Anikó Zsolnai: The Relationship Between Social Competence and School Achievement

The aim of the empirical research presented in this paper was first, to define those components of social competence that influence academic achievement and, second, to make an attempt to demonstrate the role these components play. The following components of social competence were selected for analysis: extraversion - introversion; emotional stability - unstability; cooperation/empathy - egoism; opennes; external - internal control attitude; and attachment patterns. Five questionnaires were devised and administered to 6th and l2th grade students. Altogether 438 students were included in the study. The results of the investigation focusing on personality factors show that the assessed social factors are not affected considerably by age. Differences that can be attributed to sex were found in some factors (eg. cooperation, empathy, and reliability). The correlation analysis of learning motives revealed the importance of intrinsic learning motivation in its strong relation to the variables representing the social factors of personality (with the exception of emotional stability). Results of the regression analysis indicate that among the social factors, extraversion, friendliness and openness have the greatest impact on each other. The results also show that conscientiouness, openness and self-esteem explained most of the variance in intrinsic learning motivation. Data also suggest that intrinsic learning motivation has a consirerable effect on these three variables. It became evident, too, that high academic achievement raises children's self esteem, and realistic self-esteem has a major impact on grades.

MAGYAR PEDAGÓGIA 98. Number 4. 339-362. (1998)

Levelezési cím / Address for correspondence: Zsolnai Anikó, József Attila Tudományegyetem, Pedagógiai Tanszék, H–6722, Szeged, Petőfi S. sgt. 30–34.

 
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