Research Synthesis and Qualitative Modeling of the Antecedents of Students' Social Competence based on the Empirical Evidence

Abstract

Purpose: Students must have a series of social skills to live in society and develop these types of skills. The existence and promotion of such skills increases normative and adaptive behaviors in society and in relationships with others. As a result, the present research was conducted with the aim of synthesize research and qualitative modeling the antecedents of students' social competence based on the empirical evidence. Methodology: The present study in terms of its purpose and implementation method was applied and qualitative, respectively. The population of this research was all domestic articles (from 1392 to 1402 years) and foreign articles (from 2014 to 2024 years) in the field of social competence. Based on the existing studies, number of 310 articles was found related to the field of social competence and after screening, number of 70 articles (37 domestic articles and 33 foreign articles) were selected as synthesis research units with the purposive sampling method. The data of the present research were collected from the selected articles by note-taking method, which its validity based on the agreement coefficient between experts was obtained 0.60 and its reliability by the Cohen's kappa coefficient method was obtained 0.81. Also, in this study to analyze the data were used the synthesis research method with the meta-synthesis strategy. Findings: Based on the analyses for the antecedents of students' social competence based on the empirical evidence were identified 132 indicators, 14 sub categories and 5 main categories. In this research, the categories of the antecedents of students' social competence based on the empirical evidence were included psycho-oriented antecedents (with two sub categories of positive antecedents and negative antecedents), community-oriented antecedents (with three sub categories of peer relationships, social self-efficacy and social skills), family-oriented antecedents (with four sub categories of family relationships, parenting, family function and home and upbringing), school-oriented antecedents (with three sub categories of school relationships, teaching and learning and link with school) and intervention-oriented antecedents (with two sub categories of moderators and educational interventions). Finally, based on the identified main and sub categories, a qualitative model of the antecedents of students' social competence based on the empirical evidence was drawn. Conclusion: Based on the results of this research for the antecedents of students' social competence based on the empirical evidence were identified four main categories (i.e., psycho-oriented, community-oriented, family-oriented and school-oriented) and one environmental category (i.e., intervention-oriented). Therefore, to promote students' social competence based on the empirical evidence should be designed and implemented a model based on the affecting antecedents on it in students and at the school level.