Relationship between social skills and critical thinking with the mediating role of self-efficacy

Document Type : Original Article

Authors

1 PhD Student in Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

2 PhD student in educational management, Faculty of Educational Sciences and Psychology, University Of Mohaghegh Ardabili, Ardabil, Iran.

10.22098/j9032.2026.14519.1014

Abstract

The aim of this study was to investigate the relationship between social skills and critical thinking with the mediating role of students' self-efficacy. The present study is a descriptive correlational study according to the nature of the subject and the intended subject. The statistical population of this study was all female high school students in Meshkinshahr. A total of 300 students were selected by simple random sampling. The data collected from the implementation of the questionnaire have been statistically analyzed. First, descriptive statistics (mean and standard deviation) were used to summarize and describe the demographic factors, and in the second part, inferential statistics were used to test the hypotheses to examine the research question and hypotheses. Takes statistical analysis to ensure compliance. Research instruments included Scherer et al.'s (1982) General Self-Efficacy, Ritz's (2003) Critical Thinking Questionnaire, and Matson's (1983) Social Skills Questionnaire. For data analysis, Pearson correlation with SPSS software and structural equation modeling with Emus software were performed. The results of Pearson correlation coefficient showed that there is a relationship between social skills and self-efficacy with critical thinking. And there is a relationship between social skills and self-efficacy. The structural equation model was also a good fit.

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