social competence

Purpose: The present study aimed to analyze the content of new primary school Farsi writing books in Iran considering the components of social competence. Methodology: The research method is a combination of descriptive survey and quantitative and qualitative content analysis. The statistical population of the research included 150 experts of Educational Sciences and the content of six course books of Farsi writing books of the primary school. Therefore, sampling method in this study was census method. The data collection tools in a study were a questionnaire and data record checklist. The validity of the tools was evaluated and confirmed by referring to the experts and correlation test was used to test the validity of questionnaire tools and determination coefficient was used in order to assess the validity of the data record checklist. The correlation coefficient was calculated as 0.82 and determination coefficient was calculated as 0.78 showing high reliability for the research tools. Findings: In this investigation, one main question and five detailed questions were asked. In the answer to the first detailed question, a component of skills the familiarity with which is the need of primary school students was determined by asking the experts and the factor analysis. Based on four skills by Felner and the affirmed components for primary school students and content of books, the rest of the questions were analyzed and the results of the analysis were studied with the help of frequency descriptive statistics and percentage. The results of response to the first question of research showed that 30.87% of the content of primary school Farsi writing textbooks in Iran has discussed social competence component that is a relatively good deal. But the disadvantage of the imbalance is for the emphasis on four skills of social competence that exists in all textbooks. Discussion: The entire content of the books more emphasizes on cognitive skills and less emphasis is on the emotional skills.

urpose: The aim of this study was to model the positive development of adolescence based on self-regulation, social competence and parental bond with the mediating role of perception of school atmosphere. Methodology: The research method was correlation based on structural equations. The statistical population included all female high school students in Tehran who were studying in 2019-20. Using cluster random sampling method, 400 students were selected as the research sample. To collect data from the Geldhof Adolescent Positive Development Questionnaire (2014), the Self-Regulatory Questionnaire Moilanen (2007), the Felner Social Competence Questionnaire (1990), the Parker Parental Bonding Questionnaire (1979), and the Trickett & Moos Atmosphere Perception Questionnaire (1973) was used. Data analysis was performed using structural equation method using lisrel and SPSS software. Findings: The results showed that the research has a good fit and the positive development of adolescence can be predicted based on the variables of self-regulation, social competence and parental bond with the mediating role of perception of school atmosphere and the research hypotheses were confirmed. Overall, the results show that to predict the positive development of adolescence, we can emphasize self-regulation, social competence and parental bond with the mediating role of perception of school atmosphere and the obtained model can be used in teaching positive adolescent development. Conclusion: The development of self-regulatory variables, social competence and parental bonding is the best way to prevent problems related to the development of adolescent behavior and promoting these components and their education and improvement can be very effective in forming a positive adolescent development.

Purpose: This study examines the influence of emotional intelligence (EI) and social competence (SC) on career readiness among senior undergraduate students. With the evolving demands of the professional world, understanding these attributes provides essential insights into preparing students for successful career integration. Methodology: A cross-sectional design was utilized involving 330 senior undergraduate students selected based on the Morgan and Krejcie table for appropriate sample size. The Career Readiness Scale (CRS), Social Competence Inventory (SCI), and Emotional Competence Inventory (ECI) were employed to measure the respective constructs. Data analysis included descriptive statistics, Pearson correlation, and linear regression analyses performed using SPSS version 27. Findings: Descriptive statistics indicated average scores of 3.45 (SD = 0.88) for career readiness, 4.12 (SD = 0.75) for social competence, and 3.98 (SD = 0.81) for emotional intelligence. Pearson correlation results revealed significant positive relationships between career readiness and social competence (r = 0.61, p < 0.01), and between career readiness and emotional intelligence (r = 0.56, p < 0.01). Linear regression analysis demonstrated that these variables collectively accounted for 38% of the variance in career readiness (R² adjusted = 0.38, F = 14.36, p < 0.01). Conclusion: The findings highlight the significant predictive power of both emotional intelligence and social competence on career readiness in undergraduate students. These competencies are crucial for educational and professional development programs aiming to enhance students' transition into the workforce.

Aim: The purpose of this study was to predict academic enthusiasm based on social adequacy and parenting styles, considering the mediating role of social support in students. Method: In terms of the purpose of this research, it is of an applied type and in terms of data collection methods, it is of a descriptive correlational type. The statistical population in this research includes all the high school students of the 2nd district of Ardabil. the statistical sample of the research also includes 368 students (172 girls and 196 boys) of high schools in the 2nd district of Ardabil. They are selected by stratified sampling method. Research questionnaires include; The social support questionnaire (Vaux et al., 1986), the 30-question parenting style questionnaire (Baumrinds, 1973), the academic enthusiasm scale (Fredericks et al., 2004) and the social adequacy questionnaire (Fellner et al., 1990) were used, and the validity and reliability have been proven by psychologists and professors in this field. SPSS-16 software, Pearson's correlation method and multiple linear regression analysis were used to check the correlation between variables. Findings: The findings indicate that the mediating role of social support in the relationship between academic enthusiasm and social adequacy and parenting styles of students is positive and significant (P < 0.001). Conclusion: According to the findings, it can be said that social adequacy and parenting styles can predict students' academic enthusiasm due to the presence of social support.

Purpose: This study aims to examine the structural relationships between teacher-student interaction styles, the fulfillment of basic psychological needs, and students' social competence among female middle school students in Lahijan city. Methods and Materials: A descriptive-correlational research design was employed, involving 203 female middle school students selected through cluster random sampling from two schools in Lahijan city during the 2023-2024 academic year. Data were collected using standard questionnaires: the Teacher-Student Interaction Questionnaire by Murray and Zvoch (2011), the Basic Psychological Needs Scale by Guardia, Deci, and Ryan (2000), and the Social Competence Questionnaire by Parandin (2006). Structural equation modeling (SEM) using Smart PLS software was utilized for data analysis to explore the hypothesized relationships. Findings: The study revealed significant positive relationships between teacher-student interaction styles and the fulfillment of students' basic psychological needs. Additionally, the fulfillment of these needs significantly mediated the relationship between teacher-student interactions and students' social competence. Positive interaction styles characterized by effective communication and trust were found to directly enhance students' social competence. The structural model fit indices indicated that the proposed model adequately explained the data, highlighting the critical role of supportive teacher-student interactions in promoting social competence. Conclusion: The findings underscore the importance of teacher-student interaction styles in fulfilling students' basic psychological needs, which in turn, enhances their social competence. Effective communication, trust, and support for autonomy are pivotal in creating a

This study aimed to explore the relationships between moral reasoning, fear of negative evaluation, and social competence in individuals with Attention-Deficit/Hyperactivity Disorder (ADHD). By examining these variables, the study sought to identify key predictors of moral reasoning in this population. A cross-sectional design was employed, involving 364 participants with ADHD, recruited from clinical settings. Participants completed self-report measures, including the Defining Issues Test (DIT) for moral reasoning, the Fear of Negative Evaluation Scale (FNE), and the Social Skills Rating System (SSRS) for social competence. Data analysis was conducted using SPSS-27, with Pearson correlation and multiple linear regression analyses to examine the relationships between the variables. Descriptive statistics revealed mean scores of 38.47 (SD = 7.53) for moral reasoning, 49.28 (SD = 10.34) for fear of negative evaluation, and 75.82 (SD = 12.45) for social competence. Pearson correlation showed a significant negative relationship between fear of negative evaluation and moral reasoning (r = -.42, p < .001), and a significant positive relationship between social competence and moral reasoning (r = .38, p < .001). Multiple linear regression analysis indicated that fear of negative evaluation and social competence together accounted for 34% of the variance in moral reasoning (R² = .34, p < .001). The findings suggest that both fear of negative evaluation and social competence are significant predictors of moral reasoning in individuals with ADHD. Enhancing social skills and reducing social anxiety may positively impact moral reasoning. These insights underscore the importance of targeted interventions to support the social and moral development of individuals with ADHD.

This study aimed to examine the predictive role of frustration tolerance and social competence in body image satisfaction among adolescents with physical disabilities. This research utilized a correlational descriptive design with a sample of 350 adolescents with physical disabilities, selected based on Morgan and Krejcie’s sample size determination table. Participants completed standardized self-report measures assessing body image satisfaction (MBSRQ), frustration tolerance (FDS), and social competence (SSRS). Data analysis was conducted using Pearson correlation to explore associations between variables and linear regression to determine the predictive power of frustration tolerance and social competence on body image satisfaction. All statistical analyses were performed using SPSS-27, and assumptions of normality, linearity, and multicollinearity were confirmed before conducting the regression analysis. Descriptive statistics showed that participants had a mean body image satisfaction score of 74.56 (SD = 9.87), a frustration tolerance score of 62.34 (SD = 8.23), and a social competence score of 68.21 (SD = 7.95). Correlation analysis revealed significant positive relationships between body image satisfaction and frustration tolerance (r = 0.52, p < 0.01) and body image satisfaction and social competence (r = 0.61, p < 0.01). The regression model was statistically significant (F(2, 347) = 90.75, p < 0.01, R² = 0.46), indicating that frustration tolerance (B = 0.42, β = 0.39, t = 5.25, p < 0.01) and social competence (B = 0.56, β = 0.47, t = 7.91, p < 0.01) were both significant predictors of body image satisfaction. The findings suggest that higher frustration tolerance and greater social competence are associated with increased body image satisfaction in adolescents with physical disabilities, with social competence playing a slightly stronger role. These results highlight the importance of resilience-building and social skills interventions to enhance body image satisfaction in this population.