantitative differences are obvious; with age, the differences increase. According to statistics, for every 13 men with mathematical abilities, there is one woman. Interestingly, capable girls who have completed mathematics courses are three times less likely than boys to aspire to work in this field.

There are several models of intelligence. Those in which intelligence is defined as either reproductive or creative tend more towards biological explanations of sex cognitive differences. Those that separate innate and realized intelligence, or general and functional-operational intelligence, find a sociocultural explanation for the fact that women are intellectually disposed to perform, reproduce and transmit intellectual values, and men are inclined to rethink them, reject them and create new ones.

“Left-hemisphere” formal-logical components of thinking organize any sign material in such a way that a strictly ordered and unambiguously understood context is created that prevails in the human community. This ambiguity is typical for men. Perhaps that is why in groups of technical faculties, girls are clearly inferior to boys intellectually.

Numerous studies confirm that success in the field of information technology is determined by gender factors. In particular, it is noted that factors that impede successful activity - emotional instability, focus on contacts with people - are typical for girls/women, and, conversely, for boys/men who successfully work with a computer, communication and emotional life are not very important , and emerging problems are overcome intellectually.

But the cognitive differences between men and women are not limited to intellectual abilities and creativity. Men and women have different orientations cognitive activity: men more easily penetrate into the essence of phenomena, directly and directly concentrate their attention on the task at hand; in the male consciousness, knowledge, feelings and relationships exist separately and do not overlap each other in the process of cognitive and behavioral activity. Women are superior to men in the speed of perception and the variety of perceived details, nuances, and shades of reality. This subtlety of perception allows women to understand people better than men, but to give in when it comes to things that are organized rationally. In the female consciousness, knowledge, feelings and relationships are fused, so a woman understands any process or phenomenon in close connection with personal meanings.

Features of cognitive reactions and emotional styles are manifested in the content and forms of relationships between boys and girls with each other, with the teacher and in the group. But the behavior of both in the group further confirms the thesis about the sociocultural determinacy of psychological and behavioral differences. In any group, girls are concerned about their future relative to men, and boys are concerned about their future in socio-economic terms. In any group, young men assert themselves through independent behavior, a critical attitude to reality, and activity in questions and discussions. Relationships in groups between young men clearly correlate with the level of intelligence and social talent. For girls, relationships are expressed implicitly; What matters is appearance, economic security, competition for the affections of a friend, boyfriend, or teacher.

Girls' development, intellectual and social, is sometimes defined by the words "endangered talent." Indeed, where has their advantage, which was mentioned, gone over the years? We have to admit that “vanishing talent” is the result of social violence. Girls are taught that they are dependent, while activity and independence are necessary for intellectual development. Textbooks and teaching aids are aimed at boys. They feature boys and men as examples and heroes, they are designed for the left-hemisphere male intellect, they are written mainly by men, i.e. in male language. Society is dominated by a prejudiced attitude towards gifted girls, both at school and on the part of parents: “Why isn’t she a boy? Why does a girl need such abilities? She has a man's mind." As a result, girls develop an exceptional ability for social adaptation and camouflaged talent. At the level of ordinary consciousness, girls cultivate a dominant form of behavior - the “fool”, which supposedly brings success in social and personal life. Thus, the patriarchal culture is consolidated in the higher education system in the form of the dominance of the male cognitive style, the strict connection of the gender of the student population with the specialty, the preservation of stereotypes and illusions about the difference in general abilities and success between boys and girls.

Organizations, no matter how different they may be, assert themselves as a man's world. Female management staff are forced to contend with cultural barriers in the form of gender role stereotypes and prejudices that deny them legitimization of their claims to leadership. Equity policies and other business and organizational strategies aimed at gender symmetry reveal contradictions in institutional structures and cultures that these structures previously sought to conceal. Women leaders, as well as strategies for achieving equality, act as catalysts in the culture of the organization, causing another manifestation of explicit and latent expectations of femininity from the environment dominated by men.

Women in “atypical” areas of employment or status positions are perceived as active participants. They do not simply suffer from a hostile male world, fail at structural boundaries (family and work), or are the target of openly disparaging views of women by their male colleagues and bosses. At the same time, they show that gender has hitherto been the most important, but in most cases an unspoken criterion for occupying positions, and thus take the meritocratic ideology of the organization to the extreme.

The position of S.M. coincides with this point of view. Moor about the possibilities of using typical female traits to organize your business and management activities. Moore notes the discrepancy between the real situation and socio-psychological well-being of women in Russia and the theoretical possibilities and abilities of women in business management. In accordance with the research, he states that women entrepreneurs feel discomfort and discrimination in socio-psychological terms. Moore writes: “A woman entrepreneur lives in constant fear of not being suitable for her position, of being too sentimental, kind, condescending, or showing “feminine weakness.” A woman perceives her traditional behavioral scenario as inferior and ineffective. On the one hand, she tries, despite her generic characteristics, to act as a man in a male society, which makes her a marginal figure, doomed to failure or success only in borderline areas of activity. On the other hand, entrepreneurship requires a dynamic combination of traditional male and female life behavioral scenarios. Thus, researchers note that success is achieved by managers who combine: independence, risk-taking, intensity of activity (male business style) and the ability to adapt to changes, willingness to exchange experience, attention to the quality of interpersonal relationships (female business style).

The university as an organization is a typical form of institutionalization of male society. This is expressed in the structural predominance of men in all socio-professional groups and in most departments; in the absolute dominance of men in power structures, in the dominance of male business style and male norms and rules of communication in organizational behavior. In addition, we can note such typical features of male society as the priority of activity over human relationships, the priority of results over the content of processes, the priority of global decisions over the elaboration of details, and disdain for comfort and etiquette. Implicitly, the gender policy of management is expressed in the policy of gender asymmetry (in favor of men) in the distribution of roles and in the “unisex” policy in the distribution of functions.

At the same time, as a positive fact, one can note the increase in the number of women managers, improvement of working conditions, increased attention to corporate culture and corporate ethics. Treating a woman who has made a career as an exceptional phenomenon undoubtedly increases her self-esteem and the effectiveness of her work, but objectively does not contribute to an increase in the number of such women. Assignment to organizational culture University of typical masculine traits forces women in the process of career growth to choose between two life strategies: to use a masculine business style to the detriment of their feminine side, or to use a feminine business style and constantly feel the humiliating influence of gender on their work and career.

Ten years ago in Russia, literally only a few people knew about the existence of such a field of social knowledge as women's and gender studies - those sociologists and humanists who read Western literature in the special depositories of INION or the Library of Foreign Literature. Some of them formed the Moscow Center for Gender Research in 1990, the name of which for the first time officially used this unfamiliar concept. Today, in addition to MCGI, there are several other centers for women's and gender studies. Moreover, several Russian universities systematically give courses of lectures on this topic.

However, most researchers in the social sciences and humanities, as well as university teachers, have little or no familiarity with the theory and methodology of gender studies. Russian researchers, as a rule, continue to work in the traditional vein of analyzing the “women’s issue.” This means that such an important area of ​​social knowledge as gender studies is practically unknown and is not used both in scientific research itself and in the practice of social transformations in Russia.

1.3 Success factors in the “person-to-person” and “person-to-technology” professions

Many leading Russian psychologists (L. S. Vygotsky, S. L. Rubinshtein, A. N. Leontiev, B. G. Ananyev, etc.) at different times indicated that the development methodological foundations psychology should begin with a psychological analysis of a person’s practical work activity, since it is in this area that the main laws of his mental life are located.

Complex intellectual work activity, characterized by a number of specific features and which imposes a complex of various requirements on the personality of an activist, has not been sufficiently studied at present, and this affects the solution of practical issues in the field of increasing the efficiency and quality of work in a number of areas.

As is known, the labor process includes three aspects: first, purposeful human activity; secondly, the object of labor and, thirdly, the instruments of production with which a person acts on this object.

When considering the concept of “labor efficiency”, you need to pay attention to the following aspects:

the effectiveness of any labor process, and especially multi-purpose, intellectual and practical work with a complex structure, such as the work of an investigator, prosecutor, judge, legal adviser, etc., can only be studied with the help of a comprehensive, systemic analysis;

to increase labor efficiency, the main importance is to identify opportunities for its intensification, which, as a rule, are learned through the psychological patterns of various aspects of professional activity;

with a systematic approach to the study of effectiveness, various levels (sides) of activity are analyzed, as well as personal structures that ensure the success (effectiveness) of activity at a given level;

psychological analysis The external conditions of the labor process and their role in increasing labor efficiency are also subject to consideration.

In various professional fields, success and high efficiency are achieved by people with different individual psychological characteristics. There are five main professional areas: professions such as “Man - Nature” (“H - P”), “Man - Technology” (“H - T”), “Man - Man” (“H - H”), “Man - sign" ("H - Z") and "Man is an artistic image" ("H - X"). Designed by E.A. Klimov’s Differential Diagnostic Questionnaire (DDI) allows one to identify which professional field a person has aptitudes for and shows interests in.

Professions of the “Human-Human” type are professions related to training, development, education, service, management and control over the activities of people. School subjects such as history, literature, civics and other social subjects allow one to navigate this professional field. The professional sphere “Man - Man” consists of the following professions: teacher, educator, psychologist, medical worker, lawyer, manager, HR manager, any workers in the service sector. The main content of work in this professional field is that you need to be able to actively interact with people, communicate, and communicate. In addition, a professional in this field must have a double training: be well versed in the production area in which the work is carried out, and also be prepared for effective business communication with people.

Professions like “Man - technology”. The basis of this professional field is made up of school subjects such as physics, chemistry, mathematics, and drawing. Technical professions include: professions related to mining, processing of soils and rocks (miner, miner, driller, bulldozer operator); professions in the processing and use of non-metallic industrial materials, products and semi-finished products (carpenter, joiner, furrier, shoemaker); professions in metal processing, mechanical assembly and installation of machines and electrical appliances, professions in the repair, adjustment and maintenance of machines, instruments, equipment, professions in the repair, installation and construction of buildings (this includes all construction professions); professions in transport; professions in processing agricultural products. A person who has chosen a technical profession is required to be interested in and love technology, have a desire for manual labor, prefer accuracy and be focused on carrying out measuring actions.

The main characteristic of activity is its objectivity. By object we mean not just a natural object, but a cultural object in which a certain socially developed way of acting with it is recorded. And this method is reproduced whenever objective activity is carried out.

Another characteristic of activity is its social, socio-historical nature. A person cannot independently discover forms of activity with objects. This is done with the help of other people who demonstrate patterns of activity and include the person in joint activities. The transition from activity divided between people and carried out in external (material) form to individual (internal) activity constitutes the main line of internalization, during which psychological new formations (knowledge, skills, abilities, motives, attitudes, etc.) are formed. .

Activity is always indirect. Tools act as means, material objects, signs, symbols (interiorized, internal means) and communication with other people. Carrying out any act of activity, we realize in it a certain attitude towards other people, even if they are not actually present at the moment of performing the activity.

Human activity is always purposeful, subordinated to a goal as a consciously presented planned result, the achievement of which it serves. The goal directs the activity and corrects its course.

Activity is not a set of reactions, but a system of actions cemented into a single whole by the motive that motivates it. A motive is what an activity is carried out for; it determines the meaning of what a person does.

Finally, activity is always productive, i.e. its result is transformations both in outside world, and in the person himself, his knowledge, motives, abilities, etc. Depending on which changes play the main role or have the greatest share, different types of activity are distinguished (labor, cognitive, communicative, etc.).

Studying the personality of a professional at any stage of work is associated with the need to develop a “model of a specialist,” by which researchers (N. Dulina, R. Petruneva, V. Tokarev) understand a unique ideal that most fully corresponds to professional requirements. A specialist meets social expectations only when his personal, general and professional culture develops at a faster pace than other members of society. The set of final goals - a list of tasks that a specialist should be able to solve upon completion of training - is called the “model” (profile) of a specialist. In contrast to this traditional “specialist model”, which includes professional, cognitive and communicative properties and characteristics, the personality-oriented model of a creative professional is characterized by the integrity of professional and personal components of professional competence. The structural integrity of the concept lies in the connection that unites components into complex creative complexes, in the influence of parts of professional competence on the personality and communication of a specialist.

Let's take a closer look at the concept of “competence”. The term is used in a variety of contexts and is understood differently, both in domestic (A. P. Zhuravlev, N. F. Talotsina, R. K. Shakurov, A. I. Shcherbakov) and in foreign literature (J. Meril , I. Stevik, D. Yule). IN explanatory dictionaries the term “competence” (from the Latin “competo” - jointly achieve, achieve, correspond, approach) is interpreted as having knowledge that allows one to judge something, awareness, competence, full rights. Research on professional competence is presented very widely by B. S. Gershunsky, E. V. Bondarevskaya, I. A. Kolesnikova, A. K. Markova. In studies of specialists from leading foreign countries, there is a shift in emphasis on the requirements from the formal factors of his qualifications and education to the social value of his personal qualities. In the studies of the authors J. Meril, D. Yule, I. Stevik, attempts were made to highlight the individual psychological components of a specialist’s professional competence, which includes discipline, independence, communication, and the desire for development.

Having analyzed the research results, it is possible to define professional competence as an integral professional and personal characteristic that determines the ability and readiness to perform professional functions in accordance with the norms, standards and requirements accepted in society at a specific historical moment.

E. V. Bondarevskaya identifies the following types of professional competence:

• Communicative - the ability to comprehensively and objectively perceive a person and inspire confidence in him.
• Social and psychological as the most important direction of the pedagogical branch of acmeology.
• autopsychological in the field of advantages and disadvantages of one’s own activities and personality.
• Scientific - knowledge of science, the representative of which is a specialist. When work uses an interdisciplinary approach, knowledge of various scientific fields is required. This also includes the skills and abilities to apply scientific knowledge in practice.
• N.V. Kharitonova approaches this issue from a slightly different angle, considering the substructures of professional competence from the point of view of a specialist’s development of a certain set of skills. IN in this case the author highlights:
• - design competence - skills for determining tactical and strategic tasks through the achievement of which the professional process is implemented;
• information and predictive competence - constructive skills of compositional organization of knowledge;
• organizational competence - ability to manage activities;
• communicative competence - communicative skills of influencing subjects of the professional process;
• analytical competence - the ability to adequately assess the level of one’s own activities.
• Next, it is necessary to consider the structure of the concept of “professional competence” in the totality of all its elements, because the essence of professional competence is revealed precisely in its structure. The philosophical concept of “structure” defines this category as a form of internal organization of a system, acting as a unity of stable natural relationships between its elements. In the study of A.K. Markova, the structure of professional competence includes a number of components, in particular:
• professional psychological and pedagogical knowledge;
• professional pedagogical positions, attitudes;
• personal characteristics that ensure mastery of professional knowledge and skills.

Based on the analysis of the literature, the following components can be identified:

The emotional-volitional component reflects the personal attitude of the future specialist to the problem, his feelings, emotions, personal priorities. The manifestation of emotional-volitional activity includes emotionality as a positive emotional factor - a reaction to success and failure and emotivity - a value indicator of the subject’s awareness of the need for professional activity, a positive active emotionally charged attitude towards personal and professional self-improvement.

Main components:

ability to adequate self-esteem;

self-regulation of specialist behavior.

The motivational-value component serves as the most important characteristic of the motivational side of activity. It is closely related to the concept of “personal freedom”. This concept is determined by the specialist’s readiness to independently carry out professional activities, which are not strictly defined from the outside (subjective side) and the availability of alternatives for solving specific situations (objective side). “Motivation as the driving force of human behavior permeates all the basic structures of personality formation: its orientation, character, emotions, abilities, activities.” The level of motivated social activity of a future specialist shows the extent to which social priorities have become more active, transformed first into subjective motives of professional activity, and then, taking into account the increase social significance individuals as specialists in this field were objectified.

Conceptually, the professional activity of a specialist can be based on the model of motivation for professional activity proposed by V.F. Druzhinin. Its essence is as follows: when starting to perform a particular activity, a specialist realizes and subjectively - emotionally experiences its cost from the point of view of social significance. This conscious experience is superimposed on his attitudes formed in the process of education, upbringing, professional training and forms the corresponding psychological state, as a result of which the motive for action, internal motivation is consolidated, which determines to a greater extent the reliability of the results of professional activity. Accordingly, a model of the motivational block of competence should be built, aimed at maintaining an acceptable level of the psychological state of the individual in the process of carrying out professional activities. Structural analysis of the motivational block revealed the following areas of specialist motivation:

-motivation according to the situation - the ability to make operational decisions regarding the personnel of organizations and institutions for social work based on constant analysis and observations of their activities;

-motivation based on results - adjustments to the activities of the subject for the next period are made depending on the achievement of planned results at the previous stages of work;

goal-based motivation is focused on achieving personal goals formulated by specialists together with supervisors, taking into account their individual abilities and capabilities;

motivation based on deviations is based on the fact that the planned activities have been practically completed and do not require adjustments from supervisors; their correction is possible by the clients themselves with the help of specialists

Values ​​are certain semantic universals, formed “as a result of generalization of typical situations, fixing the most general types of relations between subjects of any level - from the individual to society as a whole.” Personal freedom, civic dignity, personal and professional duty, responsibility, patriotism, tolerant attitude towards society are undoubted values ​​that form the core of professional competence and the structure of the individual as a whole.

Main components:

system of personal and professional values;

motivational readiness to work.

The cognitive component characterizes the cognitive abilities of specialists - the ability to perceive and the presence of a certain “baggage” of knowledge. Intellectual qualities develop in the process of implementing creative activity. Intellectual activity is a property of a holistic personality, reflecting the process of interaction of cognitive and motivational factors in their unity. The development of the cognitive sphere involves increasing the level of development of mental actions, the formation of techniques for processing and recording the necessary information, the development of flexibility, mobility, awareness of thinking, the ability to see problems and contradictions, and find ways to solve problems.

Main components:

intellectual involvement, by which I. A. Vasiliev means “interest in science, openness to acquiring new knowledge”

availability of professional knowledge, skills and abilities.

A wider range of abilities (skills) characterizing a specialist with professional competence is defined by V. A. Yakunin. These are the following qualities:

• the ability to independently determine the goals and objectives of professional activity;
• the ability to provide an information basis for activities;
• the ability to predict the results of professional activity;
• the ability to implement decisions made and establish appropriate business relationships with people;
• ability to evaluate achieved results;
• ability to adjust and rebuild activities.
• Main components:
• - ability to build a dialogue. It is important that the participants in the dialogue are aware of both the uncertainty and inconsistency of the subject of research, and the possibility of overcoming them;
• - construction of potential social requests based on the existing data bank of situations.
• 4. Creative-activity guides a professional to use a creative approach to work, thereby developing the ability to consciously choose a set of work methods and technologies. The presence of various methods of practical activity and creative abilities is necessary for the self-realization of an individual in professional activities.
• Main components
• - designing development prospects and results of professional activities;
• creative independence in solving professional problems;
• “correct” formulation of the problem, the ability to foresee the occurrence problematic situation and based on this, building a system of preventive measures.
• To develop the motivational-value and emotional-volitional components, the following are updated: conscious motivation for achievement, personal responsibility for the results of activities, the need for self-improvement, a moral attitude to the process of working with this category of the population, the ability to perceive the plurality of truth in different social subjects. In this case, two stand out large groups motives: achievement and cognitive motives. From the system of needs according to H. Murray, one can distinguish “the need for achievement - the desire to overcome something, surpass others, do something better, reach the highest level in some matter, be consistent and purposeful.” The basis of achievement motivation (for example, effective solution of a professional task) is the desire for success and avoidance of failure. The emergence of cognitive motivation makes actual problem identifying the psychological conditions in which cognitive motivation is first generated and then transformed into professional motivation. Cognitive motivation is born every time as a primary situational need and is an integral element of a problem situation. It is not so much a manifestation of a stable personality trait, but rather a reflection of the given conditions of activity. “Cognitive interest always has its own subject; it clearly expresses its focus on a specific subject area...”
• Emotions are very important in professional activities; they perform the following functions:
• motivations (the desire to experience a certain emotion, for example, joy, can become a special motive for professional activity when choosing a family for a child);
• stimulation (various feelings can push a specialist to find a non-standard solution to a problem situation);
• activation (increasing the level of excitation of the nervous system to mobilize forces to solve a problem, especially a conflict situation).

The cognitive-operational and communicative components include: knowledge of the history of the formation of a foster family, mastery of the culture of professional communication, creative self-realization, independent choice of goals and reflection of one’s actions, assessment and self-assessment of the realization of personal creative potential.

Professional competence is not only a combination of professional and personal characteristics. It involves the implementation of modern work technologies associated with the specialist’s ability to master:

1. a culture of communication, including the ability to navigate a certain situation; correctly identify the personal characteristics and emotional states of other people;
2. information culture - the ability to obtain information in one’s subject area, transforming it into the content of work (I. A. Kolesnikova); the ability to convey information to clients with whom the specialist works.
3. analytical culture. Ability to select and analyze selected:
4. methods of work in the context of a situational approach (conversation style, stages of consultation, combination of different forms of work).
5. ways of communicating with people depending on their status and position.

List of used literature

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2. Bobneva M.I. Psychological problems of social development of personality. - M., 1979.

Bondarevskaya E.V. Humanistic paradigm of personality-oriented education. - M.; Surgut, 2000

4. Bulanova-Toporkova M.V. pedagogy and psychology high school: tutorial. - Rostov-on-Don: Phoenix, 2002.

5. Groshev I. Information technologies: gender aspect. Higher education in Russia. - M., 1999.

Emelyanov Yu.N. Active socio-psychological training. - L.: Leningrad State University, 1985.

Ivanova I. A. Main directions of research of social intelligence in domestic science and abroad // collection of scientific works of North Caucasus State Technical University, series “Humanities” No. 3. // http://www.ncstu.ru

Kagan M.S. Systematicity and integrity // Veche.1996. - Issue 6.

9.Kelvin H., Lindsay G. Theories of personality . - M., 2005

Kozlovskaya N.V. Gender-role identification and characteristics of the intellect of subjects of social interaction. - 2006 /

Konovalenko I.V. The role of the gender factor in the communicative behavior of women and men: Author's abstract. dis. ...cand. Philol. Sciences / Omsk. state univ. - Omsk, 2003.

Markova A.K. Psychology of professionalism. - M., 1996.

Markova O.Yu. Prospects for Man in a Globalizing World / Ed. Partsvania V.V. - St. Petersburg: St. Petersburg Philosophical Society, 2003. - P.160-180

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Mikhailova E.S. Communicative and reflective components and their relationship in the structure of pedagogical abilities. Abstract. - L., 1991

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Muller U. Gender and organization // Journal of Sociology and Social Anthropology. - 1999. - T. 11. No. 2.

Novak E.S., Kuznetsova M.A., Falaleeva Yu.V. Technologies of social work, - M., 1992.

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Sometimes a person's ability to understand the people around him helps him a lot in life. He can predict the behavior of others and his own in various circumstances and recognize emotions and intentions based on verbal and nonverbal communication. All these talents determine the so-called social intelligence of a person.

What is social intelligence?

Social intelligence is the knowledge and skills that determine the success of interaction, a kind of gift that helps you easily get along with people and avoid getting into awkward situations. The concept is often identified with the emotional mind, but more often researchers see them as running in parallel. The concept of social intelligence has three components:

1. Some sociologists distinguish it as a separate type of mind, cognitive ability, and put it on a par with cognition, verbal and mathematical intelligence, etc.
2. The other side of the phenomenon is specific knowledge and talents acquired in the process of socialization.
3. The third definition is a special personal trait that guarantees successful contact in a team.

Social intelligence in psychology

In 1920, Edward Lee Thorndike introduced the concept of social intelligence into psychology. He regarded it as wisdom in interpersonal relationships, the so-called “foresight.” In further works, such authors as G. Allport, F. Vernon, O. Comte, M. Bobneva and V. Kunitsyna and others contributed to the interpretation of the term SI. He acquired the following characteristics:

• ability to get along with individuals and understand the mood of a group;
• independence from intellect. factor a;
• formation of skills during socialization;
• the ability to see oneself through the eyes of others;
• global abilities developed against the background of communicative traits.

Levels of social intelligence

Having defined the role of social intelligence in professional development, scientists began to think about what is necessary for social intelligence and what kind of people possess it. In the mid-twentieth century, J. Guilford developed the first test capable of measuring SI. By considering parameters such as the complexity of the task, speed and originality of the solution, we can say whether a person is socially savvy. The presence of a good level of social intelligence is indicated by the effectiveness of actions in various states. Efficiency is determined by several SI levels:

• average– actions in patterns, effectiveness in everyday ones life situations;
• short– destructive behavior that can ruin even the most favorable circumstances;
• high– mastery of communication, managing people, the ability to take control of any problem.

High social intelligence

The mathematics of life is such that people regularly face difficult tasks. Those who can solve them are the winners. Social and emotional intelligence is high if an individual has the desire and ability to think. A socially erudite person is always a leader. He forces his opponents to change their thoughts, beliefs, and ideas; quickly digests the information received and manages the problem, finding the right solutions in a short time.

Low social intelligence

If a person has a low level of social intelligence, his existence is full of difficulties that appear by themselves and especially through his fault. People who do not know how to choose a vector of behavior act on instincts and impulses. They find it difficult to get along with others, as they are capable of nipping at the root of emerging sympathy and ruining relationships with important people. And the difficulties that arise in communication can be overcome by unerudite individuals only with someone else’s help and advice.

How to develop social intelligence?

Many people are concerned with the development of social intelligence as an opportunity to increase their status in society. To do this, it is necessary to understand what the model of this phenomenon includes. The structure of social intelligence is multidimensional and contains such components as:

• – contact, compatibility with other people;
• self-awareness, absence of barriers and neglected complexes;
• social modeling phenomena;
• understanding people's motives and behavior.

The ability to understand the people around you and behave in the most honorable manner possible are important components of life that help you achieve success and guarantee strong relationships with everyone around you. They depend on the level of social intelligence. Therefore, you need to know all the most important things about him.

Concept

Social intelligence (SI) is the ability to distinguish and understand the actions of all people. The concept also includes the skill of communicating with others, establishing long-term contacts with individuals, and easily finding a common language with all people. The normal level of its development allows a person to quickly adapt to society, interact correctly with people, and achieve their goals. Therefore, it is very important to always maintain it at a decent level.

The concept is often closely associated with emotional intelligence, which makes it easy to recognize the emotions, intentions or motivations of others. Many people tend to combine both intelligences into one. Nevertheless, the concept of social type is usually presented in one of three variants:

• A separate type of mind. One of the components of a cognitive skill. Directly related to mathematical and verbal intelligence.
• Skills, knowledge, attitudes. Everything that was acquired by a person during socialization in society.
• Personal trait. A feature of human character on which the future depends, including communication skills.

Any of the three views on the concept is correct. They can even be combined, which allows us to create a clearer picture in understanding the phenomenon.

Future self-realization depends on the level of development of such intelligence.

Concept in psychology

The concept itself was introduced by Edward Lee Thorndike back in 1920. It is its definition that, as a rule, is considered the main one and is included in the dictionary of psychological terms. By social intelligence he understood the wisdom manifested in relationships between people. A little later, other scientists from the field of psychology drew attention to the phenomenon.

Henry Allport

The American G. Allport described the phenomenon somewhat differently. In his opinion, it represents one of the 8 personal qualities that are required to understand other people. The main determinant of such intelligence, as Henry believed, is the ability to quickly judge others.

M. I. Bobneva

The first Soviet psychologist to describe SI was M. I. Bobneva. In her opinion, there is no connection between the social and general level of intelligence. At the same time, even highly developed mental abilities are not a guarantee of easy and successful adaptation in society, nor is the ability to fully communicate with people and behave in a dignified manner.

G. Eysenck

The scientist G. Eysenck went further. His interpretation implies that social intelligence should be understood as reasoning skills, quality of memory, learning ability, strategic thinking, adaptation to the world around us, and ease of solving various problems. At the same time, he imagined that this concept is closely related to biological and psychometric intelligence. Therefore, he combined them into one scheme, according to which the last two types of intelligence are part of the social.

D. Guilford

Psychologist D. Guilford believed that the main component of SI is cognition. Moreover, the concept includes the following factors and skills:

• identifying the type of expression of thoughts from the context;
• perception of properties of objects when receiving information;
• predicting the consequences of any actions;
• understanding the connection between pieces of data and the differences in the same values ​​in perception (also applies to the interaction of people) and the reasons for certain behavior of people.

But the main thing was not how the scientist imagined this concept. Much more important is the model he developed in the form of a cube, which shows the structure of human intelligence.

G. Gardner

Psychologist G. Gardner identified two additional types of intelligence that have direct influence to social. Intrapersonal, by which he meant the skill of addressing one’s own psychological processes, understanding one’s thoughts, actions, assessing opportunities, motivation and feelings. Interpersonal, responsible for the ability to understand the feelings, thoughts, desires of others.

General view of psychologists

If we generalize the view of most famous psychologists, then by social intelligence we can safely mean the skills of understanding people and communicating with them. Many other scientists are of the same opinion as those described above.

Levels

Immediately after the scientific community was able to describe social intelligence, it decided to develop a scale for dividing it into levels. For this purpose, D. Gilforod created a special psychological test. He tested the speed and originality of solving problems of varying complexity. This made it possible to give an accurate answer to how savvy the subject is in the social sphere. Based on the results, it was possible to identify three levels, each of which describes the development of different social intelligence.

In Russia, a technique based on the Guilford test, created by E. S. Mikhailova, has become widespread.

Short

People with low levels of social intelligence constantly experience various difficulties. As a rule, they are caused by a person’s behavior, and he himself does not understand it. Such people have a deviant behavior and are always guided by instincts, and most of their actions are caused by impulses. They are unable to get along with other people because... Even with the good development of relationships of any kind, at a certain moment their peculiarities appear, which completely excludes continued communication with the person and leads to misunderstandings or quarrels.

They are unable to solve such problems on their own, which is why people are often forced to resort to the help of loved ones.

Average

Those with an average level of SI act in a patterned manner. In everyday affairs, they almost always achieve their goals. Communication with people is not difficult. However, with unusual or complex tasks It’s difficult for such a person to cope, which is why he can simply abandon this or that idea and continue to live according to his usual pattern.

High

A socially intelligent person easily copes with the most difficult tasks. They almost always come out of intractable situations as winners. It is very easy for them to make acquaintances, communicate with people and manipulate them, changing their thoughts, views, desires. Such people are leaders.

Age characteristics

One of the most important factors that influences the characteristics of social intelligence is the age period. A child requires one approach, and a young man requires a completely different one. It is very important to take into account ontogenesis and give a person the opportunity to develop intelligence naturally.

The development of SI continues throughout life.

Children

Preschool or primary school age requires regular participation in role-playing games. This will stimulate the growth of the level of social intelligence. It is equally important during this period to allow the child to spend time with peers. If he has at least a few friends, this will completely eliminate social backwardness in the future.

The type of teacher who teaches the child in kindergarten or school is also of great importance. In the first case, it is necessary that he stimulates children to play those games that require active communication. In the second, it is important that it does not limit the behavior of children during recess and allows them to run, communicate and interact with each other as much as possible. His competence is the most important factor in the development of a child. With the wrong approach to education, the development of SI can be very low. Problems at this age are the main cause of antisocial behavior in adulthood.

Teenagers

Adolescence is the most difficult age. Parents find it difficult to cope with children who have begun to grow up. It is important not to spoil everything, because... During this period, a tendency to communicate, self-awareness, and understanding of the people around them are formed. In order for everything to go as smoothly as possible, parents must understand that a teenager must independently decide how and with whom to communicate. Violation of his personal space or desires can lead to a decline in social intelligence. If you do this regularly, it will be low.

Boys

During adolescence, the ability to anticipate the results of one’s actions and the skill of predicting other people’s behavior in various situations are formed. At this age, gender differences between people are of great importance.

Boys develop verbal communication skills much faster, while girls develop sensitivity to relationships with a good perception of non-verbal communication, which makes it much easier for the latter to assess the tone and coloring of the interlocutor’s words. Problems with communication at this age can be caused by improper upbringing in childhood, when the child’s teacher unnecessarily limited him and deprived him of the opportunity to improve his intelligence, both mental and social. Wrong influence on older children rarely leads to serious social deviations.

Mature

An adult always continues to develop in the social sphere. He begins to realize his mistakes, analyze them, and draw the necessary conclusions. The best characteristic of this age is wisdom. This is what appears in a person with maturity. With proper social development, the individual understands the limitations of knowledge and also learns to promptly identify all sorts of problems. People with developed social wisdom are much more successful compared to others.

Development

It's never too late to improve. Therefore, everyone should know how to improve their social intelligence. If you at least occasionally do exercises and try to increase social development, then gradually it will reach a high level. To do this, it is necessary to positively influence all components of the SI:

• self-knowledge;
• self-regulation;
• sociality;
• empathy;
• motivation.

There are many ways in which SI can be developed. They should be put into practice regularly to achieve maximum effect.

There are also simple ways to increase social intelligence. For example, banal participation in board games with friends.

Nonverbal interaction

You should always pay attention to the actions of your interlocutor. This is especially true for his nonverbal signals. Any movement carries great meaning. To learn to understand them well, you should read a specialized book. A good training would be to watch a film without sound and independently determine the meaning of the characters’ movements. It is also important to manage your own non-verbal language to more accurately convey your emotions.

Self-confidence, communication

Much of improving social intelligence skills comes down to confidence and the ability to communicate. It is important to feel strong posture, your own strength, and forget about all the negativity. To do this, you can play sports, buy expensive clothes, etc. Also, regular communication with people has an effective effect on confidence if a person finds it difficult. Therefore, you should try to communicate with big amount people, and also regularly make new acquaintances. At the same time, you need to learn to listen, speak correctly, and observe your interlocutors.

A.I. Savenkov, L.M. Narikbaeva

INTELLIGENCE LEADING TO PROFESSIONAL SUCCESS AS A FACTOR IN THE DEVELOPMENT OF PROFESSIONAL GIFTS OF A FUTURE SPECIALIST

The question of what distinguishes people who are more successful in solving professional and other problems from those who are less fortunate has worried researchers and ordinary people for a long time. The tireless search for an answer to this question never ceases to give rise to new theoretical constructs built on the basis of strict scientific methods. Thus, in recent psychological theories, the individual’s potential is no longer assessed as one-sidedly as in the concepts of “intellectual giftedness” or “creative talent,” which were popular throughout the 20th century. The results of a number of studies have shown that many children and adults who do not demonstrate high scores on tests of intelligence, creativity or academic success, but who show good results on parameters of social, emotional development and practical ability to solve problems in unexpected situations, turn out to be very successful in life and creativity . Moreover, their advantages in achieving success in life are often so great that they can provide them not only with a social position, but also bring them to the rank of talented, outstanding and even brilliant. In this regard, in recent years, the interest of researchers in non-academic forms of intelligence has increased: social intelligence, emotional intelligence and practical intelligence, which, according to scientists, ensure maximum personal fulfillment and success in life and professional activities, gives more accurate picture personality potential.

Bibliography

Larisa Razumkina
Social intelligence: psychological aspects

Annotation. As is known, social intelligence is the most important element for the success of introducing a person into social life of society. Social intelligence creates favorable preconditions for personal self-realization, which ensures relevance social intelligence as a subject of research psychological science.

Keywords: society, psychology, social intelligence, special psychology.

Abstract. As you know, social intelligence is a critical element of the success of the introduction of the human social society. Social intelligence creates favorable preconditions for self-realization, which ensures the relevance of social intelligence as the subject of research of psychological science.

Keywords: society, psychology, social intelligence, special psychology.

Social intelligence is one of the most controversial categories that causes genuine interest in various industries psychological knowledge. This article discusses the concept, theories and basic elements social intelligence.

The first to reveal the concept social intelligence E. Thorndike in 1920. In their scientific works, he revealed social intelligence as prudence in relationships that develop between people and equated it with the ability to act wisely in interpersonal interaction.

E. Thorndike identified 3 species intelligence:

1. Abstract intelligence as the ability to understand abstract verbal and mathematical symbols and carry out various actions with them;

2. Specific intelligence, as the ability to understand things and objects of the material world and carry out various actions with them;

3. Social intelligence, as the ability to understand people and interact with them.

E. Thorndike revealed social intelligence as part of general intelligence and in his research he paid considerable attention to cognitive processes (social perception) .

J. Guilford - American psychologist, author of outstanding works in the field intelligence. The first to create a general model of the structure intelligence and resulting from it, a reliable test to measure social intelligence. J. Guilford considered this category as a system intellectual abilities, which are associated with the cognition of behavioral information. It should be noted that J. Guilford's model includes 120 intellectual factors, that is, abilities. Guilford notes that the basis for understanding the behavior of others and oneself is nonverbal.

At the present stage of development psychology More and more scientists are devoting their work to various aspects of social intelligence. For example, J. Guilford N. Cantor, D. Keating, G. Allport, M. Sullivan, E. Thorndike, M. Tisak, M. Ford determined the essence of the concept and functions social intelligence, which reveal the content of this concept. J. Guilford, Yu. N. Emelyanov, S. Kosmitsky, O. P. John, V. N. Kunitsyna, D. V. Ushakov revealed the structure and content characteristics of the components in the composition social intelligence. G.V. Akopov, I.F. Bashirov, G.Yu. Lyubimova, E.I. Pashchenko, Yu.P. Povarenkov, D.V. Developmental features of the shaks were revealed social intelligence in the process of vocational training.

In Russia, considering the category interested in social intelligence relatively recently. Since the 90s of the 20th century, scientists such as M. V. Bobneva, Yu. N. Emelyanov, D. V. Lyusin, D. V. Ushakov, O. B. Chesnokova, A. L. Yuzhaninova and etc. It should be noted that the concept itself social intelligence was not mentioned, however, in terms of content they were close to the disclosure of this category in psychology.

V. N. Kunitsyna in her scientific works reveals a new approach to considering social intelligence. She describes social intelligence as""global ability arising on the basis of the complex intellectual, personal, communicative and behavioral traits, including the level of energy supply of self-regulation processes; these traits determine the prediction of the development of interpersonal situations, interpretation information and behavior and readiness for social interaction and decision making."

Social intelligence allows us to provide an understanding of people’s actions and actions, an understanding of speech production and non-verbal reactions.

Initial study social intelligence was conducted among adults and mentally healthy persons. Currently the problem social intelligence is also being implemented into a special psychology. J. Lauwe noted that for successful integration communication is important for children with developmental disabilities, social experience and certain abilities in thinking.

In domestic psychology There have been many studies devoted to the study social intelligence in children with developmental disabilities. These studies relate mainly to the category of children with mental retardation and delay mental development. Current research shows that social intelligence more accessible to these children, being one of the mechanisms of adaptation and integration into the social environment.

A number of researchers have devoted their scientific works to this category of children. For example, M. G. Agavelyan, N. A. Pershina, I. V. Semenchenko, N. B. Shevchenko and others proved that children with developmental disabilities can use social intelligence to analyze the behavior and actions of a communication partner.

M. G. Agavelyan, E. A. Medvedeva, E. V. Nikiforova and others conducted research in the field of perception of a person’s emotional state and determined that the features of non-verbal behavior are already accessible to younger schoolchildren with the disorder intelligence.

Students who have a large social experience and those with intellectual disabilities, are able to recognize non-verbal signs (O. K. Agavelyan, M. G. Agavelyan, Zh. I. Namazbaeva, E. V. Khlystova) .

There is a technique developed by L. F. Fatikhova and A. A. Kharisova, the purpose of which is to study the ability of preschool and primary school children to recognize an emotional state. The technique is aimed at studying the ability to empathy as one of the components social cognition. It should be noted that a properly developed methodology allows for a deep diagnosis of the levels of development of the ability to recognize the emotional states of a communication partner, as shown in the works of L. F. Fatikhova and A. A. Kharisova.

To summarize, it should be noted that social intelligence is a relatively new concept. Taking its origins from the beginning of the 20th century, it is rapidly developing to this day. A new trend in research is emerging social intelligence– new diagnostic material is used, new tools are created to identify the level of social intelligence of the individual.

Used sources:

1. Solovyova O. V., Grechkina A. A. Social intelligence as a psychological phenomenon // Science, education and innovation. Collection of articles of the international scientific and practical conference. – Ekaterinburg, 2016. – 269 p.

2. Kunitsina V.N. Social competence and social intelligence: structure, functions, relationships. // Theoretical and applied issues psychology. – Issue 1. – Part 1, 1995.

3. Fatikhova L. F., Kharisova A. A. Workshop on psychodiagnostics of social intelligence children of preschool and primary school age. - Ufa: Publishing house of the Ufa branch of the State Educational Institution of Higher Professional Education "MGGU im. M. A. Sholokhova", 2010. – 69 p.

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