(2026) Science and education, 1, 49-53. Odessa.
Alona Ohneva,
Postgraduate Student (Educational and Scientific Level), Specialty 053 Psychology,
International Humanitarian University;
Senior Lecturer at the Department of General and Differential Psychology,
The state institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky",
26, Staroportofrankivska, Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0009-0008-4836-8038
SOCIAL INTELLIGENCE AS A DETERMINANT OF INTERPERSONAL INTERACTION OF FUTURE PROGRAMMERS
SUMMARY:
The article examines social intelligence as a psychological determinant of interpersonal interaction of future programmers. The relevance of the study is determined by the transformation of professional activity in the IT sphere, where specialist effectiveness is determined not only by technical competencies but also by the ability for constructive teamwork, social adaptation, and regulation of interpersonal relations. The aim of the study is to empirically determine the role of social intelligence in the formation of constructive types of interpersonal behavior among IT students. The study involved 105 students majoring in Computer Science aged 18–22. The Guilford–O’Sullivan Social Intelligence Test was used to assess cognitive components of social intelligence, and the Leary Interpersonal Diagnosis of Personality was applied to determine dominant types of interpersonal behavior. Statistical analysis included descriptive statistics, Pearson correlation coefficient, and Student’s t-test. The results revealed statistically significant positive correlations between components of social intelligence and constructive types of interpersonal behavior (friendliness, altruism, cooperativeness, constructive dominance) at p ≤ 0.05 and p ≤ 0.01. Negative correlations were identified between social intelligence indicators and destructive interaction strategies (aggressiveness, egocentrism, suspiciousness). Students with high levels of social intelligence demonstrated greater social openness, adaptability, and cooperative orientation. The findings confirm the system-forming role of social intelligence in the socio-psychological functioning of future programmers and substantiate the necessity of developing programs aimed at enhancing social intelligence within professional training.
KEYWORDS:
social intelligence, interpersonal interaction, future programmers, interpersonal behavior types, social adaptation, professional training
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