Social skills and academic performance in psychology students
Keywords:
social skills, academic performance, emotional intelligence, university students, correlationAbstract
Social skills in the educational level allow to execute interpersonal tasks, contributing to the harmonious coexistence with others. The present study was no experimental, quantitative-correlational. The general objective was to determine the relationship between social skills and academic performance in psychology students. 424 students participated. The sample was non-probabilistic in a finite population. The instruments used were the Social Skills Scale (EHS) and the Criteria for Academic Performance of the CES. The results determined an inverse negative correlation without statistically significant association according to Pearson statistic and X2 (r = 0.073, p <0.135). In a population with ages between 20 and 16 years with (SD) 2.24 years. The level of social skills was 44.8%. The level of academic performance was very good 45.8%. It concludes that social skills are necessary for development within the university context, but are not essential to achieve good academic performance. It is recommended to continue research under this same topic in which other associated factors are explored.
References
Cañabate, D., Martínez, G., Rodríguez, D. & Colomer, J. (2018). Analysing Emotions and Social Skills in Physical Education. Sustainability, 10(5), 1–8. https://doi.org/10.3390/su10051585
Cernat, V. & Moldovan, L. (2017). The emotional and social skills of students in egineering. Scientific Bulletin of the Petru Maior University of Tîrgu Mureş, 14(1), 37-42. https://doi.org/2286-3184
CES. (2014). Reglamento del Sistema de Evaluación Estudiantil. Recuperado de https://www.uleam.edu.ec/wp-content/uploads/2016/10/reglamento-del-sistema-de-evaluacion-estudiantil.pdf
Costantini, P. & Vitale, M. P. (Ed.). (2011). Analyzing Undergraduate Student Graduation De- lay: A Longitudinal Perspective. Statistical Methods for the Evaluation of University Sys- tems, (145-159). https://doi.org/10.1007/978-3-7908-2375-2_10
Dos Santos-Mello, T. V. & Benevides-Soares, A. (2014). Habilidades sociales y frustración en estudiantes de medicina. Ciencias Psicológicas, VIII(2), 163-172.
Elias, L.& Amaral, M. (2016). Habilidades Sociais, Comportamentos e Desempenho Acadêmico em Escolares antes e após Intervenção. Psico-USF, 21(1), 49-61. https://dx.doi.org/10.1590/1413-82712016210105
Flores, E., García, M., Calsina, W. & Yapuchura, A. (2016). Las habilidades sociales y la comunicación interpersonal de los estudiantes de la Universidad Nacional del Altiplano-Puno. Comuni@cción, 7(2), 5-14.
Gismero, E. (2000).Escala de habilidades sociales. Madrid: TEA ediciones.
Gomes, G. & Soares, A. B. (2013). Inteligência, habilidades sociais e expectativas acadêmicas no desempenho de estudantes universitários. Psicologia: Reflexão e Crítica, 26(4), 780- 789. https://doi.org/10.1590/S0102-79722013000400019
Jara, R., Juela, E. & Matute, A. (2011). Prevalencia del distrés y factores asociados en los estudiantes de la Escuela de Medicina de la Universidad de Cuenca, 2011. (Tesis de pregrado). Universidad de Cuenca, Ecuador.
Kholin, M., Meurs, J. A., Blickle, G., Whiler, A., Ewen, C., & Momm, T. D. (2016). Refining the Openness–Performance Relationship: Construct Specificity, Contextualization, Social Skill, and the Combination of Trait Self- and Other-Ratings. Journal of Personality Assess- ment, 98(3), 277-88. https://doi.org/10.1080/00223891.2015.1076430
Le, H., Casillas, A., Robbins, S. B. & Langley, R. (2005). Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student readiness inventory. Educational and Psychological Measurement, 65(3), 482-508. https://doi.org/10.1177/0013164404272493
Le, H.; Casillas, A.; Robbins, S. & Langley, R. (2005). Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory. Educational and Psychological Measurement, 65(3), 482-508.
Lewis, T. & Taylor, P. (2007). Social Inequality in Education: A Constraint on an American High-Skills. Curriculum Inquiry, 37(4), 329-349. https://doi.org/10.1111/j.1467-873X.2007.00390.x
Quintana, Y. (2010). Propiedades Psicométricas de la escala de habilidades sociales en Alumnos de nivel Secundario de Catavio. Jang, 3(2), 1-17. Disponible en: http://revistas.ucv.edu.pe/index.php/JANG/article/view/48/8
Rytkönen, H., Parpala, A., Lindblom-Ylänne, S., Virtanen, V. & Postareff, L. (2012). Factors affecting bioscience students’ academic achievement. Instructional Science, 40(2), 241- 256. https://doi.org/10.1007/s11251-011-9176-3
Samadzadeh, M., Abbasi, M. & Shahbazzadegan, B. (2011). Survey of Relationship between psychological hardiness, thinking styles and social skills with high school student’s academic progress in Arak city. Procedia-Social and Behavioral Sciences, 28, 286-292. https://doi.org/10.1016/j.sbspro.2011.11.055
Santos-Morocho, J. (2013). La mediación pedagógica y los recursos modernos para una edu- cación con sentido. (Tesis de posgrado). Universidad del Azuay, Ecuador. Recuperado de http://dspace.uazuay.edu.ec/handle/datos/3235
Santos-Morocho, J. (2015). La mediación como una herramienta pedagógica en el proceso enseñanza-aprendizaje en la universidad. Orbita Cientifica, 21(8), 85–86.
Santos-Morocho, J. & Coronel, D. (2016). Inteligencia Emocional en niños trabajadores. Ecuador: Editorial Universidad Católica.
Solano, L. (2015). Rendimiento académico de los estudiantes de secundaria obligatoria y su relación con las aptitudes mentales y las actitudes ante el estudio. (Tesis de posgrado). Universidad Nacional de Educación a Distancia, España.
Zavala, M., Valadez, M. & Vargas, M. (2008). Inteligencia emocional y habilidades sociales en adolescentes con alta aceptación social. Revista Electrónica de Investigación Psicoeducativa, 6(2), 321–339.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 PsiqueMag
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
