The Mediating Role of School Satisfaction in Relationship between Peer Group Aggression Coping Self-efficacy and Social Anxiety

The aim of present research was to investigate the mediating role of school satisfaction in the relationship between peer group aggression coping self-efficacy and social anxiety. Participants were 492 sophomore high school students both boys and girls from four districts of Shiraz. They were selected by random multistages cluster sampling method using Kline’s criterion. To collect the data, three instruments were used. Peer Group Aggression Coping Self-Efficacy (Singh & Bussy, 2009), Social Anxiety Scale for Adolescents (LaGreca, 1998), and school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale (Huebner, 1994). Based on the results, the direct effect of peer group aggression coping self-efficacy on school satisfaction was positive and statistically significant. The results also revealed that indirect effect of peer group aggression coping self-efficacy on social anxiety through school satisfaction was statistically significant. Based on the research results, it can be concluded that teaching coping self-efficacy skills to students can increase their school satisfaction levels and therby can lead to decreasing of social anxiety and promoting mental helath in them.