Soolmaz Vahidi - Ph.D Students in Educational Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
Vida Andishmand - Assistant Professor, Kerman Branch, Islamic Azad University, Kerman, Iran.
Hamid Reza Arman - Ph.D Students in Educational Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
Saeideh Khojasteh - Department of Educational Science and Psychology, Payame Noor University (PNU), Tehran, Iran

The sample in this study consisted of the entire fifth grade a single-sex (female) student at the elementary school still studying in 94-93. The statistical sample was selected by cluster sampling and then they were randomly divided into two groups consisted of 25 participants after the random selection of experimental and control group. Matson social skills sealed Fask, Sherer self-efficacy scale task were hailed as pretest and posttest and post- test and the experimental group for 12 sessions in 70 min and for 2 sessions in 2 weeks and Training program form each group after the completion of the post-test was conducted and two groups pretest and post-test were compared with each other. Results showed a significant effect of an intermediary program (p<0.001) on self-efficacy and academic performance of students in the experimental group. The academic performance score of student in this research is considered the mean of first semester exam GPA and test score to measure academic achievement also coordinated at the end of each semester and then opted for average of two semesters. In order to analyze the data couched, in addition to descriptive statistics form inferenticd statistics on multivariate analysis of variance, sum of squares, degrees of freedom, mean square, F and significance were used. The reliability and validity of the calculated results show that the reliability and validity of Matson check list, with split-half coefficients and Cronbach’s alpha were calculated and the amount of crounbach’s alpha and split-half coefficients for total scale amount were equal to 96%. For investigating self-efficacy of student, the Shever General self-efficacy questionnaire were used. General self- efficacy questionnaire Sherer et al. (1982), in Likert scale with 17 questions was developed in response to every question, there are 5 options from strongly: Agree to strongly disagree. Cronbach’s alpha of Sherer General self-efficacy were obtained equal to 78%.

Social skills, Self- efficacy, Academic performance