Structural Relationships between Social / Emotional Skills and Academic Performance: the Mediating Role of Academic Motivation
The aim of this study was to modeling productivity academic performance based on impulsivity, delayed reward discounting, and social-emotional skills mediated by academic motivation. In a descriptive study of correlation with the present structural equation model, Among the statistical population including all adolescent girls aged 16 to 18 years in Tehran in the academic year 2020-2021, a statistical sample of 350 people were selected by multi-stage cluster sampling method Academic performance, academic motivation and emotional-social competency questionnaire were assessed. Descriptive statistics (Mean, standard deviation, skewness and elongation, etc.) and inferential (Pearson correlation coefficient and structural equations) were used to analyze the data using SPSS and AMOS statistical software. The results of data analysis showed that there is a direct relationship between social emotional skills and academic performance (p<0.01) and academic motivation mediates this relationship significantly (p<0.01). The results of the present study can be used as a framework for designing educational programs to enhance students' academic performance.
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