Pupils' Social Intelligence: Its Structure, Characteristics, Influencing Factors And Training

Researches and the public increasingly paid attention to social intelligence, because it might represent a new type of intelligence . At present , researchers still debated such problems as definition ,structure and measurement of social intelligence . In addition , pervious subjects were only adults. Fundamental research about pupils'social intelligence was scarce.Based on the foregoing reasons , this research focused on the basic problems of social intelligence , such as its structure , characteristics , influencing factors and training; so that it might arouse attention to the pupils'social intelligence from researchers and educators.Five relatively independent and logically associated sub-studies were included in this study . The interviewing method , the questionnaire method , the sociometric measurement , the projective test and the group training were used . One thousand and forty-one pupils from 3 to 6 grade and five psychologists were selected as participants in this research . Structure , characteristics , influencing factors , training of pupils'social intelligence and characteristics of learning disabilities'social intelligence were discussed , respectively. According to the findings of these five sub-investigations , covariance structural model was established to help us understand the formation process of pupils'social intelligence .The results showed that:1.The structure of pupils'social intelligence consisted of five parts. The scale of pupils'social intelligence that we developed in this study had good reliability and validity .2.There were significant grade differences on the five dimensions and total score of pupils'social intelligence. There were significant sex differences on the four dimensions and total score of pupil's social intelligence except social anxiety .3.Social intelligence of learning disabilities was significantly lower than normal children.There was significant difference on the social insight between students of secondary and high grade.4.Teacher's leader behavior of democracy , authoritative and indulgent type significantly correlated with five dimensions and total score of social intelligence , except that the correlation between the authoritative type and empathy , social insight was non-significant.5.Different dimensions of social support perceived by pupils from teachers , peers and parents significantly correlated with different dimensions of social intelligence.6.Five dimensions and total score of parental rearing patterns significantly correlated with five dimensions and total score of social intelligence , except that the correlation between over-protection and empathy , social insight was non-significant .7.Cognitive perspective taking significantly correlated with empathy and social intelligence. Affective perspective taking and social perspective taking significantly correlated with empathy, social insight , interpersonal skills,interpersonal problem-solving ability and total score of social intelligence.8.General self-efficacy significantly correlated with five dimensions and total score of social intelligence .9.Five dimensions and total score of personality significantly correlated with five dimensions and total score of social intelligence .10. Social differentiation at school and familial factors altogether influenced pupils'social intelligence through individual factors, and simultaneously influenced their social intelligence , respectively.11.Group training could promote pupils'social intelligence.