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the Purpose, a subject, hypotheses and research problems

Theoretical basis of research are:

1) the concept sotsioemotsionalnogo intelligence Furtner M.R., Rauthmann J.F., Sachse P., in which components of social and emotional intelligence make structure sotsioemotsionalnogo intelligence;

2) researches Z.Birknerovа, H.M.Larin, G.Benson, L.Martin, J.Wessel, R.Williams, J.Ploeg, R.E.Riggio, R.J.Reichard, R.Bar-Ona, V.A.Naumets, I.V.Bezmenova, S.P.Derevjanko, J.V.Davydovoj, revealed similarity konstruktov social and emotional intelligence.

Methodological basis of research are:

Principle sistemnosti (B.G.Ananev, N.A.Bernshtejn, B.F.Lomov), a principle of vozrastno-sexual variability (B.G.Ananev, V.S.Merlin, E.I.Stepanova), a principle senzitivnosti mental development (B.G.Ananev, M.A.Dvorjashina), a principle of non-uniformity and geterohronnosti mental development (L.S.Vygotsky, B.G.Ananev, E.F.Rybalko, L.A.Golovej, E.I.Stepanova).

The problem of the present research is connected by that, the area sotsioemotsionalnogo intelligence is still insufficiently studied and demands empirical researches for construction more exact and proved

Conceptual model sotsioemotsionalnogo intelligence. The decision of a question on interaction of two kinds of intelligence – EI and SI – on present time remains at hypothetical level, and some researchers in general call in question existence of these kognitivnyh structures.

Research objective - to reveal and analyse vozrastno-sexual features sotsioemotsionalnogo intelligence of younger schoolboys and

Teenagers.

Object of research - vozrastno-sexual features structurally - urovnevyh characteristics sotsioemotsionalnogo intelligence at younger schoolboys and teenagers.

Object of research – children of younger school and teenage age.

We had been put forward following hypotheses of research:

1) Vzaimoperesechenie poorly certain concepts the social intelligence and emotional intelligence allows to assume existence of the general ability – sotsioemotsionalnogo intelligence which represents kognitivnuju the system providing reception, interpretation and use by the individual of socially significant information for it in the course of the decision of social problems.

2) Structurally-urovnevye characteristics sotsioemotsionalnogo intelligence depend on age and a floor.

The given hypothesis is concretised in three podgipotezah:

Development sotsioemotsionalnogo intelligence of younger schoolboys and teenagers is characterised by unstable dynamics.

Younger schoolboys and teenagers have age and sexual distinctions in expressiveness degree structurally-urovnevyh characteristics

sotsioemotsionalnogo intelligence.

Distinctions in structurally-urovnevyh characteristics sotsioemotsionalnogo intelligence at boys and girls at younger school age are more expressed, than at teenage age.

According to the purpose, a subject and hypotheses of research we should solve following problems:

1) to carry out the analysis of the theoretical and empirical works devoted to problems social, emotional and sotsioemotsionalnogo of intelligence, and by its results to construct working conceptual model sotsioemotsionalnogo intelligence.

2) to Develop operational model sotsioemotsionalnogo intelligence and

On its basis to pick up techniques of empirical research of its vozrastno-sexual features.

3) to Reveal specificity of vozrastno-sexual features sotsioemotsionalnogo intelligence of younger schoolboys and teenagers.

4) to Study interrelations between structurally-urovnevymi characteristics sotsioemotsionalnogo intelligence and sotsiometricheskim the status

Children of younger school and teenage age.

5) to Approve and adapt for Russian-speaking sample of younger schoolboys and teenagers a technique of social intelligence Tromso.

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A source: Semenov Vladislav Jurevich. AGE AND SEXUAL FEATURES OF SOCIO-EMOTIONAL INTELLIGENCE OF YOUNGER SCHOOLBOYS AND ADOLESCENTS. 2016

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