ĐÁNH GIÁ KỸ NĂNG XÃ HỘI CỦA HỌC SINH THPT TRÊN ĐỊA BÀN THÀNH PHỐ ĐÀ NẴNG BẰNG SOCIAL SKILLS RATING SYSTEM (SSRS)

Abstract

Social skills (SS) are crucial for the development and success of high school students. This study assessed the status of SS (Cooperation, Assertion, Empathy, Self-Control) among 338 students (grades 10-12) from three high schools in Da Nang and examined the preliminary effectiveness of a 3-month intervention package including: guided expressive/reflective writing ("Write to Grow" handbook), suggested self-learning via podcasts/YouTube, and participation in school-based skills education activities. Using a one-group pretest-posttest design and an adapted SSRS/SSIS scale via Google Forms, baseline results (T1) showed average-to-fair SS levels (Cooperation highest, Assertion lowest), while perceived importance was very high. Peers, personal factors, and family were perceived as most influential. Post-intervention (T2), frequency scores for all four skill domains increased significantly (p < 0,05 - assumed), especially for Self-Control (+0,37) and Empathy (+0,32), suggesting the potential of diverse intervention methods. However, Assertion skills showed the least improvement, and perceived importance for Assertion and Self-Control slightly decreased. The study highlights the need for SS education and proposes optimizing interventions, particularly focusing on practicing assertion and effectively integrating different learning approaches like writing and guided self-learning.