The Effect of Teaching Social-Emotional Skills on Subjective Well-being and Academic Adaptability of Students

Introduction and goal: Subjective well-being and academic compatibility are important and influential components of the future of each student. These components affect social and emotional skills. Therefore, the present study aimed to investigate the effect of social-emotional skills on mental well-being and academic adolescence of students.
Method: The present study is an experimental (classic) test (pre-test, post-test with control and experimental group). The statistical population of the study included male high school students in the northern city of northern Iran during the academic year of 1397-98. A randomly selected school was selected from schools in the city of Noorabad, and two classes were selected from among the classes in the same school and were randomly assigned to two experimental and control groups. The experimental group was subjected to an educational protocol for twelve sessions and each session for one hour and a quarter, During this period, the control group did not have any specific programs, they went to daily activities and normal classes.. The collected data were analyzed by descriptive statistics and inferential tests (covariance analysis) by SPSS20 software.
Results: The results of data analysis indicated that social emotional learning training on mental well-being with coefficient of effectiveness was 0.58 and on educational adaptability with coefficient of effectiveness of 0.62 had a significant effect of P