Examining the Relationship between Social Maturity, Academic Engagement, and Personality Traits in Secondary School Students

Abstract

This study aimed to examine the relationship between social maturity, academic engagement, and personality traits in secondary school students in Kermanshah. The research method was descriptive-correlational. From all secondary school students in Kermanshah during the academic year 2023-2024, a total of 200 students were selected using convenience sampling. Participants completed the Johnson Triarchic Personality Questionnaire (Johnson, 2018), the Academic Engagement Questionnaire by Fredericks et al. (2004), and the Adolescent Social Achievement Goal Scale by Ryan and Shim (2008). The research hypotheses were analyzed using Pearson’s correlation coefficient, path analysis, and the Sobel test. Results showed that the direct effect of social maturity and avoidance of revealing social immaturity on academic engagement was not significant; however, the direct effect of social maturity on academic engagement was positive and significant. Additionally, findings revealed that the direct effect of the personality traits empathy, compassion, and altruism on academic engagement was not significant. The direct effect of social maturity on the personality traits of empathy, compassion, and altruism was positive and significant. The direct effect of social maturity on empathy as a personality trait was negative and significant. However, the direct effect of social maturity avoidance of revealing social immaturity on empathy as a personality trait was not significant.