Comparative Study of Social Competence and Anxiety Symptoms among Monolingual and Bilingual Students

The purpose of the present research is to study and compare the social competence and anxiety symptoms among monolingual and bilingual students.
The study method was descriptive & casual-comparative; and the study population was all students of primary schools in Kermanshah during academic year 2014-2015 that 160 students (80 monolingual and 80 bilingual were selected as study sample by using multi-stage cluster sampling. The instruments of study were social competence questionnaire (Flenz et al.) and Spans Child Anxiety Scale (SCAS). Data analyzed by using MANCOVA.
Findings indicate that there is no significant difference between the social competence scores and behavioral skills among monolingual and bilingual students (p>0.05, ἡ=0.001). Also cognitive skills monolingual students significantly was more than bilingual students but motivation and expectation were lower in contrast with bilingual students (p According to these results, bilingual students need to more attention and teachers and other responsible person should have enough information about their mother language.