Abstract
Aims: Adolescents overcome social challenges and problems by empowering their behaviors in different contexts. The purpose of this study was to survey the relationship between social deficits and individual skills with behavioral empowerment in Yazd high school students.
Instrument & Methods: The research method is descriptive-analytical and cross-sectional. The statistical population of this study were all high school students of Yazd city in the years 2018 to 2019. The samples were determined 372 people according to Morgan's table. The method was cluster random sampling. Research tools included standard questionnaires of social self-empowerment, Individual skills, and social deficiencies. The data were analyzed using Pearson Correlation Test and Multiple Regression using SPSS 20 software.
Findings: There was an inverse relationship between social deficits and students' behavioral empowerment. This relationship was significant with cognitive, behavioral and motivational aspects (p<0.05), but there was no significant relationship with emotional competence (p>0.05). In addition, there was a positive significant relationship between personal skill and behavioral empowerment of students, as well as its dimensions (cognitive skill, behavioral skill, emotional competence and motivational competence; p<0.05). Also, the variables of social deficits and students' personal skills can predict the changes in students' behavioral empowerment (R2=0.175).
Conclusion: The social deficits are positively correlated with students' behavioral empowerment and individual skills can be predictive of students' behavioral empowerment.