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The relationship between academic performance and social skills and vitality
Among high school students
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Abstract: (529 Views) |
Introduction: Today, one of the concerns of the educational system, including the education system, is the academic performance of learners, because academic life is one of the most important aspects of personal life, especially in the critical ages of adolescence and youth that are accompanied by developmental challenges (physical, mental). However, according to experts, social skills are also a necessity of life today. Due to this important, the purpose of this study is to investigate the relationship between academic performance and social skills and academic vitality.
Method: The present study is a descriptive correlational study. The statistical population consisted of female high school students who were studying in Arak in 1400. Among them, 331 people were sampled by stratified method. However, due to the prevalence of coronation during the implementation of this research and the closure of schools, a design and online questionnaire was provided to students. In this study, three standard questionnaires of social skills, academic performance and academic vitality have been used. Data were analyzed using Kolmograph-Smirnov, Camera-Watson and multivariate regression tests.
Results: The findings showed that academic performance was positively related to social skills and academic vitality and negatively related to academic burnout.
Discussion and Conclusion: Considering the relationship and positive effect of social skills with academic performance and academic vitality, strengthening adolescents' social skills such as problem-solving and assertiveness training, play therapy and participatory learning, as well as implementing educational programs to live and deal with adolescence problems and education. |
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| Keywords: Academic Performance, Social Skills, Academic Vitality, Adolescent |
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Full-Text [PDF 502 kb]
(247 Downloads)
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Type of Study: Research |
Subject:
General
Received: 2021/12/9 | Accepted: 2021/11/1 | Published: 2022/04/7
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