Abstract

This study aimed to investigate the relationship between social intelligence and self-regulation among sixth grade students in District 4 in Tehran. This was descriptive –correlational study. The population consisted of all male and female sixth grade students in Tehran, district 4 in 2014-2015. Using stratified random sampling method, 368 students were selected as sample. The Tromsos Social Intelligence Questionnaire with 21 questions and Pintrich and De Groots Self- regulation Questionnaire with 22 questions were used for collecting the data; using Cronbachs alpha coefficient, their reliability was determined to be 0.79 and 0.82, respectively. The collected data were analyzed using descriptive (central tendency and dispersion indices) and inferential (Pearson correlation, independent t test, and multivariate stepwise regression analysis) statistics. The findings showed that there was significant and positive correlation between social intelligence (p≤0.001), social information processing (p≤0.001), social skills (p≤0.005), and social awareness (p≤0.05) and self-regulation of students. Among the dimensions of social intelligence, the social information processing (beta coefficient= 1.326) could significantly predict the students self-regulation (p≤0.001). Also, the social intelligence of female students was significantly higher than male students (p≤0.05). However, there was no significant difference between male and female students in terms of self-regulation (p≥0.05).

Keywords: Social Intelligence, Social Information Processing, Social Skills, Social Awareness, Self-regulation.

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