Social Psychology Research

Abstract Introduction: Universities play a critical role in fostering optimal academic performance and addressing the evolving challenges faced by students. This study aimed to investigate changes in social skills, academic motivation, and grit among first-year to third-year university students.  Method: This comparative study included a statistical population of all undergraduate students at Bu-Ali Sina University during the second semester of the 1402-1403 academic year. A sample of 310 bachelor students was selected using stratified random sampling, with approximately one-third representing first-year, second-year, and third-year students, respectively. Data were collected using the Social Skills Scale (Gresham & Elliott, 1999), the Academic Motivation Scale (Harter, 1981), and the Grit Scale-Short Form (Duckworth et al., 2007). Data analysis was conducted using multivariate analysis of variance (MANOVA).  Results: The results revealed significant differences among first-year, second-year, and third-year students in terms of social skills and academic motivation (P < 0.01). Specifically, third-year students exhibited higher levels of social skills and academic motivation compared to first- and second-year students, while first-year students scored lower than both second- and third-year students. However, no significant differences were observed among the three groups regarding grit (P = 0.322).  Conclusion: The findings suggest that social skills and academic motivation tend to improve as students progress through their university years, while grit remains relatively stable. To support student development, university counseling centers and student associations should implement targeted programs to enhance academic motivation, improve social skills, and foster resilience, particularly among incoming first-year students.