Effectiveness of Program Based on Successfulness on Social Competence and Academic Achievement of Adolescent Girls in City of Mashhad
Subject Areas : Educational PsychologyFarzane Amani 1 , Morteza Monadi 2 , Mahnaz Akhavan Tafti 3
1 - Tehran
2 - Tehran
3 - Tehran
Keywords: Academic Achievement, social competence, the package of “Promoting of successful strategies”, package of “Strengthening parents program”, successfulness,
Abstract :
This study was aimed to determine the effectiveness of program based on successfulness on academic achievement and social competence of adolescent girls in city of Mashhad. The interventional program was including two package: “Promoting of successful strategies” and “Strengthening parents program”. The research method was quasi-experimental with a pre-test and post-test design with two experimental groups and one control group. The statistical population of the research included all of girl high school students in grade 10 of Mashhad in school year 2017-18. From among them 45 students randomly were selected by multi stage cluster random sampling method and randomly assigned in two experimental and one control groups. All participants answered the flener social competence questionnaire in pre and post test and also academic achievement was measured using students grade average in before and after intervention. Finally, the data were analysed using multivariate analysis of covariance. The results from this study demonstrated that the training of program could be effective in improving academic achievement and social competence of the students.
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_||_Adib, Y. (2006). Evaluation of Iranian youth access life skills. Univ Tabriz journal academic research psychology. 1(4), 1-25[In Persian].
Ahmadi, M. S. (2014). Effectiveness of Training Communication Skills on Self regulated Learning of Male High School Students in Zanjan City. Knowledge & Research in Applied Psychology. 15(1), 113-12[In Persian].
Antaramian, S. P. Huebner, S., Hills, K. J., & Valois, R. F. (2010). A dual-factor model of mental health: Toward a more comprehensive understanding of youth functioning. American Journal of Orthopsychiatry, 80(4), 463-472.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1-103.
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. A Report for CASEL. Retrieved from http://files.eric.ed.gov/fulltext/ED558068.pdf.
Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7, 91-98.
Brigman, G., Webb, L., & Campbell, C. (2007). Building skills for school success: Improving academic and social competence. Professional School Counseling, 10, 279-288.
Bronfenbrenner, U. (1979). The ecology of development. Cambridge: Harvard university press.
Brooks, J. E. (2006). Strengthening resilience in children and youths: Maximizing opportunities through the schools. Children & Schools, 28(2), 69-76.
CASEL (2015). Collaborative for Academic, Social, and Emotional Learning. Safe and sound. An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago: Author.
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83-104.
Dodge, K. A., Asher, S. R., & Parkhurst, J. T. (1989). Social life as a goal coordination task. Research on motivation in education. New York: Academic Press.
Durlak, J. A., Weissberg, R., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school based universal interventions. Child Development, 82, 405-432.
Elias, M. J., Zins, J. E., Weisberg, R. P., Frey, K. S., Greenberg, M. T., & Haynes, N. M. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Erikson, E. (2005). Identity: Youth and crisis. The critical middle school reader. New York: Taylor & Francis.
Epstein, M. H., Dakan, E. Oswald, D. P. & Yoe, J. T. (2001). Using strengths-based data to evaluate children's mental health programs. Toronto: Paul H. Brookes.
Flener, R. D., & Lease, A. M. (1990). Social competence and the language of adequacy matter for psychology. Beverly Hills.
Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran (2011). Supreme Council of Education.
http://www.nlai.ir/portals/0/files/pdf/common.
Glasser, W. (1969). Schools without failure. New York: Harper & Row.
Greenberg, M. T., Weissberg, R. P., O'Brien, M. Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(7-6), 466-474.
Goodwin, C. J. (2010). Research in psychology: Methods and design. Hoboken, NJ: John Wiley & Sons.
Hawkins, J. D. (2006). Science, social work, prevention: Finding the intersections. Social Work Research, 30(3), 137–152.
Henderson, A. T., & Mapp, K. (2002). A new wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. National Center for Family and Community Connections with Schools. https://eric.ed.gov/?id=ED536946.
Izard, C. E., Fine, S. E., Mostow, A. J., Trentacosta, C. J., & Campbell, J. (2002). Emotion processes in normal and abnormal development and preventative intervention. Development and Psychopathology, 14,761-787.
Jamali Paghale, Z., Jamali Paghale, S., Jadidi Feighan, M., & Nazary, M. (2014). The Effect of Life Skills Training on Social Adjustment and Academic Performance of Adolescent Female Students. Knowledge & Research in Applied Psychology, 15(4), 121-129 [In Persian].
Karami, B., Karami, A. & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. Innovation & creativity human science, 2(4), 121-139 [In Persian].
Karimi, F., & Fekri, S. (2013). A study of life skills assessment among first grade high school students. Journal of instruction and evaluation, 6(22), 73-85 [In Persian].
Kiamanesh, A. Seyf derakhshandeh, S. (2007). An investigation of the relationship between perceptions of family, school contexts and high school students” academic achievement. Journal of psychology (Tabriz University), 2(6), 111-132 [In Persian].
Kramer, T. J., Caldarella. P., Christensen. L., & Shatzer. R. H. (2010). Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum. Early Childhood Edue Journals, 37, 303-307.
Lane, K., Pierson, M., & Givner, C. (2004). Secondary teachers' views on social competence skills essential for success. Journal of Special Education, 38(3), 174-186.
Larson, J. D. (1992). Anger and aggression management techniques through the Think First curriculum. Journal of Offender Rehabilitation, 18, 101–117.
Marquez, P., Martín, R., & Bracket, M., (2006). Relating emotional intelligence to social competence and academic achievement in high school students. Psicothema, 18, 123-118.
Maleki, B. (2005). The effect of cognitive and metacognitive strategies on improvement of different school subjects. New findings in cognitive science, 7(3), 42-49 [In Persian].
Martens, B., Witt, J. (2004). Competence, persistence, and success: The positive psychology of behavioral skill instruction. Psychology in the school, 41, 19-30.
Masten, A. S. & Coats worth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from the research on successful children. American Psychologist, 53, 205-220.
McKown, C., Gumbiner. L. M., Russo. N. M., & Lipton. M (2010). Social Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children. Journal of Clinical Child & Adolescent Psychology, 38(6), 858-871.
Moradi, Z. (2014). Comparison of the effectiveness of emotional self-regulation and social problem solving training on social skills and academic adjustment of middle school girl students in Urmia, the academic year of 2013-14. Master's thesis, Educational Psychology, Urmia University [In Persian].
Najarian B., & Davodi I. (2001). Development and reliability of SCL-25; short form of SCL-90. Journal of psychology; 18, 136-49 [In Persian].
Pakdaman Savoji A., Ganji, K., & Ahmadzadeh, M. (2013). The Effect of Life Skills Training (LST) on Achievement Motivation and Academic Achievement of Students. Social Welfare, 12(47), 245-265 [In Persian].
Payton, J. W., Ward law, D. M., Grassy, P. A., Blood worth, M. R., Tempest, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179-190.
Perandin, S. (2006). Building social competence questionnaire and its normalization among adolescents in Tehran. Master's thesis, Tehran: Allameh Tabatabaei University [In Persian].
Poulou, M. S. (2010). The role of Trait Emotional Intelligence and social and emotional skills in students’ emotional and behavioral strengths and difficulties: a study of Greek adolescent’s perceptions. The International Journal of Emotional Education, 2(2), 30-47.
Prevatt, F., & Kelly, F. (2003). Dropping out of school: A review of intervention Programs. Journal of School Psychology, 41, 37-95.
Rahmani, F., Seyed Fatemi, N., Baradaran Rezaei, M., & Sedaghat, K. (2006). Relationship between parenting style and autonomy among adolescents studying in Tabriz high schools. The Quarterly Journal of Fundamentals of Mental Health, 8(29), 11-16 [In Persian].
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