Exploring the Relationship between Social and Emotional Skills, Behavior, and Academic Achievement

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dc.contributor.authorKurd, Howayda Rateb
dc.date.accessioned2024-07-06T13:44:02Z
dc.date.available2024-07-06T13:44:02Z
dc.date.issued2012
dc.description.abstractThe purpose of this study was to examine the relationship between social-emotional skills, behavior and academic achievement in middle and high school grades 7-12 (N = 85). It was a correlational study that utilized the Strength and Difficulties Questionnaire and Trait Emotional Intelligence Questionnaire - Adolescent Form and students' academic records (2011-2012). The results indicated a positive correlation between emotionality and one subscale (empathy) with total academic achievement. There was no correlation between sociability and all its subscales with externalizing behavior. The results indicated a negative correlation between sociability and all its subscales with internalizing behavior. Emotionality and all its subscales except empathy had a negative correlation with externalizing behavior and internalizing behavior. This study indicated that social and emotional skills could be contributing to students' academic and life success.
dc.identifier.citationKurd, H. R. (2012). Exploring the Relationship between Social and Emotional Skills, Behavior, and Academic Achievement (SBS thesis, Haigazian University)
dc.identifier.doihttps://doi.org/10.62811/th.0106
dc.identifier.urihttps://haigrepository.haigazian.edu.lb/handle/123456789/333
dc.titleExploring the Relationship between Social and Emotional Skills, Behavior, and Academic Achievement
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