The Effectiveness of Social-Emotional Skills Training on Social Adjustment and Self-Regulation of Learning of Male Students with Low Academic Performance

Document Type : Original Article

Authors

1 Department of Educational Sciences, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran

2 Department of Elementary Education, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran

3 Department of Educational Sciences, Shiraz Branch, Islamic Azad University, Shiraz, Iran

4 Department of Elementary Education, Arsanjan Branch, Islamic Azad University, Arsanjan, Iran

Abstract

The aim of this study was to evaluate the effectiveness of social-emotional skills training on social adjustment and learning self-regulation of male students with low academic performance. The research design was a quasi-experimental type of pretest-posttest with a control group. The statistical population of the study was the male students of the 10th and 11th grades of the second year of rural secondary schools in Esfahan in the academic year 2023-2024. Of these, 100 were selected by available sampling method based on schools with low academic performance and completed the Adjustment Inventory for College Students (Sinha and Singh, 1993) and Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990). Then, out of 30 students who reported below-average adjustment and self-regulation, 15 were randomly assigned to the experimental group and 15 to the control group. The experimental group was trained in social-emotional skills during 8 sessions of 120 minutes. The control group did not receive any intervention. Multivariate analysis of covariance was used to analyze the data. The results showed that the training of social-emotional skills in the components of social adjustment and self-regulatory learning led to a significant increase in performance in the experimental group compared to the control group in the post-test stage (P<0/05). Therefore, it can be concluded that schools by using social-emotional skills training can increase social adjustment and self-regulation of students' learning in order for students to achieve academic success.
Quarterly Journal of Education Studies
Volume 11, Issue 42
September 2025
Pages 14-29

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