The relative contribution of social intelligence in predicting wisdom among students of Umm Al-Qura University in Makkah Al-Mukarramah

Document Type : Original Article

Author

Department of Psychology, College of Education, Umm Al-Qura University, Saudi Arabia.

Abstract

The study aimed to identify the level of both social intelligence and wisdom among Umm Al-Qura University students, and to identify the effect of gender (male-female), academic specialization (scientific - literary) and the academic year (first - second - third - fourth) and their common interactions on Social intelligence and wisdom among students of Umm Al-Qura University in Makkah Al-Mukarramah, and verifying the possibility of predicting wisdom through social intelligence. The Social Intelligence Scale prepared by Silvera, Martinussen and Dahl (2001), and the Wisdom Scale prepared by Zayed (2014).and they were applied to a random sample of (430) students. The average scores of the measure of social intelligence and wisdom to the variables of gender (male, female) and academic specialization (scientific - literary) and the interaction between them. Umm Al-Qura University in Makkah Al-Mukarramah in social intelligence in favor of fourth-year students compared to the first and second years While there are no statistically significant differences between first and second year students and second and third year students, there are also statistically significant differences between the mean scores of the two groups (males and females) on the total degree of wisdom in favor of the female group, and that social intelligence contributes a statistically significant contribution to predicting wisdom. And that there are three variables that contribute to predicting wisdom, which are (social information - social awareness - social skills). The study aimed to identify the level of both social intelligence and wisdom among Umm Al-Qura University students, and to identify the effect of gender (male-female), academic specialization (scientific - literary) and the academic year (first - second - third - fourth) and their common interactions on Social intelligence and, and verifying the possibility of predicting wisdom through social intelligence To achieve the aim of the study, the comparative descriptive causal approach was used, and two dimensions of the researcher's work were used. A measure of emotional intelligence and a measure of wisdom, and they were applied to a random sample of (430) students. There are statistically significant differences between the mean scores of the Social Intelligence and Wisdom scale due to the variables of gender (male, female) and academic specialization (scientific - literary) and the interaction between them Likewise, there are no differences due to the interaction between gender, specialization, and year, and there are significant differences in social intelligence in favor of fourth-year students compared to the first and second years, while there are no statistically significant differences between first and second year students and second and third students. There are also statistically significant differences between the mean scores of the two groups (males and females) on the total degree of wisdom in favor of the female group, and that social intelligence makes a statistically significant contribution to predicting wisdom, and that there are three variables that contribute to predicting wisdom, which are (social information - social awareness - social skills).

Keywords

References

Al-Ayoub, Z., Eliwah, S., & Al-Garalleh, F. (2022). Social Intelligence and its Relationship with Communication Skills among Physical Education Students at Jordanian Universities, Dirasat: Educational Sciences, 49(1), 283-298.‏
Ardclt, M. (2005). How wise people cope with crises and obstacles in life. Revision, 28 (I), 7-19.
Ardelt, M., & Bruya, B. (2021). Three-dimensional wisdom and perceived stress among college students, Journal of Adult Development, 28(2), 93-105.‏
Ardelt, Monika and Ferrari, Michel (2019). Effects of wisdom and religiosity on subjective well-being in old age and young adulthood: exploring the pathways through mastery and purpose in life. International Psychogeriatrics, 31(4), 477-489.
Arthi, S. &Tamilselvi, B. (2016). A study of social intelligence of B.Ed. student teachers in Namakkal District, International Journal of Multidisciplinary Research and Development, 3(9), 322-326.
Bang, H., & Zhou, Y. (2014). The function of wisdom dimensions in ego‐identity development among Chinese university students, International Journal of Psychology, 49(6), 434-445.‏
Bang, Hyeyoung. (2015). African American Undergraduate Students’ Wisdom and Ego-Identity Development: Effects of Age, Gender, Self-Esteem and Resilience, Journal of Black Psychology, 41(2), 95–120.
Bergsma, A., & Ardelt, M. (2012). Self-reported wisdom and happiness: An empirical investigation. Journal of happiness studies, 13, 481-499.‏
Brown, S. & Green J (2006). The Wisdom development scale translating the conceptual to the concrete. The journal of college student development, 47(1),1-9
Chandini. (2018). Influence of Social Intelligence of Secondary School Teachers on the Academic Achievement of their Students. i-manager’s Journal on School Educational Technology, 14(2), 24-30.
Devi, S. (2017). Relationship Between Wisdom and Social Intelligence Among Senior Secondary School Students,‏ International Journal of Research and Analytical Reviews, 4(3), 292-296.
Gardner, H. (1983). Frames of mind. The theory of multiple intelligence's. New York.
Greene, J. A., & Brown, S. C. (2009). The wisdom development scale: Further validity investigations. The International Journal of Aging and Human Development, 68(4), 289-320.‏
Iatsevich, O., Semenovskikh, T., & Bruk, Z. (2017). The Study of Social Intelligence of Students Majoring in “Industrial and civil construction”. In MATEC Web of Conferences (Vol. 106, p. 09017). EDP Sciences.‏
 
Kavianfar, H., Baezzat, F., Hashemi, S., & Naderi, H. (2021). The Role of Academic Experience, Critical Thinking and Cognitive Flexibility in Predicting the Wisdom of Female Postgraduate Students of University of Tehran, Women’s Health Bulletin, 8(4), 247-252.‏
Malik, M. A., Siddique, F., & Hussain, S. N. (2018). Exploring the development of social intelligence of students during university years. Pakistan Journal of Education, 35(1).‏
Rezaei, A., & Mousanezhad Jeddi, E. (2020). Relationship between wisdom, perceived control of internal states, perceived stress, social intelligence, information processing styles and life satisfaction among college students, Current Psychology, 39(3), 927-933.‏
Rezaei, A., & Mousanezhad Jeddi, E. (2020). Relationship between wisdom, perceived control of internal states, perceived stress, social intelligence, information processing styles and life satisfaction among college students, Current Psychology, 39(3), 927-933.‏
Scherbakov, S. V. (2021). Students social intelligence and the choice of behavioral strategies in conflict resolution, Clinical Schizophrenia & Related Psychoses, 15(3), 1-7.
Silvera, D., Martinussen, M., & Dahl, T. I. (2001). The Tromsø Social Intelligence Scale, a self‐report measure of social intelligence. Scandinavian journal of psychology, 42(4),              313-319.‏
Sternberg, R. J. (1985). Toward a triarchic theory of human intelligence, Behavioral & Brain Science, 7, 269-315.
Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. New York, NY: Cambridge University Press.
Wawra,D (2009).Social intelligence, European Journal of  English studies,13(2) 17-30
Wink, P., & Staudinger, U. M. (2016). Wisdom and psychosocial functioning in later life. Journal of personality, 84(3), 306-318.‏
 

Files

Share

How to cite

Statistics