Den socialt kompetente har hög social status, många vänner, ett funktionellt beteende och sociala förmågor så som empati och hjälpsamhet. Avsaknad av social kompetens innebär bland annat känslomässiga och beteendemässiga problem. I denna studie medverkade totalt 30 gymnasieelever som genomgick två arbetsminnestest samt fyllde i en självvärderingsenkät som mäter social kompetens. Syftet var att undersöka om det finns ett samband mellan en tonårings arbetsminne och sociala kompetens. Studien begränsades till att mäta arbetsminnets fonologiska och visuellspatiala lagringsenheter samt två sociala förmågor; prosocialt beteende och initiativtagande. Inga signifikanta korrelationer mellan arbetsminne och social kompetens kunde påvisas. Eventuellt kan de icke existerande korrelationerna bero på att fel del av arbetsminnet eller fel del av den social kompetens stod i fokus för studien.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 148-150). Also available on the Internet.

Thesis (Ph. D.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Psychology, University of Alberta." Title from pdf file main screen (viewed on February 12, 2010) Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 148-150). Also available on the Internet.

Subjects' views and conceptions of social intelligence were investigated by having 40 adults, male inmates in an Alberta correctional centre rate the importance of 20 behavioral characteristics representing the domain of social intelligence. Social intelligence was defined as a person's ability to understand others and to act wisely in social situations. The 20 characteristics, derived from an earlier study by Ford and Miura (1983), were rated for each of three common social contexts by having subjects think of the kind of person who would be a close personal friend, a teacher, or a person in a conflict. The following research questions were addressed in the study: a) How do adult, male inmates in an Alberta correctional centre view the construct of social intelligence? b) Do subjects' ratings of the 20 characteristics that describe social intelligence form factors that resemble the clusters identified by subjects rating the same 20 characteristics in a study by Ford and Miura (1983)? c) How do subjects' ratings of social intelligence differ among the three social contexts investigated? d) Is there a common core of social intelligence characteristics that subjects rate as important across all three social contexts? Descriptive statistics revealed that subjects generally rated the 20 characteristics as quite high in importance in all three social contexts. However, the characteristics were rated highest in importance in the context "A teacher", followed by "A close personal friend" and "A person in conflict". Factor analyses revealed that subjects' ratings in the present study shared some similarities in structure with the clusters or categories of characteristics identified by subjects in the earlier study by Ford and Miura (1983). Analyses of variance revealed several significant differences when sujects' ratings of importance of the 20 characteristics and four categories of social intelligence were compared across contexts. In the present study, a common core of four characteristics of social intelligence were ranked highly in importance across all three social contexts. Findings from the present study provide support for the existence of the categories "Prosocial skills" and "Social-instrumental skills" as identified in the study by Ford and Miura (1983). The importance of studying the construct of social intelligence in particular social contexts and particular populations was also demonstrated. Finally, the implications of the findings of the present study are discussed in relation to the planning and delivery of inmate education programs as well as the continuing study of the construct of social intelligence. / xii, 82 leaves : ill. ; 28 cm.

Psychological research focusing on the relationship between self-awareness and leadership has subsequently attracted criticism, regarding both the conceptualisation and measurements used therein. Specifically, the previous use of difference scores to measure self-awareness has become associated with issues of reliability and the conceptualisation of self-awareness within the emotional intelligence paradigm has been considered a limitation. To study the relationship between self-awareness and leadership while acknowledging the need for improved methods, the current research conceptually extended self-awareness to include recognition of cognitive and social intelligence as well as emotional intelligence within the self. In addition, the current study tested a newly proposed correlational method for measuring self-awareness. The leader-follower relationship was represented by seventy two managers who were each paired with one of seventy two respective subordinate employees. Each manager rated their own cognitive, social and emotional intelligence at two points in time, two weeks apart, and their respective employee subordinate rated the manager on twelve Leader Behaviours. As predicted, the managers’ mean self-ratings were associated with employee-rated Leader Behaviour. Inconsistent with the literature and against prediction, correlational scores taken between the managers’ two self-rating times were not associated with Leader Behaviour. In addition, results were inconsistent with the prediction that difference scores between the managers’ two rating times would be associated with leader behaviour. The current study contributed to the scientific understanding of the association between social intelligence and leadership as well as the relationship between self-awareness and leader behaviour. Theoretical and practical implications are discussed in reference to organisational leadership.

Bibliography : leaves 321-350 / xxi, 350 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1990

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 102-118).

Thesis (Ph. D.)--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 105-124).

Thesis (M.A.)--Bowling Green State University, 2006. / Document formatted into pages; contains viii, 72 p. Includes bibliographical references.