Abstract
The study investigated relationship between social competence
and academic achievement in high and low achievers children.
Sample comprised 204 children; 107 high achievers and 97 low
achievers from 4th to 8th grades with age ranged of 9 to 13 years.
Children’s percentage of marks obtained in their final
examination of pervious grades was taken as indicator of
academic achievement which was taken from school’s records.
An indigenously developed Social Competence Scale for Children
(SCSC) and demographic form were used. Data was collected in
small groups of 10-15 students. Results showed that social
competence and school systems (public vs private) were
significant predictors of academic achievement. High achievers
and low achievers showed significant differences on overall social
competence. MANOVA showed significant effect of gender for
social competence and school types on GPA. Children from
government schools were score higher on social competence than
children of private schools but lower in overall academic
achievement. Both boys and girls of high achievers’ group have
significant differences on social competence with low achievers’
group. Moreover, high achievers and low achievers showed
significant difference on social skills, obedience, and antisocial
behaviors. The results were discussed in the light of Pakistani
cultural context.
Farah Malik, Sultan Shujja. (2013) Social Competence and School Systems as Predictor of Academic Achievement in High and Low Achieving Pakistani School Children, Journal of Behavioural Sciences, Volume 23, Issue 1.
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