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AnnaMatczak,KatarzynaMartowska
effectivenessofusingsocialtrainingmaydependontheabilitytore-
ceivetheemotionalsignalsofthepartnercorrectlyandonhavingpro-
perinsightintoone’sownemotions.Ontheother,theabilitytotake
otherpeople’sandone’sownemotionsintoconsiderationwhiledevis-
ingeffectivesocialstrategiesofactionisundoubtedlyalsoimportant.
Nosignificantdifferenceswerefoundintheintensityoftherela-
tionofemotionalintelligencewithparticularsocialcompetencies
measuredusingKKS.Emotionalintelligenceiscertainlyequallyas
importantinshapingeachofthem.
However,therevealedcorrelationsareatthesametimenothigh
andshowasmallstrengthoftherelationships.Thisremainsinconcor-
dancewiththemodelthatpresumesthattrainingplaysafundamental
roleinthedevelopmentofsocialcompetencies.Itshouldbeexpected
thatitsintensitycansignificantlystimulatethisdevelopmenteven
withanaveragelevelofbasicemotionalcompetencies.
Table2
Comparisonofthelevelofemotionalintelligence(cognitiveandaction
components)ofpersonsdifferingintermsofthelevelofsocialcompetence
CognitiveComponentofIE
ActionComponentofIE
Group
1–lowsocialcompetence
2–averagesocialcompetence
3–highsocialcompetence
M–mean,SD–standarddeviation
M
58.66
63.90
64.80
SD
10.09
6.10
6.63
M
39.34
41.96
42.66
SD
6.40
4.66
4.55
Personsthatdifferedintermsofthelevelofsocialcompetencies
werealsocomparedintermsofemotionalintelligence.Theywerese-
lectedfromalargersampleof312persons.Resultsthatwerebetween
1.and3.stenwereconsideredlow,thosethatwerebetween4.and7.
stenasaverage,whileresultsbetween8.and10.stenwerenotedas
high.Thegroupswithhighandlowresultswerecomprisedof50per-
sons.Theremainingpartoftherespondents(withaverageresults)also
contained50persons.Threeequalgroupswithvariedlevelsofcom-
petencewereobtainedinthisway.Table2presentstheaverageresults
