TO THE PROBLEM OF SOCIAL COMPETENCE RESEARCH AS CONDITIONS OF PARTNER INTERACTION PARTICIPANTS OF THE REFORM PROCESS
The problem of social competence as a condition for partnership interaction among participants in the process of educational innovation is presented in the article. The theoretical analysis of the phenomenon of social competence has been carried out. Social competence is seen as an integrative characteristic of the individual that determines effective social interaction, the effectiveness of socialization in the professional environment and in the world, where the important conditions for a productive solution to life's problems are social maturity, subjectivity and social intelligence. Empirically established differences in social competence among students of pedagogical specialties with a pronounced active positive and active negative attitude to educational innovations. It is revealed that students of pedagogical specialties with active negative attitude to educational innovations have less expressed social and psychological competence, compared to students of pedagogical specialties with active positive attitude to educational innovations. Empirically determined correlation features of social competence with terminal values and personal self-efficacy. Direct significant correlations were found between social-psychological competence and such terminal values: active social contacts, development of self, preservation of individuality, achievements, creativity, spiritual satisfaction. There are empirically significant direct correlations between social and psychological competence and psychological resilience. Psychological resilience is defined as a dynamic process aimed at maintaining a stable level of psychological and physical functioning in critical situations, the ability to overcome such situations without persistent disturbances, successfully adapting to adverse changes. Based on the correlation study on the correlation coefficient of Ch. Spearman, a direct significant correlation of social and psychological competence with personal self-efficacy and psychological resilience was established. The higher the students' pedagogical specialties are socio-psychological competence, the greater their psychological resilience is expressed, that is, the more they are able to maintain in a critical situation a stable level of psychological and physical functioning, to successfully adapt to difficult life circumstances.
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