چکیده:
The aim of the present research was to investigate the mediating role of social skills in the relationship between self-esteem and social adjustment of students. This research was descriptive-correlational in type and conducted within a path analysis framework. The statistical population included all undergraduate students of the University/Faculty of Theology in the semester of Mehr 1404, from whom 120 individuals were selected using a multi-stage cluster sampling method. Data collection tools included the Rosenberg Self-Esteem Scale, the Social Skills Questionnaire (Riggio/Matson), and the Student Social Adjustment Scale. Data were analyzed using descriptive statistics, Pearson correlation coefficient, hierarchical regression, and the bootstrap test to examine the mediating effect. Results showed that there are significant positive relationships between self-esteem and social adjustment (r = 0.44), self-esteem and social skills (r = 0.49), and social skills and social adjustment (r = 0.61) (p < 0.001). Additionally, mediation analysis results showed that with the inclusion of social skills into the model, the direct effect of self-esteem on social adjustment decreased but remained significant, indicating a partial mediating role of social skills. The results of the bootstrap test also confirmed the significance of the indirect effect of self-esteem on social adjustment through social skills. Based on the findings, it can be concluded that in addition to its direct effect, self-esteem helps improve students' social adjustment by strengthening social skills. Therefore, designing and implementing educational and psychological interventions focusing on enhancing self-esteem and teaching social skills can play an effective role in increasing students' social adjustment in university environments.
خلاصه ماشینی:
Investigating the mediating role of social skills in the relationship between self-esteem and social adjustment in students Fatemeh Mohammadzadeh1.
com Abstract The aim of the present study was to investigate the mediating role of social skills in the relationship between self-esteem and social adjustment of students.
Additionally, the mediation analysis results showed that with the inclusion of social skills in the model, the direct effect of self-esteem on social adjustment decreased but remained significant, indicating a partial mediating role of social skills.
Therefore, designing and implementing educational and psychological interventions focusing on enhancing self-esteem and teaching social skills can play an effective role in increasing the social adjustment of students in university environments.
Domestic studies have also confirmed this pattern and shown that social skills and self-esteem have a significant relationship with the academic and social adjustment of students (Mohammadzadeh and Abbasi, 1402; Karimi and Rasouli, 1402; Nazarzadeh et al.
Despite a significant research background in the fields of self-esteem, social skills, and social adjustment, many studies have examined these constructs separately or in the form of dyadic relationships and have rarely addressed the testing of mediating models.
Accordingly, the present research is conducted with the aim of testing the mediating role of social skills in the relationship between self-esteem and social adjustment of students, using statistical methods of mediation analysis.
Given the above evidence and the existing gaps in domestic research, the present study is designed with the aim of examining the mediating role of social skills in the relationship between self-esteem and social adjustment of students.
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