Social skills and learning motivation as predictors of academic achievement among Ethiopian Teacher Education Students

Abstract Objective While the cognitive drivers of academic success are well-documented, the psychosocial determinants among pre-service teachers remain under-explored in the Ethiopian context. This study investigated the tripartite relationship between social skill proficiency, learning motivation, and academic achievement among teacher education students. Methods Employing a quantitative correlational design, the study sampled 166 students (from a population of N = 285) at Sekota College of Teachers Education using simple random sampling techniques. Data were triangulated using validated Likert-scale psychometric instruments and institutional academic records. Data analysis was performed using descriptive statistics, Pearson product-moment correlation, independent samples t-tests, and multiple linear regressions to determine predictive validity. Results Descriptive analysis indicated high baseline levels of both social skills and learning motivation (M > 2.50). Correlation analyses revealed significant positive associations between specific social competencies—specifically communication, cooperation, problem-solving, and emotional regulation—and intrinsic learning motivation. Gender-based analysis demonstrated that female students exhibited statistically significant higher utilization of cooperative and problem-solving skills compared to their male counterparts (p < .05). Crucially, regression modeling established that social skills are potent predictors of academic success, accounting for 36.9% of the total variance in achievement scores (R^2 = .369, F = 22.958, p < .05). Conclusion These findings underscore the critical role of interpersonal competencies in shaping the motivational and cognitive outcomes of teacher trainees. The results suggest that academic success is not merely a product of cognitive ability but is significantly mediated by social-emotional intelligence. The study advocates for the systematic integration of social skills training into teacher education curricula to optimize professional preparation and academic excellence.