Effectiveness of Personality Types and Social Skills and Relationship with Behavioral-Emotional Interaction of Students

Background: the aim of this study was to investigate the effectiveness of personality types and social skills and relationships with behavioral-emotional interaction in middle school students. method: the research method is solidarity. the sample consisted of 354 students (171 boys and 183 girls) in shiraz who were selected by a random multi-stage cluster sampling method. goldberg's personality questionnaire, matson's social skills questionnaire, and student's behavioral-emotional interaction questionnaire were used to measure the research variables. data were analyzed by calculating the pearson correlation coefficient, simultaneous multiple regression analysis, and two-way variance analysis test. result: the findings showed that only the dimension of agreeableness can positively predict appropriate social skills. dimensions of emotional stability, controversy, and extraversion are also positive and significantly able to predict the relationship with peers. on the other hand, only the task-oriented variable was able to positively and significantly predict behavioral interaction and each dimension of emotional stability, conscientiousness, and agreeableness predicted emotional interaction positively and significantly. conclusion: task-oriented factors and agreeableness and emotional stability are related to discipline at work, effort and perseverance, interest in subject matter and attention and concentration, and all students' personality skills facilitate their emotional interaction.