A Closer Look at Social Skills and School Performance: Students' Peer Relations Skills and Assertion Skills as Predictors for Their Written and Oral Performances

Autor/inn/en	Jurkowski, Susanne; Hänze, Martin
Titel	A Closer Look at Social Skills and School Performance: Students' Peer Relations Skills and Assertion Skills as Predictors for Their Written and Oral Performances
Quelle	In: European Journal of Psychology of Education, 32 (2017) 1, S.79-95 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-015-0284-3
Schlagwörter	Foreign Countries; Secondary School Students; Grade 9; Interpersonal Competence; Academic Achievement; Peer Relationship; Assertiveness; Grades (Scholastic); Student Evaluation; German; Mathematics; Standardized Tests; Achievement Tests; Oral Language; Path Analysis; Correlation; Student Participation; Germany + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Interpersonale Kompetenz; Schulleistung; Peer-Beziehungen; Notenspiegel; Schulnote; Studentische Bewertung; Deutscher; Mathematik; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Oral interpretation; Mündlicher Sprachgebrauch; Pfadanalyse; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Deutschland
Abstract	Students' individual learning is supposed to be based on cognitive and social processes. Therefore, students' social skills are assumed to play an important role for school performance. This study set out to investigate the links between students' peer relations skills and assertion skills and their grades for written performances and oral performances. In the middle of the school year, 94 ninth-grade students of a German secondary school reported on their peer relations skills and assertion skills. Additionally, at this point of measurement, students' initial school performance in German and mathematics was measured by standardized academic achievement tests. In these two subjects, students' grades in in-class tests and for oral participation were collected during the following 5 months. These grades were given by the students' respective subject teachers. Path analysis revealed that students' peer relations skills were positively associated with their grades in in-class tests, but they were not linked to their grades for oral participation. In contrast, students' assertion skills were positively related to their grades for oral participation, whereas no correlation was found between students' assertion skills and their grades in in-class tests. These results are discussed with respect to the role of peer relations skills and assertion skills for students' academic learning and the fostering of these skills in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01