Arab Educational Information Network

This study acquires its importance from the fact that it deals with social intelligence, the present study aims at finding out: the effect of modeling on developing social intelligence among the preparatory school girls via testing the following hypotheses: 1) there are no statistically significant differences on the level of (0,05)P between the scores of the experimental group scares before and after programmer. 2) There are no statistically significant differences on the level of (0,05)P between the scores of the experimental and control groups in the post test. 3) There are no statistically significant differences on the level of (0,05)P between the scores of the experimental group in the post and postponed test. For achieving the aims of this study, two tools have been used: (Abdulrrazzaq, 2015) measure for social intelligence and the program that has been prepared according to the modeling. Moreover, the experimental approach is adopted to verify the study hypotheses. The sample consists of (30) female students who got less score on the social intelligence measure. The sample is selected from the preparatory school (Thwayba Alaslmia) for girls in the city of Baqubah. They are distributed randomly into two equal groups. The set program was applied on the experimental group while the control group is not exposed to training program then, the modeling approach was adopted. Furthermore; the number of program session was (12). The validity of the program is achieved. Through exposing it to a number of experts. In order to process data of the study, a group of statistical tools were used like; Pearson correlation coefficient, Kolmogorov-Smirnov test and Wilcoxon test. It has been found out that: 1) there are statistically significant differences at 0.05 level of significance in experimental group and in favor of the program. 2) There are statistically significant differences at 0.05 level of significance between the experimental and control groups. In the post test and in favor of the experimental group. 3) There are no statistically significant differences at 0.05 level of significance between the scores of the experimental group students in the post and postponed test. (Published abstract)