Relationship between Social Competence, Heresy and School Welfare: The Mediating Role of Adolescents' Emotional and Moral Maturity in Schools

The outline of student achievement blueprints includes several personality, spiritual, and ethical elements that are potentially influential in student achievement; In this regard, we can mention competence, heresy, moral and emotional maturity. The aim of this study was to investigate the relationship between social competence, heresy and school well-being: the mediating role of adolescents' emotional and moral maturity in schools. The method of this research is descriptive-correlational. The study population consists of all high school students in Tehran in the academic year 1398. The research sample was 600 students (250 boys and 350 girls) from high school students in Tehran who were selected by multi-stage cluster sampling. Students to Kaplan and Maher School Welfare Scale Questionnaires (1999), Singh and Bahargawa Emotional Maturity (1990),Manavipour Students' Moral Development (2012),Ebrahimi Apocalyptic Test (2011), Competence Perception (Harter, 1982) ) Replied. After data collection, they were analyzed using Spss-22 and Amos-21 software and Pearson correlation coefficient and structural equations. The assumed model was fitting in the research community. The results of the analysis showed that the mediating role of moral and emotional maturity in the relationship between heresy and perception of school competence and well-being is positive and significant and the proposed model explains 65% of the variance of students' school well-being. Based on the research findings, it was found that the effect of heresy and perception of merit is more indirect than moral and emotional maturity. As a result, students' moral and emotional maturity and well-being increase with increasing perceptions of competence and heresy.