Psychological Security and Social Intelligence in Adolescents and Young People

1005

Abstract

The paper presents results of a study on the relationship between the level of students’ psychological security in educational environment and their social intelligence.The aim of the study was to redefine this relationship and to test the hypothesis that different levels of psychological security in educational environment are connected with changes in the level of social intelligence and its components that happen in adolescence and young age.The data was obtained on a sample of students of secondary-level vocational training organizations (n=2,789 subjects) aged 12—25 years (M=17.13), 71,89% males.The following techniques were used: “Psychological Safety of Educational Environment” by I.А.Baeva; “The Tromsø Social Intelligence Scale” (TSIS) by D.H.Silvera, M.Martinussen, T.I.Dahl; sociodemographic information questionnaire.The study revealed that the level of social intelligence was higher among the students with high levels of psychological security in educational environment (U=114,56; p≤0,001).Higher social intelligence levels are based on the ability to understand and predict other people’s behaviours and feelings (U=101,25; p≤0,001) as well as on social skills (U=97,74; p≤0,001), whereas social awareness levels are the same in environments with different levels of psychological security.

General Information

Keywords: psychological security, social intelligence, adolescents, youth, violence, security of educational environment

Journal rubric: Developmental Psychology

DOI: https://doi.org/10.17759/pse.2021260201

Funding. The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 19-013-00553

For citation: Baeva I.A., Gayazova L.A., Kondakova I.V., Laktionova E.B. Psychological Security and Social Intelligence in Adolescents and Young People. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 2, pp. 5–16. DOI: 10.17759/pse.2021260201. (In Russ., аbstr. in Engl.)

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Information About the Authors

Irina A. Baeva, Doctor of Psychology, Corresponding Member of the Russian Academy of Education, Professor of the Department of Developmental Psychology and Education, Head of the research laboratory “Psychological safety and culture in education.” Director of the educational master's program "Psychological safety in education and social interaction", Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0003-2457-8221, e-mail: irinabaeva@mail.ru

Larisa A. Gayazova, PhD in Psychology, Deputy Head of the Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-0542-6687, e-mail: gayazovala@mgppu.ru

Irina V. Kondakova, PhD in Psychology, Assistant professor, Department of Educational and Developmental Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-6320-5757, e-mail: kondakovaiv@herzen.spb.ru

Elena B. Laktionova, Doctor of Psychology, Head of the Department of Developmental and Educational Psychology, Senior Researcher at the Research Laboratory “Psychological Culture and Psychological Safety in Education and Social Interaction”, Herzen State Pedagogical University of Russia, Senior Researcher at the Research Center of the Psychological Institute of the Russian Academy of Education, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0002-7863-1414, e-mail: lena_laktionova@mail.ru

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