Social Intelligence of Rural and Urban Higher Secondary School Students: A Comparative Study

Abstract

Social intelligence is an essential aspect of personality that enables individuals to understand others, establish positive interpersonal relationships, communicate effectively, and adapt successfully to various social situations. During adolescence, particularly at the higher secondary level, students experience significant social, emotional, and cognitive development, making social intelligence a critical determinant of academic success, leadership, cooperation, and emotional well-being. The present study aimed to compare the social intelligence of rural and urban higher secondary school students. A descriptive survey method with a quantitative research design was adopted for the study. The sample comprised 100 higher secondary school students, including 50 rural and 50 urban students, selected through simple random sampling. Data were collected using a standardized Social Intelligence Scale. The collected data were analyzed using frequency, percentage, mean score, standard deviation, and independent sample t-test. The findings revealed that urban students demonstrated comparatively higher social intelligence than rural students. Significant differences were observed in communication skills, social awareness, interpersonal relationships, and adaptability. The study highlights the influence of educational environment, social interaction, family support, and extracurricular participation on the development of social intelligence. The findings suggest that schools should strengthen life skills education, collaborative learning, guidance and counselling services, and social development programmes to enhance students' social intelligence. The study provides valuable insights for teachers, school administrators, counsellors, and policymakers in promoting holistic development among higher secondary school students.