Investigating the relationship between social skills and academic boredom with the mediating role of empathy in first-year middle school students in Fasa city
Volume 8, Issue 2, Summer 2026, Pages 71-83
https://doi.org/10.22034/jwir.2025.2074231.1042
Saeedeh faragollahzadeh, Yaser Dehghani
Abstract The present study aimed to investigate the relationship between social skills and academic boredom with the mediating role of empathy among female junior high school students in Fasa. The statistical population included all female students studying at junior high schools in Fasa during the 2024–2025 academic year. Based on Morgan’s table, a total of 150 female students were selected through a multistage cluster sampling method. The research instruments included the Matson Evaluation of Social Skills (1983), the Academic Boredom Questionnaire by Reijsiger et al. (2020), and the Davis Interpersonal Reactivity Index (1983). Data were analyzed using AMOS software and the structural equation modeling (SEM) method at a 95% confidence level. The results indicated that the path coefficient of social skills to empathy was 0.71, social skills to academic boredom was −0.29, empathy to academic boredom was −0.28, and social skills indirectly affected academic boredom through empathy by −0.196.