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JIAAP July 2017
Relationship Between Social Skills Development and Achievement in Thinking and Life Style Course Mediated by Metacognitive Strategies in Shahin Shahr
Fatemeh Kargarfard Isfahani & Zohreh Saadatmand
This study was carried out to examine the relationship between social skills development and academic achievement by using mediated metacognitive strategies in the course of thinking and lifestyle of the seventh level students in Shahin Shahr, Iran, in the academic year 2014-2015. The statistical population included 2400 students of the seventh level in Shahin Shahr. To determine the sample, five schools were selected accidentally and then the appropriate sample was chosen by stratified random sampling method. The final sample size was 331 students. The research tool included questionnaires on metacognitive strategies and social skills. The grades in the first and second semesters of “thinking and lifestyle” course were used to measure the student achievement. As this is a new course, the only criterion we have is to compare the previous year students’ scores and their scores in the new semester. In previous years, after entering a new school level, students had considerable academic failure. By entering this study and teaching how to think, it was observed that academic failures minimized. The Pearson Product Moment correlation, multiple regression analysis and analysis of variance tests were used. Results revealed that there was a significant relationship between the development of social skills and cognitive strategies with academic achievement and that these two variables could predict academic achievement. Keywords: Development of social skills, Academic achievement, Metacognitive strategies