Abstract
The purposes of this study were (1) to construct listening skills scales for high school students that have high reliability and validity, and (2) to clarify relationships among listening skills, their background and adaptation. First, using Brownell's HURIER model (2009), six components of listening skills (five cognitive/behavioral) are prescribed and both cognitive skills and behavioral skills scale for high school students are constructed separately. Second, high school students (N=701; 307 boys and 394 girls) answered the questionnaire about assertive/listening skills, affiliation motivation and satisfaction with school life. Structure Equation Model (SEM) revealed that affiliation motivation facilitated both assertive and listening skills. SEM also revealed that assertive skills facilitate student's approval in school and their maladjustment are prevented by listening skills. Further application of listening skills, such as a hierarchy model of social skills and life-span developmental psychology, are discussed.
