Abstract

This study aimed to investigate the relationship between social skills and perceived teacher support with students' academic boredom. The research method was a descriptive correlational study. The statistical population of this study encompassed all male and female students in the sixth grade of elementary school in Ardabil city who were studying in the academic year 2023-2024. The research sample consisted of 80 students (40 boys and 40 girls) who were recruited from schools in Ardabil District 1 through convenience sampling. Data were collected using, the academic boredom questionnaire, teacher support perception questionnaire, and social skills questionnaire were used. For data analysis, SPSS-23 statistical software, Pearson correlation tests, and multiple regressions were used. According to the results of the analysis of variance and regression statistical indicators, the F value obtained from the relationship between perceived teacher support and social skills with students' academic boredom is significant (F=10.173, P≤0.001), indicating that perceived teacher support and social skills can explain part of the changes related to students' academic boredom. The components of perceived teacher support and social skills have a significant relationship with students' academic boredom (R=0.753) and explain 0.56 of the changes related to students' academic boredom in total (R2=0.56). These findings suggest that students possessing positive social skills generally attract more attention from the teacher and therefore are more likely to receive more support from the teacher, which in turn can reduce academic boredom and lead to greater academic success.