M Sabzvari; A Abedi; M.J Liaghatdar
Volume 20, Issue 1 , May 2013, , Pages 171-188
Abstract
The present study aims at comparing the social-emotional learning and social skills of the students of the public and bag at school private school’s using a descriptive casual-comparative method. The participants of the presents study consist of the five and fourth grade students of public and ...
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The present study aims at comparing the social-emotional learning and social skills of the students of the public and bag at school private school’s using a descriptive casual-comparative method. The participants of the presents study consist of the five and fourth grade students of public and bag at school private elementary school’s of Isfahan in the years 1388-1389. For the purpose of this study 157 students were chosen in a multistage random cluster sampling way. To collect data, Coryn et als (2009) Questionnaire of social-emotional learning as well as Gresham & Elliott (1990) social skill models. The results of the study showed that there is a meaningful difference In the social-emotional learning of the bag at school and public school’s students. Regarding social - emotional components (self-regulation, peer relationship, Task articulation), there is a meaningful difference in the self-expression aspect. Regarding the task articulation and peer relationships, no meaning difference was observed. Furthemore the result showed the there is a meaningful difference between social skill of students of bag at school and public school’s. Regarding the social skill components (cooperation, expression, empathy, self- control), there is a meaningful difference in self-expression and self-control aspect. no meaningful difference was observed regarding the cooperation and empathy components. The result of the study also demonstrate that there is a significance difference in the social– emotional learning of the bag at school and public school’s student based on their gender in the aspect of their peer relationship, It means that girl students in comparison with boy students got higher scores with respect to peer relationship component. No significance difference was observed in the social skills of the bag at school and public school’s students based on their gender.
S. Shahim
Abstract
The purpose of this study was to investigate the validity of the preschool version of the Social Skills Rating System (SSRS) parents’ and teachers’ forms in a group of 304 preschool children (143 boys and 161 girls) aged 3 to 6.5 in Shiraz. Factor analysis followed by oblimin rotation led ...
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The purpose of this study was to investigate the validity of the preschool version of the Social Skills Rating System (SSRS) parents’ and teachers’ forms in a group of 304 preschool children (143 boys and 161 girls) aged 3 to 6.5 in Shiraz. Factor analysis followed by oblimin rotation led to factors comparable to the parents’ and teachers’ forms of Social Skills and Behaviour Problems subdomains reported by Gresham and Elliott (1990). The factor structure was not totally replicated for the teachers’ form Behaviour Problem subdomain because Hyperactivity did not emerge in this study while two factors, Internalizing and Externalizing behaviours, did. Reliability of the scale was satisfactory.
