The effectiveness of social skills training on academic self-concept and sense of belonging to school in elementary school students

Document Type : Original Article

Authors

1 PhD Student in Curriculum Studies, Bu Ali Sina University

2 NAJA Institute of Law Enforcement and Social Studies

3 Master of Clinical Psychology, Ahar Branch, Islamic Azad University, Ahar, Iran

Abstract

Background and Objective: The present study was conducted with the aim of the effectiveness of social skills training on academic self-concept and sense of belonging to school in primary school students.
Method: The research design was semi-experimental and pre-test-post-test design with a control group. The statistical population was the elementary school students of Harris city in the academic year 2018-2019, from this population, 40 students were randomly selected and placed in 2 experimental (20 people) and control (20 people) groups. To collect data, Sinha and Singh (2011), sense of belonging to school (2004) and Yi Sen Chen (2004) academic self-concept questionnaires were used. Data analysis was done with the statistical method of multivariate covariance analysis.

Finding: The average scores of academic self-concept and belonging to school after the test in the experimental group were 4.24 ± 33.05 and 4.54 ± 54.05 respectively. The results showed; Teaching social skills has an effect on the sense of academic self-concept and belonging to the school of primary school students (P≤0.01) and increases the academic self-concept and sense of belonging to the school.
Conclusions: Therefore, the acquisition and application of social skills is the basis on which interpersonal relationships are built. Students who practice social skills in a real way and use them competently are definitely able to be successful in entering the peer group and making friends and establish a positive and reciprocal interaction with others, which increases Academic self-concept and the feeling of belonging to the school become in them..

Keywords

References

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History

  • Receive Date: 11 July 2022
  • Revise Date: 30 July 2022
  • Accept Date: 31 July 2022
  • First Publish Date: 31 July 2022
  • Publish Date: 23 August 2022

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