Prospective Teachers’ Opinions about their Social Intelligence Levels based on Several Variables

Abstract

The aim of this study was to examine prospective teachers' opinions about their social intelligence levels based on several variables. In the study, screening model was used. The sample of the study consisted of 972 prospective teachers from seven different departments in a university located in the Central Anatolia Region of Turkey during 2017-2018 academic year. In the study, the Turkish form of Tromso Social Intelligence Scale developed by Silvera, Martinussen and Dahl (2001), in which the validity and reliability study was conducted by Doğan and Çetin (2009), was used as a data collection tool. In this context, it was examined that the opinions of the prospective teachers about the whole social intelligence scale and the social information process, social skills, and social awareness subscales differ according to gender, department, grade level, place of residence, mothers' and fathers' education level, and number of siblings. In the analysis of the data, mean, standard deviation, independent samples t test and one-way analysis of variance (ANOVA) were used. The results revealed that there was no significant difference among participants based on gender. Significant differences were obtained for the whole scale and social skills subscale based on department, for the social awareness subscale based on grade level, for the whole scale and social awareness subscale based on place of residence, for the whole scale and social information process and social awareness subscales based on fathers' education level, for the social skills and social awareness subscales based on mothers' education level, and for the social skills subscale based on number of siblings.

Hemşirelik Öğrencilerinin Sosyal Zeka Düzeyleri ve Etkili Bazı Değişkenler

“…Öğrencilerin baba eğitim düzeyine ilişkin değişken incelendiğinde, baba eğitimi lise ve üzeri olanların sosyal zeka düzeyleri diğerlerine göre anlamlı biçimde daha yüksek olarak bulundu. Bozpolat (2020) tarafından aynı ölçek kullanılarak yapılan araştırmada, baba eğitim düzeyi yüksek olan öğrencilerin sosyal zeka becerisinin diğerlerine göre daha yüksek olduğu gözlenmiştir (27). Öğrencilerin kardeş sayısı ile sosyal zeka becerileri incelendiğinde, kardeş sayısı üç ve üçün altında olanların sosyal zeka becerilerinin anlamlı biçimde yüksek olduğu gözlendi.…”