Volume 03 Issue 02-2023
10
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
10-13
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article is devoted to the issues of reflexivity and social intelligence in a person. According to him, the relationship
between the characteristics of reflexivity in a person and social intelligence is substantiated. Also, a psychological
study was conducted to investigate the relationship between reflexivity and social intelligence, and the results were
analyzed.
KEYWORDS
Reflection, self-management, self-awareness, intelligence, social intelligence, empathy, interaction, self-motivation,
social thinking, social imagination.
INTRODUCTION
Since the concept of social intelligence was one of the
first to be put forward in the field of science, interest in
this concept has changed. Researchers, trying to
understand the specifics of this phenomenon, have
proposed different methods to study it. Accordingly,
various methods of intelligence have been identified,
and since errors have arisen in trying to distinguish the
boundaries of the concept of social intelligence, most
scientists have avoided it.
The concept of "social intelligence" was first used in
1920 by E. Thorndike, who interpreted it as
predictability in interpersonal relationships and
equated it with the ability to act rationally in human
relationships. E. Thorndike considers social intelligence
Research Article
THE INFLUENCE OF INTELLECTUAL ACTIVITY ON THE DEVELOPMENT OF
REFLECTIVENESS IN A PERSON
Submission Date:
February 03, 2023,
Accepted Date:
February 08, 2023,
Published Date:
February 13, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue02-03
N.I. Khalilova
Doctor Of Psychology (Dsc), Department Of Educational Psychological Support Of Service Activity, Public
Security University Of The Republic Of Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 02-2023
11
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
10-13
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
as a unique cognitive ability that ensures successful
communication with people. The main task of social
intelligence is to predict behavior. According to E.
Thorndike, there are three types of intelligence:
abstract intelligence as the ability to understand verbal
abstract and mathematical symbols and perform
actions with them; concrete intelligence, as the ability
to understand things and objects in the material world
and to perform actions with them; social intelligence as
the ability to understand and communicate with
people. E. Thorndike says that social intelligence is
different from ordinary intelligence [5].
G. Allport describes social intelligence as the ability to
correctly assess people, predict their behavior, and
adapt to interpersonal relationships. It highlights a
number of features that provide a better
understanding of other people. Social intelligence is
included as a special ability in the structure of these
characteristics. According to G. Allport, social
intelligence is a special "social gift" that provides
fluency in relationships with people [3]. At the same
time, the author emphasizes that social intelligence is
related to behavior, and not to the considered
concepts: its product is not working with concepts, but
social adaptation.
In particular, according to J. Godefroy, social
intelligence is determined by one of the processes of
social thinking or social imagination, which is not
studied in general and social psychology (D. Myers).
Issues of social intelligence are discussed in solving the
problem of intellectual ability, where genetics is
considered as the primary form of intellectual ability.
Social intelligence is often thought of as intelligence as
a form of intellectual talent.
A methodological guide to the study of social
intelligence was created in the 1980s. D. Keating
created a test that evaluates moral or ethical thinking.
M. Ford and M. Tisaklar (1983) successfully solved
problem situations based on the measurement of
intelligence [4]. They demonstrated that social
intelligence represents a distinct and consistent set of
mental abilities related to social information
processing, underlying "formal" thinking as tested by
"academic" intelligence tests.
Initially, E.M. Emelyanov defined social intelligence in
psychology, he closely connected social intelligence
with the concept of "social sensitivity". He believed
that personal "heuristics" are formed on the basis of
human intuition, which are used to draw conclusions
about interpersonal relationships (1987). The author
understood social intelligence as a stable, unique
thought process, social experience, understanding of
self and others, their interactions and prediction of
interpersonal events. Sensitivity is needed to form
social intelligence, empathy is the basis of social
intelligence. Here, social intelligence is considered in
terms of the main characteristics that contribute to its
formation[2].
A.A. Bodalev considered social intelligence in terms of
interpersonal intelligence. According to A.A. Bodalev, a
comparative study of the characteristics of human
cognitive processes is an interesting task. Therefore,
he emphasizes that it is necessary to study the main
components of the human mind: attention,
perception, memory, thinking, imagination, because a
person communicates with other people. At the same
time, the research of these emotional processes, which
express their productivity, specific characteristics of
activity, involves solving tasks in the form of simple
communication [1].
It is known that one of the tasks of research work is to
study the formation of social intelligence in a person,
as well as to check whether it is related to the
characteristic of reflexivity. A modified version of S.
Volume 03 Issue 02-2023
12
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
10-13
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Hall's "Social Intelligence" methodology was used in
the research process. The methodology consists of 30
questionnaires, which examine the level of personal
development of a person, that is, self-awareness, self-
control, empathy, interaction skills, self-motivation,
etc. This questionnaire was conducted among students
and teenagers, and the results were analyzed
quantitatively and qualitatively.
Table 1
The relationship between social intelligence and reflexivity at different ages
Reflectivity properties
Types of social intelligence
Self
awar
en
ess
Self
-
d
iscip
line
Em
p
ath
y
C
omm
u
n
ic
ati
on
skills
Self
-
m
otiv
ation
Self-
directedness
0,04
0,03
-0,001
-0,01
-0,003
Orientation to other
people
0,04
0,03
0,04
-0,04
-0,01
Retrospective
reflection of activity
0,07
0,08*
0,10*
-0,05
0,07
Reflection of current
activity
0,03
0,05
-0,02
-0,03
0,09*
Reflection of future
activity review
0,08*
0,03
0,04
-0,05
0,04
Reflection of action
and
communication
with other people
0,05
-0,01
0,02
-0,05
0,05
According to the results of the research, it was possible
to check the relationship between the characteristics
of reflexivity and the types of social intelligence during
adolescence and student period. According to him, it
was determined from the results of the experiment
that the priority strategies of reflexivity directed at
oneself and others are not related to the types of social
intelligence. As it is known, we can see that people who
can plan and manage their own activities have
harmoniously developed processes such as empathy,
interaction, and self-motivation.
Based on the results of the experiment, it is
determined that retrospective reflection of activity is
correlated with self-
control (r=.080; r≤0.05), empathy
Volume 03 Issue 02-2023
13
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
10-13
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
(r=.103; r≤0.05). It should be noted that the activity
process itself essentially requires self-management. In
particular, self-regulation is the ability of a person to
control his emotions. Self-control in this person allows
him to manage his emotional state. It is one of the
important qualities in professional activities related to
management, communication, service, education.
When a person has developed the characteristic of self-
management, then in the process of activity it is
observed that the actions are carried out
systematically according to the purpose.
According to the results of the table, it is observed that
the reflection of current activity is related to self-
motivation (r=.095; r≤0.05). It is worth noting that the
emergence of reflexivity today requires self-motivation
of the individual. If we look at the daily activities of a
teenager and a student, all their processes are related
to the characteristics of the motivational system.
Therefore, we can see that the basis of success in one's
work is literally inextricably linked with the
development of the motivational field.
It is observed that reflection on future activities is
related to self-concept of social intelligence (r=.084;
r≤0.05). Self
-awareness is the ability to understand
one's emotions, motives, and needs. It should be noted
that self-awareness refers to being aware of one's
emotions, motivations, and needs.
The results of the methodology show that there is a
relationship between individual reflexivity and social
intelligence. In particular, retrospective reflection of
activity is associated with self-control, empathy,
reflection of current activity with self-motivation, and
reflection of future activity with self-awareness.
Based on the studied theoretical sources and the
results of the conducted research, we can make the
following conclusions and recommendations:
-
the relationship between the types of social
intelligence and reflexivity in individuals of
different age periods is noticeable;
-
-retrospective reflection of activity in a person
is observed to be related to social intelligence,
self-management, empathy, etc.;
-
there is no correlation between the priority
strategies of reflexivity to oneself, others,
reflexivity of action and communication with
other people, and interaction skills of social
intelligence at different age periods.
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