ГЕНДЕРНІ ВІДМІННОСТІ ПОВЕДІНКОВОГО КОМПОНЕНТУ СОЦІАЛЬНОГО ІНТЕЛЕКТУ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

Михайло Коць; Тамара Дучимінська; Софія Полікарчик

doi:10.29038/2227-1376-2021-37-96-110

Authors

Mykhailo Kots Lesya Ukrainka Volyn National University
Tamara Duchyminska Lesya Ukrainka Volyn National University
Sofia Polycarchik Lesya Ukrainka Volyn National University

DOI:

https://doi.org/10.29038/2227-1376-2021-37-96-110

Keywords:

gender differences, social intelligence, style of behavior, self-monitoring, children with special educational needs.

Abstract

Purpose. The aim of the article is theoretical analysis and empirical study of gender differences in the behavioral component of social intelligence of children with special educational needs. Methods. The sample consisted of students in grades 7-11 at the Education and Rehabilitation Center. The total sample size is 60 people: 36 boys and 24 girls. To conduct an empirical study were used: questionnaire "Social Adaptability", test "Determining the style of behavior in a conflict situation" (K. Thomas, adaptation of N. Grishina), Snyder self-monitoring scale. Results. The paper show that boys are more socially adapted than girls. This is primarily due to the environment in which children with special educational needs study. It is confirmed that the optimal level of self-monitoring is most pronounced in boys, while a high level prevails in girls. This indicates that the phenomenon of self-monitoring is more developed in boys than in girls. Conclusions. The data clarify the relationship between styles of behavior in conflict situations and the level of self-monitoring of children with special educational needs, as well as between the level of social adaptation and behavioral styles of girls. Prospects for further research in conducting an empirical study of the personal sphere of children with special educational needs, studying the root causes, forms and manifestations of behavioral disorders with a view to their early diagnosis and correction.

References

Arshanskaya (Sheshukova), O. V. (2018). Psikhologicheskiye usloviya stanovleniya sotsialnogo intellekta: istoriya i sovremennost [Psychological conditions for the formation of social intelligence: history and modernity]. Tambov: Konsaltingovaya kompaniya Yukom. [in Russian].

Kletsina, I. S. (1998). Gendernaya sotsializatsiya [Gender socialization]. Sankt-Peterburn: Izd-vo RGPU im. A. I. Gertsena. [in Russian].

Kletsina, I. S. (2004). Psikhologiya gendernykh otnosheniy. Teoriya i praktika [Psychology of gender relations. Theory and practice]. Sankt-Peterburg: Aleteyya. [in Russian].

Semenova, L. E. (2009). Stanovleniye rebenka kak gendernogo subyekta na etapakh rannego onto- i dizontogeneza [Formation of a child as a gender subject at the stages of early ontogenesis and dysontogenesis]. Nizhniy Novgorod: NGPU. [in Russian].

Simanovskiy, A. Е. Korshunova, G. I. (2017). Gendernyye ustanovki u detey 6-7 let s zaderzhkoy psikhicheskogo razvitiya [Gender attitudes in children 6-7 years old with mental retardation]. Yaroslavskiy pedagogicheskiy vestnik - Yaroslavl Pedagogical Bulletin, 3(1), 144–146 [in Russian].

Simanovskiy, A. Е. Simanovskiy. S. N. (2017). Diagnostika urovnya razvitiya sotsialno-nravstvennykh i gendernykh ustanovok doshkolnikov s narusheniyem intellekta sredstvami multiplikatsionnogo kino [Diagnostics of the level of development of social, moral and gender attitudes of preschoolers with intellectual disabilities by means of animated films]. Yaroslavskiy pedagogicheskiy vestnik - Yaroslavl Pedagogical Bulletin, 1(1), 168–173 [in Russian].

Tatarintseva, N. (2009). O polorolevom vospitanii malchikov i devochek [About sex-role education of boys and girls]. Doshkolnoye vospitaniye - Preschool education, 6, 22–32 [in Russian].

Chmil N.S. (2013). Sotsialne myslennia yak chynnyk komunikatyvnoi kompetentnosti [Social thinking as a factor of communicative competence]. Psykholohichni problemy suchasnosti: Tezy Kh naukovo-praktychnoi konferentsii studentiv ta molodykh vchenykh - Psychological problems of modernity: Abstracts of the X scientific-practical conference of students and young scientists. (s. 101–103). Lviv [in Ukrainian].

Angenent, H., Deman, A. (1989). Intelligence, gender, social maturity, and school readiness in dutch 1st-graders. Social behavior and personality, 17(2), 205-209. DOI: https://doi.org/10.2224/sbp.1989.17.2.205

Greco, E., Meo, F., Cedrone, F. (2020). Gender differences in childhood bmi z-score, alimentary behaviour and lifestyle in a sample of 9-11 children. Clinica terapeutica, 171(5), 425-430. DOI: https://doi.org/10.7417/CT.2020.2240

Loflin, D.C., Barry, C.T. (2016). 'You can't sit with us:' Gender and the differential roles of social intelligence and peer status in adolescent relational aggression. Personality and individual differences, 91, 22-26. DOI: https://doi.org/10.1016/j.paid.2015.11.048

Lorincova, T., Lelkova, A. (2015). Gender differences in social intelligence as a part of managerial competencies among staff in selected areas of work. Psychologie prace a organizace 2015. (рр. 192-199). Kvetna.

Rich-Wimmer N., Tanios R., Qu Y., Andrews G. (2020). Gender-Related Behavioral Differences in Children with Partial or Complete Agenesis of the Corpus Callosum: Exploring Attention, Rule Breaking, and Aggressive Behaviors. Archives of Clinical Neuropsychology, 35(6), 849. DOI: https://doi.org/10.1093/arclin/acaa068.059

Salavera, C., Usán, P., Teruel, P. (2019). Contextual problems, emotional intelligence and social skills in Secondary Education students. Gender differences. Annales Médico-psychologiques, revue psychiatrique, 177(3), 223-230. DOI: https://doi.org/10.1016/j.amp.2018.07.008

Sebena, R., Orosova, O., Van, D.J.P., Gajdosova, B. (2008). The relationship between social intelligence and alcohol use among adolescents by gender. Psychology & health, 23, 232-233.