@2024 Afarand., IRAN
ISSN: 2383-2150 Journal of Education and Community Health 2020;7(4):257-262
ISSN: 2383-2150 Journal of Education and Community Health 2020;7(4):257-262
The Relationship between Social Deficits and Personal Skills with Behavioral Empowerment in Yazd High School Students
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Abedini Baltork M. (*1)Rezapour M. (2)
(*1) Department of Education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran
(2) Department of Education, Ardakan Branch, Islamic Azad University, Ardakan, Iran
Correspondence
Article History
Received: October 22, 2019Accepted: June 20, 2020
ePublished: December 20, 2020
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.
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.
CITATION LINKS
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[28]Behjati Ardakani F. Study of educational, cultural and family factors affecting the low divorce rate in Yazd province [dissertation]. Isfahan: Isfahan University; 2003. [Persian]
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[30]Mahmoud MA, Ahmad S, Poespowidjojo DA. The role of psychological safety and psychological empowerment on intrapreneurial behavior towards successful individual performance: a conceptual framework. SAINS HUMANIKA. 2018;10(3):65-72.
[2]Dahlgaard-Park SM. Core values–the entrance to human satisfaction and commitment. J Total Qual Manag Bus Excell. 2012;23(2):125-40.
[3]Marofi Y, Yosefzadeh MR, Ghobadi M, Afshar A. Investigating the level of occupational competence of coaches elementary school and its development strategies. Train Learn Res. 2014;20(3):163-78. [Persian]
[4]Solhi M, Tabasi H, Hazavehi MM, Roshaniaei G. Effect of educational intervention on empowerment of high school students in prevention of smoking. Razi J Med Sci. 2015;21(118):52-63. [Persian].
[5]Mirzaei O, Vaghei S, Koshan M. The effect of communication skills training on perceived stress in nursing students. J Sabzevar Univ Med Sci. 2010;17(2):88-95. [Persian].
[6]Taremian F. Life skills: Definitions and theoretical foundations. J Depth Train. 1999;1(4):245-52. [Persian]
[7]Avey JB, Reichard RJ, Luthans F, Mhatre KH. Meta‐analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Hum Resour Dev Q. 2011;22(2):127-52.
[8]Zhang X, Bartol KM. Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement. Acad Manag J. 2010;53(1):107-28.
[9]Felner RD, Lease AM, Philips RC. Social competence and the language of adequacy as a subject matter for psychology: A quadripartite travel framework. In: Gullotta TP, Adams GR, Montemayor RJ. Developing social competency in adolescence (advances in adolescent development). New York: SAGE Publications; 1990.
[10]Naseri L, Azizpour Y, Seydi MR, Rahmani M, Sayeh Miri K. The impact of life skills training on mental health of new students entering Ilam university of medical sciences in 2012. J Med Educ Dev. 2016;10(3):237-45. [Persian]
[11]Masen PH, Conger JJ, Kagan J, Huston AC. Child development and personality. New York: Harper & Row. 1984.
[12]Mahmodi F, Samadi Z, Fizolahzadeh Z. Psychometric properties of interpersonal communication skills questionnaire (ISAQ) from the viewpoints of students at Tabriz university and Tabriz university of medical sciences. J Med Educ Dev. 2017;9(24):72-84. [Persian]
[13]Naeni H. The enhancement of mathematical critical thinking ability of aliyah madrasas student model using gorontalo by interactive learning setting cooperative model. J Educ Pract. 2016;7(8):159-64.
[14]Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Dev. 2011;82(1):405-32.
[15]Kazemi R, Momeni S, Kiamarsi A. The effectiveness of life skills training on social adequacy of students with math disorder. Learn Disabil. 2012;1(1):94-108. [Persian]
[16]Halahan l, Kafman J, Vis M, Martinez A. Learning: Place and parenting. Alizadeh H, Hemati Alamdarloo Gh, Rezai Dehnavi S, Shojaei S, translators. Tehran: Arasbaran; 2014. [Persian]
[17]Sharifi Jandani HR, Miryari S, Abbasi B. The effectiveness of theater therapy on improving the social competence of students with specific learning disorders in mathematics. Learn Disabil. 2018;7(4):87-104. [Persian]
[18]Saleh Sedghpour B, Asadi M, Miri MN. The relationship between essential needs and social support in social, academic and emotional adjustment of student. J Psychol. 2011;14(4):401-16. [Persian]
[19]Kingery JN, Erdley CA, Marshall KC, Whitaker KG, Reuter TR. Peer experiences of anxious and socially withdrawn youth: an integrative review of the developmental and clinical literature. Clin Child Fam Psychol Rev. 2010;13(1):91-128.
[20]Eisman AB, Zimmerman MA, Kruger D, Reischl TM, Miller AL, Franzen SP, et al. Psychological empowerment among urban youth: Measurement model and associations with youth outcomes. Am J Community Psychol. 2016;58(3-4):410-21.
[21]Rezapour M. Investigating the relationship between social deficits and personal skills with behavioral empowerment in students [dissertation]. Ardakan: Ardakan Azad University; 2019. [Persian]
[22]Ahmadi SAA, Moradi M, Kamalabadi F. The effect of nepotism on organization members behavior and approach. Hum Resour Manag Res. 2012;4(11):115-36. [Persian]
[23]Frisabadi L, Khosravi M, Sabahi P. The effectiveness of interpersonal communication and social problem solving training on improving coping behavior and academic performance of female students with mental retardation. J Except Psychol. 2015;5(18):101-21. [Persian]
[24]Talebi Tadi V, Rasouli Jazi F. The effect of effective communication skills training on social resilience and social adjustment of 9th grade male students in Pirbekaran region. 3rd International Conference on Applied Research in Educational Sciences and Behavioral and Social Injury Studies, 30 November 2017, Tehran, Iran. Tehran: Civilica; 2017. [Persian]
[25]Shariat Bagheri MM, Nikpour F. The effect of social communication skills training on student responsibility and adaptation. Psychol Methods Models. 2018;9(32):203-20. [Persian]
[26]Sadri Dmirchi E, Esmaeili Ghazi Valoei F. Training skills of basic home-based skills on their own and their own learning abilities with specific learning disabilities. J Learn Disabil. 2016;5(4):59-86. [Persian]
[27]Hughes JN, Dyer N, Luo W, Kwok OM. Effects of peer academic reputation on achievement in academically at-risk elementary students. J Appl Dev Psychol. 2009;30(2):182-94.
[28]Behjati Ardakani F. Study of educational, cultural and family factors affecting the low divorce rate in Yazd province [dissertation]. Isfahan: Isfahan University; 2003. [Persian]
[29]Azin A, Mosavi SA. Studying the role of school factors on social adjustment of students in high school (Fereydounshahr). J Appl Sociol. 2011;22(1):183-200. [Persian]
[30]Mahmoud MA, Ahmad S, Poespowidjojo DA. The role of psychological safety and psychological empowerment on intrapreneurial behavior towards successful individual performance: a conceptual framework. SAINS HUMANIKA. 2018;10(3):65-72.