Assessment of Social Competencies, Coping Strategies, and Academic Achievement of First Year Students

The purpose of this research was to assess first year students’ social competency and coping strategies against their overall first semester academic achievement (GPA) at Arsi University. A sample (N = 360) of first year students was selected for the study. Slightly adapted versions of Social Competency Scale (Silvera, Martinussen, & Dahl, 2001) and Coping Strategy Scales (Carver, 1999) were used to assess these aspects. The results revealed that the majority students were good and some of them were identified as average on social competency dimensions. On the other hand, it was noted that majority of the students use avoidance coping strategies. Social competency has strong positive connection with student’s GPA but coping strategy has nonsignificant negative correlation with GPA. Both social competency and coping strategy slightly contributed to the variations in first semester GPA among first year students. Only college had a mediating role with partial mediation effect between social competency total and GPA. A significant difference was observed between male and female students in their GPA and social competency. Gender and religion had no mediation role between social competency, coping strategy, and first semester GPA of the students. In conclusion, it was implied that university students’ personnel should work on first year students’ adaptive coping strategies and social competencies.