Social intelligence as a regulator of interpersonal interaction styles of students
DOI:
https://doi.org/10.38014/ehs-ss.2026.1.03Keywords:
social intelligence, interpersonal interaction, behavioral styles, students, social competence, regulationAbstract
The article examines social intelligence as a psychological mechanism regulating interpersonal interaction styles among students. Social intelligence is conceptualized as an integrative ability that enables individuals to understand social situations, predict others’ behavior, and select effective interaction strategies.
The empirical study was conducted using the Guilford Social Intelligence Test and Leary’s Interpersonal Diagnosis of Personality. Spearman’s correlation coefficient was applied for statistical analysis.
The findings reveal significant relationships between social intelligence and interpersonal interaction styles. High levels of social intelligence are associated with constructive behavioral patterns (friendliness, cooperation, altruism), whereas low levels correlate with aggressive, egocentric, and dependent interaction styles.
It is concluded that social intelligence functions as a regulator of interpersonal behavior in social environments.
References
1. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
2. Goleman, D. (2006). Social intelligence: The new science of human relationships. New York: Bantam Books.
3. Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
4. Leary, T. (1957). Interpersonal diagnosis of personality. New York: Ronald Press.
5. Sternberg, R. J. (2020). Intelligence: A systems view. Cambridge: Cambridge University Press.
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Copyright (c) 2026 Alona OHNEVA
This work is licensed under a Creative Commons Attribution 4.0 International License.
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