2020 Volume 53 Issue 1 Pages 12-25
Objectives of this study were (a) to develop short version of listening skills scales, (b) to clarify causal relationships among listening, assertive, and comprehensive social skills, and (c) to investigate the relationship between these skills and sense of adjustment for high school students. Based on Fujiwara and Hamaguchi (2013), cognitive and behavioral aspects of the short version of listening skills scales were developed separately using confirmatory factor analyses. Using these scales, causal relationships among three skills were examined with a multiple group structural equation model. For freshmen in high school, listening skills positively predicted subsequent broader social skills. On the other hand, broader skills positively predicted other skills in seniors. Assertive skills positively predicted subsequent same skills and psychological adjustment such as perceived social support and satisfaction with school life, but assertive and other skills did not influence each other. The characteristics of these skills and the limitation of the influence for adjustment were discussed.
