COMPONENTS AND INDICATORS OF SOCIAL INTELLIGENCE AMONG SECONDARY SCHOOL STUDENTS

Abstract

 This article aimed to 1) examine the components and indicators of social intelligence among secondary school students and 2) evaluate the appropriateness of the components and the indicators of social intelligence for secondary school students. The study employed an exploratory research design using both qualitative and quantitative methods. The participants were selected through purposive sampling and divided into two groups. The first group consisted of 8 experts who took part in in-depth interviews, from which qualitative data were collected. The second group consisted of 5 experts who evaluated the appropriateness of the components and indicators of social intelligence among secondary school students, and quantitative data were collected. The research instruments included a semi-structured interview form and an evaluation form for assessing the appropriateness of the components and indicators of social intelligence among secondary school students. Data were analyzed using content analysis and descriptive statistics, including mean and standard deviation.

The findings revealed that social intelligence among secondary school students comprises two components, six sub-components, and seven indicators. Social awareness, the first component, consisted of self-awareness (2 indicators), recognizing and understanding others’ emotions and feelings (1 indicator), and awareness of universal ethical values (1 indicator). Social interaction, the second component, consisted of self-regulation (1 indicator), the ability to engage with and show consideration for others (1 indicator), and leadership (1 indicator). Furthermore, the overall appropriateness of the components and indicators was rated at the highest level (M = 4.94, SD = 0.12). All components exceeded the established criterion of 3.50, indicating that they were highly appropriate.