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The article is devoted to the research of social intelligence as a factor of socio-psychological adaptation of university students with special educational needs during distance learning. Study methods of social intelligence and socio-psychological adaptation are used. The respondents’ contingent of consisted of 78 students with special educational needs. The average level of social intelligence was empirically established in part students, which testifies to their ability to understand properly and the ability to behavior in almost half of life situations. Almost a quarter of students have a higher than average level of social intelligence and the same part is lower than average, which confirms their ability to understand and predict other people’s behavior in almost three quarters and one quarter of life situations, respectively. Students do not have high and low levels of social intelligence. Most students (almost two-thirds) have an average level of adaptability and mal-adaptability; instead, a minority (almost one third) is at a high level. Adaptability and mal-adaptability, respectively, indicate consistency and inconsistency between the needs of the individual and the requirements of the social environment. Students with a low level of adaptability and mal-adaptability were not found. The defined statistically significant relationship of social intelligence with adaptability (direct) and maladaptive (reverse) shows the influence of social intelligence on the effectiveness of socio-psychological adaptation of students. The results of the research proved that social intelligence is a factor of socio-psychological adaptation of students with special educational needs during distance learning.

The article presents a comparative analysis of the results of empirical study of social intelligence of students in higher education institutions in the to-quarantine period and during quarantine restrictions’ period. The psychological essence of the phenomenon “Social Intelligence” is revealed. Social intelligence of personality is defined as an integrated complex of capabilities to understand and solve various tasks that lead to the result of its interactions with other people. In an empirical study, the social intelligence test of Dzh. Huilford and M. Sullivan in the adaptation of E. Mikhailova (Aleshina) was used. The study involved 94 students in the to-quarantine period and 95 students in the quarantine restrictions’ period. Students study in higher education institutions. The results of the empirical study and comparative analysis of the general indicator and constructs of social intelligence of students in the to-quarantine period and during quarantine restrictions’ period are presented. In a to-quarantine period, in a higher number of students was established high, below average and above average levels of social intelligence, during quarantine restrictions’ period – low and average levels. Above average and high levels of ability to understand different situations from other people were detected in most students in the to-quarantine period, below average and average – during quarantine restrictions’ period. In the to-quarantine period there are a larger number of students with an above average level of ability to understand non-verbal behavioral expression of other people; in the quarantine restrictions’ period – low and average levels. The to-quarantine period recorded a large number of students with low, average and high levels of ability to understand verbal behavioral expression of other people, during quarantine restrictions’ period – with lower and higher levels. The to-quarantine period revealed a higher number of students with high, below average and above average levels of the ability to predict other people’s behavior; instead, during quarantine restrictions’ period – low and average levels. In general, the social intelligence of students development better in the to-quarantine period, compared with the quarantine restrictions’ period. The results obtained have shown the significance of the of-line communicative interactions for the development of social intelligence.