The Relationship between Social Skills, Emotional Expression Styles, and Body Dysmorphia with Academic Performance among School Students in Rudbar City, Iran

Document Type : Origenal Article

Authors

1 Department of Psychology, School of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran

2 Assistant Professor, Department of Psychology, School of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran

Abstract

Background: The degree of progression and academic failure is one of the criteria of the efficiency of the educational system. The main purpose of this study was to determine the relationship between social skills, emotional expression styles, and body dysmorphia with academic performance among students.
Methods: This was a correlational research and its statistical population consisted of all girl high school students in Rudbar City, Iran, in the academic year of 2015-2016. From 400 students in two schools in Rudbar, using Krejcy and Morgan table, 120 were selected. The research tools were King and Emmons Emotional Expressiveness Questionnaire (EEQ), Inderbitzen and Foster Teenage Inventory of Social Skills (TISS) Questionnaire, and Littleton Thoughts Body Image Concern Inventory (BICI) questionnaire. To evaluate the performance of students, the mean of their two consecutive semesters was used, and the average of the scores of two standard deviations below the previous semester was considered as the criterion of academic failure. The data were analyzed using multivariate regression and Pearson correlation coefficient methods.
Results: The multivariate regression model showed that social skills index were able to predict academic performance (P < 0.010). Pearson correlation coefficient showed that there was a significant relationship between social skills and emotional expression styles with academic performance (P < 0.010). However, there was significant relationship between body dysmorphia and academic performance (P < 0.010).
Conclusion: Regarding the existence of a significant relationship between social skills, emotional expression styles, and body dysmorphia with academic performance, it is possible to use psychological variables in addition to other educational techniques in schools and educational centers to improve academic performance among students.

Keywords

References

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Afzalipour Journal of Clinical Research
Volume 2, Issue (3-4)
October 2017
Pages 69-77

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