Analyzing Factors Affecting Social Skills Development Among Students in Indonesian Schools

Ecep Supriatna; Fattah Hanurawan; Nur Eva; Hetti Rahmawati; Husmiati Yusuf

doi:10.25217/0020247447100

Authors

Ecep Supriatna Universitas Bhayangkara Jakarta Raya, Indonesia
Fattah Hanurawan Universitas Negeri Malang, Indonesia
Nur Eva Universitas Negeri Malang, Indonesia
Hetti Rahmawati Universitas Negeri Malang, Indonesia
Husmiati Yusuf Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.25217/0020247447100

Keywords:

emotional intelligence, quality of friendship, social skills, student voice, teacher-student relationship

Abstract

The development of students’ social skills is critical since they influence their academic performance and achievement. School provides optimal environment for students to learn these skills. Even though social skills are critical, there is still a lack in past research that examines the aspects that contribute to the development of students' social skills, particularly in school. Recognising the importance of this, the focus of this study is to identify characteristics that influence the development of social skills from a social cognitive perspective. This study sought to investigate the impact of emotional intelligence, teacher-student connections, student voice, and friendship quality on students’ social skills at school. The method utilised was a survey with multistage random sampling. The study sample comprised of 1012 students aged 11 to 19 who were recruited at random from various schools in major Indonesian cities. The research instruments used in this study were emotional intelligence scale, teacher-student relationship scale, student voice scale, friendship quality scale, and social skills scale. The analysis technique used is the SEM model (structural equation model) with the Variance based matric structural equation modelling (VB-SEM) structural equation model. The results showed emotional intelligence, teacher-student relationships, student voice, and friendship quality had in impact on students’ social skills.

References

Abbasi, N., & Muhammad, S. (2022). State resilience and rate of recovery among addicts: Moderating role of social skills. Frontiers in Psychiatry, 13, 1–8. https://doi.org/10.3389/fpsyt.2022.906935

Afolabi, O. A. (2017). Indigenous emotional intelligence scale: Development and validation. Psychological Thought, 10(1), 138–154. https://doi.org/10.5964/psyct.v10i1.184

Allen, K., Slaten, C., Arslan, G., Roffey, S., Craig, H., & Vella-Brodrick, D. (2021). School Belonging: The Importance of Student and Teacher Relationships. In M. L. Kern, M.L., Wehmeyer (Ed.), The Palgrave Handbook of Positive Education (pp. 525–550). https://doi.org/10.1007/978-3-030-64537-3_21

Ang, K., Choo, C. C. (2019). Developing a Child’s Social-Emotional Skills in Therapy and Beyond. In R. C Choo, C., C Ho (Ed.), Clinical Psychology Casebook Across the Lifespan. (pp. 15–24). Springer. https://doi.org/10.1007/978-981-13-7631-3_2

Ang, R. P., Ong, S. L., & Li, X. (2020). Student Version of the Teacher–Student Relationship Inventory (S-TSRI): Development, Validation and Invariance. Frontiers in Psychology, 11(July), 1–13. https://doi.org/10.3389/fpsyg.2020.01724

Anggraini, F. L., Hanurawan, F., & Hadi, S. (2017). Membangun Keterampilan Sosial Sebagai Pendidikan Karakter Pada Kegiatan Ekstrakurikuler. Prosiding TEP & PDs, 5(978-602-71836-6–7), 975–982. http://pasca.um.ac.id/conferences/index.php/sntepnpdas/article/view/967

Berndt, T. J. (2002). (2002). Friendship Quality and Social Development - Purdue. dinduh October 16, 2016, dari. Friendship Quality and Social Development - Purdue. http://www1.psych.purdue.edu/~berndt/Friendship quality and social development.pdf

Bloom, E. L., Karagiannakis, A., Toste, J. R., Heath, N. L., & Konstantinopoulos, E. (2007). Severity of academic achievement and social skills deficits. Canadian Journal of Education, 30(3), 911–930. https://doi.org/10.2307/20466668

Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218–224. https://doi.org/10.1016/j.lindif.2010.10.002

Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology, 91(4), 780–795. https://doi.org/10.1037/0022-3514.91.4.780

Bulman, T. P. (2013). The Relationships among Sharing Behaviors, Social Skills, and Problem Behaviors in Preschool Children [University at Albany]. www.albany.edu/honorscollege/files/BulmanThesis.docx

Buyse, E., Verschueren, K., & Doumen, S. (2009). Preschoolers’ Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference? Social Development, 20(1), 33–50. https://doi.org/10.1111/j.1467-9507.2009.00555.x

Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11(4), 302–306. https://doi.org/10.1111/1467-9280.00260

Cook-Sather, A. (2006). Sound, presence, and power: “Student Voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390. https://doi.org/10.1111/j.1467-873X.2006.00363.x

Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117(2). https://doi.org/10.1177/016146811511700204

Cook‐Sather, A. (2020). Student voice across contexts: Fostering student agency in today’s schools. Theory Into Practice, 59, 182–191. https://doi.org/10.1080/00405841.2019.1705091

Del Prette, Z. A. P., & Del Prette, A. (2021). Social Competence; and Social Skills: A Theoretical and Practical Guide. Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-70127-7

Devi, M., Chahar, M. S., Welsh, M., & Parke, R. D. (2015). Study of Academic Achievement among Social Skill Deficient and Non Deficient School Students. 3(12), 1565–1569. https://doi.org/10.12691/education-3-12-13

Dobbins, N., Brandon, R., Jones, V., & Higgins, K. (2022). Social Skills Prioritization: Gathering Consensus From Parents, Students, and Teachers. Intervention in School and Clinic. https://doi.org/10.1177/10534512221140501

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-Emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x

Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In M. E. L. & R. M. Lerner (Ed.), Handbook of child psychology and developmental science: Socioemotional processes (7th ed., pp. 610–656). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118963418.childpsy315

Flutter, J., & Rudduck, J. (2004). Self-evaluation,What is in it for schools?https://doi.org/10.4324/9780203464380%0APages

Göktaş, E., & Kaya, M. (2023). The Effects of Teacher Relationships on Student Academic Achievement: A Second Order Meta-Analysis. Participatory Educational Research, 10(1), 275–289. https://doi.org/10.17275/per.23.15.10.1

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ for character, health and lifelong achievement. New York: Bantam Books.

Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. American Guidance Service, 17, 392–397. https://doi.org/10.1002/9780470373699.speced1935

Grusec, J. (2020). Social learning theory and developmental psychology: The legacies of Robert Sears and Albert Bandura.. 28, 776-786. Developmental Psychology, 28(776–786). https://doi.org/10.1037/0012-1649.28.5.776.

Guo, J., Tang, X., Marsh, H., Parker, P., Basarkod, G., Sahdra, B., Ranta, M., & Salmela‐Aro, K. (2022). The roles of social-emotional skills in students’ academic and life success: A multi-informant and multicohort perspective. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspp0000426.supp

Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638. http://www.jstor.org/stable/1132418

Haryono, S. (2017). Metode SEM untuk penelitian manajemen dengan AMOS LISREL PLS. Luxima Metro Media, 450. Google Scholar

Hawk, K., Cowley, E. T., Hill, J., & Sutherland, S. (2000). The importance of the teacher/student relationship for Maori and Pasifika students [PDF Version]. http://www.educationgroup.co.nz/uploads/Publications/The importance of th e teacher-student relationship.pdf

Helmold, M. (2021). Managing New Work Through Emotional Intelligence (EI). New Work, Transformational and Virtual Leadership, 91–96. https://doi.org/10.1007/978-3-030-63315-8_8

Holdsworth, R. (2000). Schools that create real roles of value for young people. Prospects, 30(3), 349–362. https://doi.org/10.1007/bf02754058

Hughes, D., & Evans, T. (2018). Putting ‘Emotional Intelligences’ in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences. Frontiers in Psychology, 9, 1–15. https://doi.org/10.3389/fpsyg.2018.02155

Kotsou, I., Mikolajczak, M., Heeren, A., Grégoire, J., & Leys, C. (2018). Improving Emotional Intelligence: A Systematic Review of Existing Work and Future Challenges. Emotion Review, 11(151–165).https://doi.org/10.1177/1754073917735902

Lawson, C. (2003). Social Skills And School | Center for Development and Learning. http://www.cdl.org/articles/social-skills-and-school/

Li, Y., Lynch, A.D., Kalvin, C., Liu, J., & Lerner, R. M. (2011). ). Peer relationships as a context for the development of school engagement during early adolescence. International Journal of Behavioral Development, 35(4), 329–342. https://doi.org/10.1177/016502541140257

Lopes, P. N., & Salovey. (2004). Toward a broader education: social, emotional and practical skills. In J. Walberg; M. C. Wang; R. J. E. Zins; & P. Weissberg (Eds (Ed.), Building School Success on Social an Emotional Learning(Issue January 2004, pp. 79–37). Teachers College Press. https://www.researchgate.net/publication/267407192_Toward_a_Broader_Education_Social_Emotional_and_Practical_Skills/link/5453b9fb0cf2bccc490b224d/download

Marzano, R. J., & Marzano, J. S. (2003). The Key to Classroom Management. Educational Leadership, 61(1), 6–13. https://www.researchgate.net/publication/283749466_The_Key_to_Classroom_Management/link/56f26c0908aed354e57293d3/download

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. https://doi.org/10.1111/j.1467-8624.2008.01154.x

Mayer, J.D.; Salovey, P.; Caruso, D. R. (2000). Emotional Intelligence as Zeitgeist, as Personality, and as a Standard Intelligence. In Bar.-On, R. & Parker, J.D.A (Ed.), Handbook of Emotional Intelligence (pp. 92–117). Jossey-Bass. https://unhlibrary.on.worldcat.org/oclc/44019175

McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206–224. https://doi.org/10.1016/S0885-2006(03)00026-7

Mee Thien, L., Abd Razak, N., & Jamil, H. (2012). Friendship Quality Scale: Conceptualization, Development and Validation. AARE APERA International Conference, 1–14. https://files.eric.ed.gov/fulltext/ED542465.pdf

Mikolajczak, M., Avalosse, H., Vancorenland, S., Verniest, R., Callens, M., Broeck, N. Van, Fantini-hauwel, C., & Mierop, A. (2015). Supplemental Material for A Nationally Representative Study of Emotional Competence and Health. Emotion, 15(5), 653–667. https://doi.org/10.1037/emo0000034.supp

Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration and Leadership, 37(4), 522–543. https://doi.org/10.1177/1741143209334577

Ngussa, B. M., & Makewa, L. N. (2014). Student Voice in Curriculum Change: A Theoretical Reasoning. International Journal of Academic Research in Progressive Education and Development, 3(3), 23–37. https://doi.org/10.6007/ijarped/v3-i3/949

Nugent, T. T. (2009). The impact of teacher-student interaction on student motivation and achievement (Doctoral dissertation). [University of Central Florida]. https://stars.library.ucf.edu/etd/3860/

O’Connor, E., Dearing, E., & Collins, B. A. (2010). Teacher–child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 47, 340–369. https://doi.org/10.3102/0002831210365008

Rubin, K., Bukowski, W., & Parker, J. (2006). Peer interactions, relationships, and groups. In W. Damon, R. Lerner, & N. Eisenberg (Handbook o). Wiley.

Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer group. In & R. M. L. In M. H. Bornstein, T. Leventhal (Ed.), Handbook of child psychology and developmental science: Ecological settings and processes(pp. 175–222). John Wiley & Sons, Inc. https://doi.org/:10.1002/9781118963418.childpsy405

Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2008). Peer Interactions, Relationships, and Groups. In R. Damon, W. & Lerner (Ed.), Developmental Psychology: An Advanced Course. (Issue January). Wiley. https://doi.org/10.1002/9780470147658.chpsy0310

Saeed, S., Islam, M., Latif, S., & Ashraf, I. (2022). Impact of Emotional Intelligence among Students of BS Program at University Level. International Journal of Social, Political and Economic Research., 9(02), 16–38. https://doi.org/10.46291/ijospervol9iss02pp16-38.

Salguero, J.M.; Fernández-Berrocal, P.; Ruiz-Aranda, D.; Castillo, R.; Palomera, R. (2011). Inteligencia emocional yajuste psicosocial en la adolescencia: El papel de la percepción emocional. Eur. J. Educ. Psychol., 4, 143–152. https://doi.org/10.1989/ejep.v4i2.84

Salisch, M., & Zeman, J. (2018). Pathways to Reciprocated Friendships: A Cross-Lagged Panel Study on Young Adolescents’ Anger Regulation towards Friends. Journal of Youth and Adolescence, 47, 673–687. https://doi.org/10.1007/s10964-017-0683-7

Schoeps, K., Villanueva, L., Prado-Gascó, V., & Montoya-Castilla, I. (2018). Development of EmotionalSkills in Adolescents to Prevent Cyberbullying and Improve Subjective Well-Being. Frontiers in Psychology, 9, 1–12. https://doi.org/10.3389/fpsyg.2018.02050

Segrin, C. (2019). Indirect Effects of Social Skills on Health Through Stress and Loneliness. Health Communication, 34(118–124). https://doi.org/10.1080/10410236.2017.1384434

Segrin, Chris. (2000). Social skills deficits associated with depression. In Clinical Psychology Review (Vol. 20, Issue 3, pp. 379–403). https://doi.org/10.1016/S0272-7358(98)00104-4

Shaju, V., & Agnihotri, S. (2022). Study on social competence and educational aspirations related to emotional intelligence. International Journal of Health Sciences., 6(S5), 4325–4338. https://doi.org/10.53730/ijhs.v6ns5.9558

Stevenson-Hinde, J. (2011). Culture and socioemotional development, with a focus on fearfulness and attachment. Socioemotional Development in Cultural Context, 11-28. https://books.google.co.id/books?hl=id&lr=&id=MpbYwseWb8YC&oi=fnd&pg=PA11&ots=IzjubnZNCc&sig=Vy_BQvnaFyo5zeSSHr_D2TOrlQk&redir_esc=y#v=onepage&q&f=false

Stewart, R., & Krivan, S. (2021). Albert Bandura: December 4, 1925–July 26. Social Behavior and Personality: An International Journal. https://doi.org/10.2224/sbp.11082

Supriatna, E., Nur, E. V. A., & Andayani, S. (2022). How is The Description of Teacher’s Social Interaction on Social Emotional Learning? Psychology Research on …, 3(March), 19–24. https://dergipark.org.tr/en/pub/press/issue/68669/1094268%0Ahttps://dergipark.org.tr/en/download/article-file/2336037

Toshalis, E. & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Students at the Center.http://www.howyoulearn.org/pdf/Motivation Engagement Student Voice_0.pdf

Véronneau, M. H., & Dishion, T. J. (2010). Predicting change in early adolescent problem behavior in the middle school years: A mesosystemic perspective on parenting and peer experiences. Journal of Abnormal Child Psychology, 38(8), 1125–1137. https://doi.org/10.1007/s10802-010-9431-0

Wanders, F., Dijkstra, A., Maslowski, R., & Veen, I. (2019). The effect of teacher-student and student-student relationships on the societal involvement of students 35, 266 - 286. Research Papers in Education, 35, 266–286. https://doi.org/10.1080/02671522.2019.1568529

Wang, M., & Hofkens, T. (2020). Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School. Adolescent Research Review, 1–15. https://doi.org/10.1007/S40894-019-00115-Z

Webb, H. j, & Zimmer-Gembeck, M. J. (2014). The role of friends and peers in adolescent body dissatisfaction: A review and critique of 15 years of research. Journal of Reasaech on Adolesence, 15(1), 1–60. https://core.ac.uk/download/pdf/196255896.pdf

Welty, E., & Lundy, L. (2013). A children’s rights-based approach to involving children in decision making. Journal of Science Communication, 12(03), C02. https://doi.org/10.22323/2.12030302

Whitty, G., & Wisby, E. (2007). Real decision making: school councils in action. Department for Children, Schools and Families, Research Report DCSF-TT001. http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RR001.pdf