Comparison of Academic Support, Emotional Self-Regulation and Social Competence in Single-Parent and Two-Parent Male Students

The aim of this study is to compare academic support, emotional self-regulation and social competence in single-parent and two-parent male students. The design of the research was comparative causal research and the statistical population was all male students of the first and second secondary school in Ardabil City, of which 150 students (75 single-parent students and 75 two-parent students were selected by multi-stage cluster sampling method. Then they answered Sands and Plunkett's (2005) academic support questionnaires, March's (1988) emotional self-regulation strategies, Burmester et al.'s (1998) social competence questionnaires. The findings were analyzed by multivariate analysis of variance. The results showed that the amount of academic support, emotional self-regulation, and social competence of two-parent male students is higher than that of single-parent male students. The results implicitly show that paying attention to various types of academic support and designing and implementing educational interventions to improve emotional self-regulation and social competence can help improve the performance of single-parent students.