Moderating role of peer relations and executive functioning on the relationship between self-efficacy, empathy & social skills

The goal of this study was to investigate the connections between academic self-efficacy, social skills, and empathy in students as well as the impact of peer relations and executive functioning as a moderator. In this study, 880 students (M = 458, F = 422) participated. The General Academic Self-Efficacy Scale, the Peer Relationship Scale for Adolescents, the Social Skills Scale, the Toronto Empathy Questionnaire, and the Executive Skills Questionnaire—Revised—were all employed in the data collection process. The findings revealed that all the study variables were positively correlated with one another. Additionally, empathy was considerably positively influenced by peer relations, academic self-efficacy and executive functioning. The results showed that executive functioning had a negative influence on social skills whereas peer relations had a positive influence. The negative impact of executive functioning on social skills can be attributed to the role of executive functions in regulating the behavior and cognitive processes necessary for effective social interactions (Kenworthy et al., 2009). Conversely, peer relations may positively influence social skills through opportunities for social learning, modeling, and practice (Fong & Iarocci Psychology in the Schools, 57(7), 1022–1041 2020). The current study is critical for designing effective interventions and support mechanisms are needed to improve student well-being and academic success.