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year 13, Issue 1 (SPRING 2024 2024)
Rooyesh 2024, 13(1): 103-112 |
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Madhi M, Hamidi Adli F. Predicting students' emotional and behavioral problems based on anxiety, sense of competence and social skills. Rooyesh 2024; 13 (1) :103-112
URL: http://frooyesh.ir/article-1-4891-en.html
URL: http://frooyesh.ir/article-1-4891-en.html
1- Professor, Department of Psychology, Islamic Azad University of Qom, Qom, Iran. , mohamad_madhi@yahoo.com
2- Master of general psychology, Islamic Azad University of Qom, Qom, Iran.
2- Master of general psychology, Islamic Azad University of Qom, Qom, Iran.
Abstract: (177 Views)
The purpose of this research was to predict the emotional and behavioral problems of students based on anxiety, sense of competence, and social skills. The study method was a descriptive correlation. The statistical population of the research included all secondary school female students of Qom city in the academic year 2022-2023, whose number was 7000 according to the statistics of the General Directorate of Education, and 364 people were calculated using cluster random sampling method and according to Cochran's formula. After collecting the data and discarding the distorted questionnaires, the final number of 332 people was selected. Data were collected using the Achenbach Behavioral Problems Questionnaire (CBCL) (2001), Beck et al.'s Anxiety (AI) (1988), Zhu et al.'s Sense of Social-Emotional Competence (SECQ) (2012) and Mattson's Social Skills (MESSY). ) (1983) was collected. The data were analyzed using the multivariate regression analysis method. The results of the research showed that emotional and behavioral problems of students can be predicted based on anxiety, sense of competence, and social skills (p<0.05) and explain 26.8% of the variance of emotional and behavioral problems. It is concluded that anxiety, sense of competence, and social skills can affect students' emotional and behavioral problems.
Type of Article: Research |
Subject:
General Psychology
Received: 2023/10/9 | Revised: 2024/04/3 | Accepted: 2024/01/9 | ePublished: 2024/04/3
Received: 2023/10/9 | Revised: 2024/04/3 | Accepted: 2024/01/9 | ePublished: 2024/04/3
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