The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).

The replication study offers research findings from verification of the construct validity of social intelligence by the Slovak MESI scale (Manipulation, Empathy, Social Irritability - MESI, Frankovský, Birknerová, 2014) by means of confirmatory factor analysis, and by convergent/discriminant validity by the trait emotional intelligence questionnaire (Petrides, 2009) in two samples (secondary school students: N = 134, Mage = 17.7 years old /SD = 0.47/, 66% women; university students: N = 138, Mage = 21.52 years old /SD = 1.81/, 77% women). Results of confirmatory factor analysis (CFA) confirm the three-factor solution of the MESI scale (extracted factors of Manipulation, Empathy, Social Irritability) in accordance with the authors’ original solution in both samples. Trait emotional intelligence (EI) and its four factors enter into significant positive relationships with Empathy (convergent validity) and negative relationships with Social Irritability (discriminant validity). The global level of trait EI can be predicted by the factor of Empathy and Social Irritability in both research samples. Our findings confirm substantiation of the MESI scale for assessment of social intelligence, and its possible application in targeted educational interventions in a school environment.

The article describes research whose aim was to find differences between the social intelligence structure of gifted children and children with no diagnosed giftedness. The social intelligence was determined by TSIS scale enabling its specification into three parts. Social Information Processing and Social Awareness give evidence about the cognitive aspect and Social Skills about the behavioral aspect of social intelligence. There were no statistically significant differences between gifted children and children with no diagnosed giftedness in Social Information Processing. We registered a higher level of Social Awareness and Social Skills in children with no diagnosed giftedness. The results are discussed due to the theoretical background of this study.

This study explores the relationship between students’ self-efficacy, social intelligence, and librarians’ competency in implementing bibliotherapy programs at Saint Michael College of Caraga. It aims to evaluate the potential of bibliotherapy to enhance students’ socio-emotional skills and assess librarians’ preparedness to support such initiatives. A descriptivecomparative research design was utilized, involving 343 students and five librarians selected through stratified random sampling. Validated survey instruments measured students’ self-efficacy and social intelligence, while librarians’ bibliotherapy competency was assessed using the Bibliotherapy Knowledge Survey. Findings revealed moderate levels of self-efficacy (mean = 3.05) and social intelligence (mean = 3.07) among students, with no significant gender differences (p = .250). However, significant variations were noted across different academic disciplines (p < .05). Librarians demonstrated limited competency in bibliotherapy (mean = 2.40), highlighting the need for further training and professional development. Implementing a structured bibliotherapy program could enhance students’ socio-emotional skills and improve librarians’ ability to facilitate these interventions. The study recommends a bibliotherapy program tailored to students’ academic needs and professional development for librarians. Future research should examine the long-term impact of such programs and the role of librarian training in their success.