The Effectiveness of Social-Emotional Skills with YCDI on Behavioural Disorders and Academic Performance of female high school students of district 1 Tehran city

The study aims to examine the impact of social - emotional skills training on the components of educational performance (self - efficacy, planning, emotional effects, lack of outcome control and motivation). The research method was the experimental design and the research design was pre and post-test with control group. The study population consisted of all female students of the eighth - grade school of district 1 of Tehran who studied in the 1396 - 97, and they selected by cluster sampling and replaced by random sampling in the experiment and control groups. In the pre-posttest participants, using the Teenage Inventory of Social Skills (TISS) and the Educational performance Pham-Taylor Questionnaire (EPT) was evaluated. The experimental group was taught in 11 sessions of social-emotional skills in the YCDI method. Whereas, the control group did not receive any training. The results of the study using the covariance analysis showed that educational intervention affects all components of academic performance (self - efficacy, planning, emotional effects, lack of outcome control and motivation). Among the components of academic performance, education of social - emotional skills training on motivation component has the greatest effect and emotional effects and the lack of impact control has the least effect. It is recommended that teachers provide students with cognitive skills to train emotional and social skills