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A closer look at social skills and school performance: students’ peer relations skills and assertion skills as predictors for their written and oral performances

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Abstract

Students’ individual learning is supposed to be based on cognitive and social processes. Therefore, students’ social skills are assumed to play an important role for school performance. This study set out to investigate the links between students’ peer relations skills and assertion skills and their grades for written performances and oral performances. In the middle of the school year, 94 ninth-grade students of a German secondary school reported on their peer relations skills and assertion skills. Additionally, at this point of measurement, students’ initial school performance in German and mathematics was measured by standardized academic achievement tests. In these two subjects, students’ grades in in-class tests and for oral participation were collected during the following 5 months. These grades were given by the students’ respective subject teachers. Path analysis revealed that students’ peer relations skills were positively associated with their grades in in-class tests, but they were not linked to their grades for oral participation. In contrast, students’ assertion skills were positively related to their grades for oral participation, whereas no correlation was found between students’ assertion skills and their grades in in-class tests. These results are discussed with respect to the role of peer relations skills and assertion skills for students’ academic learning and the fostering of these skills in the classroom.

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  1. University of Kassel, Holländische Straße 36-38, 34127, Kassel, Germany

    Susanne Jurkowski & Martin Hänze

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  1. Susanne Jurkowski
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Dr. Susanne Jurkowski. University of Kassel, Holländische Straße 36–38, 34127 Kassel, Germany. E-mail: s.jurkowski@uni-kassel.de, phone: 0049 561 804 3594; Web site: www.uni-kassel.de

Current themes of research:

Social skills. Cooperative learning. Peer feedback. Communication. Instructional methods.

Jurkowski, S. & Hänze, M. (2015). How to increase the benefits of cooperation: effects of training in transactive communication on cooperative learning. British Journal of Educational Psychology, 85, 357–371.

Jurkowski, S. & Hänze, M. (2014). Diagnostik sozialer Kompetenzen bei Kindern und Jugendlichen. Entwicklung und erste Validierung eines Fragebogens. Diagnostica, 60, 167–180.

Jurkowski, S. & Hänze, M. (2012). Kooperatives Lernen aus dem Blickwinkel sozialer Kompetenzen. Eine Untersuchung des Zusammenhangs sozialer Kompetenzen mit dem Lernerfolg, dem Unterrichtserleben und dem Gruppenarbeitsergebnis in verschiedenen kooperativen Lernumgebungen. Unterrichtswissenschaft, 40, 259–276.

Jurkowski, S. & Hänze, M. (2010). Soziale Kompetenzen, transaktives Interaktionsverhalten und Lernerfolg—experimenteller Vergleich zweier unterschiedlich gestalteter Gruppenunterrichtsbedingungen und Evaluation eines transaktivitätsbezogenen Kooperationsskriptes. Zeitschrift für Pädagogische Psychologie, 24, 241–257.

Prof. Dr. Martin Hänze. University of Kassel, Holländische Straße 36–38, 34127 Kassel, Germany. E-mail: haenze@uni-kassel.de, Phone: 0049 561 804 3591; Web site: www.uni-kassel.de

Current themes of research:

Learning motivation. Cooperative learning. Cross-age tutoring. Higher education. Instructional methods.

Berger, R. & Hänze, M. (2015). Impact of expert teaching quality on novice academic performance in the jigsaw cooperative learning method. International Journal of Science Education, 37, 294–320.

Schmidt-Borcherding, F., Hänze, M., Wodzinski, R., & Rincke, K. (2013). Inquiring scaffolds in laboratory tasks: an instance of a “Worked Laboratory Guide Effect”? European Journal of Psychology of Education, 28, 1381–1395.

Hänze, M., Fischer, E., Schreiber, S., Biehler, R., & Hochmuth, R. (2013). Innovationen in der Hochschullehre: empirische Überprüfung eines Studienprogramms zur Verbesserung von vorlesungsbegleitenden Übungsgruppen in der Mathematik. Zeitschrift für Hochschulentwicklung, 8(4), 89–103.

Hänze, M. & Berger, R. (2007). Cooperative learning, motivational effects and student characteristics: an experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17, 29-41.

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Jurkowski, S., Hänze, M. A closer look at social skills and school performance: students’ peer relations skills and assertion skills as predictors for their written and oral performances. Eur J Psychol Educ 32, 79–95 (2017). https://doi.org/10.1007/s10212-015-0284-3

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