A. A. Candeias , M. Oliveira, F. Koich Miguel**, A. Rocha* & G. Franco***

Dynamic Assessment ofFunctioning and Oriented at Development and Inclusive Learning A Comenius multilateral project - 142084-2008-LLP-BE-COMENIUS-CMP Assessing Social Intelligence with System of Assessment of Interpersonal Problem Solving Test (SIP) A. A. Candeias*, M. Oliveira*, F. Koich Miguel**, A. Rocha* & G. Franco*** *University of Évora: CIEP & CIMA (Portugal) **University of S. Francisco (SP, Brazil) ***University of Madeira (Portugal)

Introduction • This study presents the SIP. • This test results from one adaptation of the test developed by Candeias in 2007 – PCIS. aac@uevora.pt

Theorectical foundations • Structural approach focuses on qualitative description of the structures of social understanding during the successive stages of development. This approach is rooted in the work on the construction of the knowledge level of ontogenetic J. Piaget, and extends to the study of various areas, such as moral reasoning (Kohlberg, 1976), the rules and social conventions (Turiel, 1980, 1983), and the social perspective taking (Selman, 1980). • Functional approach is focused on the study of various features of the thought process during the social interaction. There is a concern to identify skills and thought processes used by individuals during social interaction (e.g., Crick & Dodge, 1994; Spivak et al., 1976). aac@uevora.pt

Theorectical foundations Social knowledge – specific domain Through interaction with the social environment, the subject builds different forms of knowledge that underlie the existence of different domains of social knowledge, independent of non-social cognitive structures and based on the nature of the object of social knowledge and relationships that the individual has with the object (Flavell et al., 1993): • (i) people, while cognitive objects are different because they can act spontaneously and deliberately, that is, they perceive, represent, know, think, try, want, experience emotion and learn, • (ii) the relationships that people develop with each other are different from those that refer to physical objects because is a "static relation of similarity. This similarity justifies the use of cognitive processes specific to that cognitive domain, including metacognition, • (iii) social interactions are dynamic and our thinking and our behavior on social objects can be guided by our representations of social roles, relationships and behaviors or the mutual representations that other people have on our thoughts and intentions. aac@uevora.pt

Theorectical foundations Social knowledge – specific domain Underlying the hypothesis of partial structures is the idea that the construction of knowledge takes place by the subject's interaction with the environment. The nature of conceptual structures is influenced by the environment as such in the construction of various concepts, and in order to understand the concepts the construction of various concepts, and in order to understand the concepts constructed by the subjects due will distinguish the different social fields, in structural and processual terms. aac@uevora.pt

Theorectical foundations Components of SIP • Components of problem solving processes The decoding of social information and understanding of the problem, the design of a resolution plan and its implementation and evaluation. These components were organized on the model of problem solving by Pretz, Naples, and Sternberg (2003) which takes into account the following phases: • Recognize or identify the problem, • Define and mentally represent the problem, • Develop a strategy for resolution, • Organize knowledge about the problem, • Consign mental and physical resources to solve the problem, • Monitor progress towards the goal and assess the correctness of the solution These stages are organized (Polya, 1945, 2003, Almeida, 2004) in 4 major steps: • understanding the problem, • development of a resolution plan, • (implementation of the plan, • verification of resolution. aac@uevora.pt

Theorectical foundations Components of SIP II. Components related to levels of knowledge Involve the type of contents seized for the understanding of the interpersonal and the interpersonal perspective taken to understanding, planning and implementation of the response. • Type of contents - organized according to the models proposed by • Perception of contents expressed and latent social situation (Argyle, 1994): • Type of traits and more important tracks (Barnes & Sternberg, 1989) • Interpersonal perspective or the level of reflective thinking involved in the justification of the assessment or decision , organized in: • Unilateral and simplistic stage; • Instrumental stage; • Mutual and pro-social stage; • Systemic and standardized stage(Selman, 1980). aac@uevora.pt

Social intelligence construct • Social intelligence construct can be understood through two main dimensions: cognitive and behavioral (e.g., Jones, & Day, 1997) that involve: Interpersonal Problem Solving, Familiarity with Interpersonal Situations, Motivation and Self-confidence to cope with Interpersonal Situations (Candeias, 2007). aac@uevora.pt

Interpersonal Problem Solving Test • This test is based on the assumption that social intelligence could be assessed through the quality of cognitive processes and the quality ok knowledge used in interpersonal problem solving. aac@uevora.pt

Interpersonal Problem Solving Test • The participants are expected to analyse an interpersonal problem-situation (in a pictorial format), in three major dimensions: • Interpersonal Problem Solving, which is evaluated through a questionnaire in which the participants are requested to request a verbal protocol based of cognitive process and knowledge assumptions, • Experience in similar situations, to evaluate on a 1-to-5 Likert scale, • Motivation toward this kind of interpersonal situation, evaluating on a 1-to-5 Likert scale. → aac@uevora.pt

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Method - Participants • All participants were Portuguese children and youngsters: • 441 children from regular class (248 girls and 240 boys, with the average age of 8.64 years, SD = 1.03); • 326 youngsters from regular class (168 girls and 158 boys, with the average age of 14.70 years, SD = 1.80); aac@uevora.pt

ResultsStudy of the itens • Childrens (N=441) • Alpha: . 85 aac@uevora.pt

ResultsStudy of the itens • Youngsters (N=326) • Alpha: .89 aac@uevora.pt

ResultsValidity • Childrens (N=441) • Factorial analysis: • principal components, • Varimax rotation, • 3 components (explained 47% of global variance). aac@uevora.pt

ResultsValidity of construct • Youngsters (N=326) • Factorial analysis: • principal components, • Varimax rotation, • 4 components (explained 54% of global variance). aac@uevora.pt

Results – Convergent vs DivergentValidity Social intelligence – Social competence - AcademicIntelligence aac@uevora.pt

Conclusions • Portuguese studies with Children (7-10) (N=441), and Youth (12-17) (N=326), indicated that SIP is one assessment tool with great validity of construct, proved by factorial analyses, in which the multidimensionality of the questionnaire is shown. • Such dimensions present great internal consistency. • Such psychometric results points out to a reliable and valid tool to do traditional and dynamic assessment that supports psychological intervention. • Next steps: Study the quality of itens with a pretest-mediation-postest (Samples: Childrens and adolescents (Casa Pia, Lisbon); adults (Porto)). aac@uevora.pt

Thanks for your attention! aac@uevora.pt aac@uevora.pt

A. A. Candeias , M. Oliveira, F. Koich Miguel**, A. Rocha* & G. Franco***