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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/13439
Title: Aspects Of Social Competence And Background Variables Related To Academic Achievement In Junior Secondary Schools (The Case of Gambela Junior Secondary Schools)
???metadata.dc.contributor.*???: Habtegiorgis Berhane,(Dr)
Zenebe, Negawo
Keywords: variables to academic performance
Issue Date: May-1998
Publisher: Addis Ababa University
Abstract: This study was designed to examine the relationship of aspects of social competence and background variables to academic performance. Two hundred twelve (lll - males and 101 - females) seventh grade students were subjects of the study. Peer behavioral nomination, sociometric assessment, social responsibility goal scale and teacher made test were used as measuring instruments. Using positive and negative nomination scores and applying Coie and Dodge method, five independent status groups (popular, rejected, average, neglected and controversial) were identified. Findings from one-way ANOVA revealed that sociometric status was significantly related (P <.O5) with social competence, school absence and academic achievement. Results of mean comparison have indicated that popular and neglected students scored better on academic performance and they are perceived as socially responsible by their classmates. Controversial students scored high on social competence compared to rejected students. Results suggest that rejected students are at risk for academic failure and social adjustment. Positive and significant (P<.O5) correlations were found among social competence, sex and academic achievement. School absence was negatively correlated with these variables. Results from multiple regression analyses disclosed that social competence is significant and independent predictor of academic achievement even when background variables are controlled. The significant correlation between social competence and academic achievement obtained in this study may be explained in part by significant relations among qualities of peer relation, responsible behaviour and social goal pursuit. The role and implication of social competence in promoting learning is discussed.
URI: http://hdl.handle.net/123456789/13439
Appears in Collections:Thesis - Educational Research & Development

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