Abstract
The ability of adolescents to participate in the learning process at school requires a proper social behavior and social abilities such as cooperating skills, empathy and suspension of quick temperedness and disruptiveness. The aim of this research is to evaluate the social behavior of male and female students at school and study the influence of gender on factors of social behavior. The sample of the research consisted of 181 male and female students aged 12-13. The questionnaire used was the School Social Behavior Scale (SSBS), followed by a credibility analysis. T-tests were carried out, which confirmed the statistically important difference between the factor “quick temperedness” and the factor “gender”. The results of the research show that both male and female students present a positive social behavior, with the male students being more quick-tempered.
Highlights
The ability of adolescents to participate in the learning process at school requires a proper social behavior and social abilities such as cooperating skills, empathy and restrain of quick temperedness and disruptiveness
The credibility analysis results showed that all social behavior factors have a very good internal cohesion, since Cronbach’s α values were bigger than 0.88
Checking the existence of statistically significant differences concerning gender To check the existence of statistically significant differences of social behavior concerning gender there were t-tests for independent samples
Summary
The ability of adolescents to participate in the learning process at school requires a proper social behavior and social abilities such as cooperating skills, empathy and restrain of quick temperedness and disruptiveness. Social behavior, during the learning process, can be influenced by the students’ ability to handle their emotions and anxiety, while an effective social disposition can be related to the students’ level of understanding rules and situations as well as their ability to regulate intense emotions such as anger and recover. An important factor for the development of the personality of children and adolescents is their ability to maintain social relationships, which are connected with their success at school (Kennedy, 1988). School could be an ideal environment for students to develop social skills which, as it has been supported, are connected to learning experiences (Wentzel, 1991)
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