The effect of life skills training on specialized intelligence and the motivation of students' academic progress Ali Akbar Salahi / Sakine Yousefi
Subject Areas : Health and Life Style
Keywords: Keywords: life skills, specialized intelligence, motivation to progress, students,
Abstract :
Abstract: This study was conducted with the aim of the effect of life skills training on the specialized intelligence and academic achievement motivation of South Tehran University students. The current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population was made up of all female students of psychology department with a volume of 750 people, 30 people were selected as a sample and 15 people were randomly replaced in the experimental group and 15 people in the control group. The data were collected in two stages before and after teaching life skills during 12 sessions to the experimental group based on the questionnaire of specialized intelligences of Salahi et al. The results of covariance analysis showed that life skills training had a significant impact on the components of emotional-emotional intelligence, spiritual-moral intelligence, financial-economic intelligence, and the total score of multiple intelligences and motivation to progress. In order to achieve educational goals, students need specialized intelligence and the motivation to progress, which can be used to strengthen these factors from life skills.
References:
منابع:
آقاجری، پ.، حسین‌زاده، م.، مهدوی، ن.، هشترودی‌زاده، م.، و وحیدی، م (1394). تاثیر آموزش مهارت‌های زندگی بر انگیزه یادگیری (درونی و بیرونی)، پیشرفت تحصیلی و عزت نفس دانشجویان پرستاری. نشریه آموزش و پرستاری، 4 (2): 27-18.
اکبری، ب (1386). روایی و اعتبار آزمون انگیزش پیشرفت هرمنس بر روی دانش¬اموزان دوره متوسطه استان گیلان. فصلنامه دانش و پژوهش در علوم تربیتی، 1(16): 73-69.
برآبادی، ح (1399). آموزش مهارت‌های زندگی( برای درمانگران). تهران: رقعی.
پاکدامن‌ساوجی، آ.، گنجی، ک.، و احمدزاده، م (1391). اثربخشی آموزش مهارت‌های زندگی بر انگیزش پیشرفت و پیشرفت تحصیلی دانش‌آموزان. نشریه رفاه اجتماعی، 12 (47): 245-265.
تیماج‌چی، س.، و سادات‌ابطحی، م (1397). اثربخشی آموزش مهارت‌های زندگی بر مبنای هوش چندگانه بر بهبود عملکرد (هوش) کودکان پیش دبستانی شهر تهران. فصلنامه مطالعات پیش‌دبستانی و دبستان، 3 (15): 162-145.
چراغی، س.، و ریاضی، ز (1396). اثربخشی آموزش مهارت¬های زندگی به روش الکترونیکی بر خودکارآمدی و انگیزه پیشرفت، اولین کنفرانس ملی کامپیوتر و فناوری اطلاعات،سپیدان،https://civilica.com/doc/687178
شیرانی‌بیدآبادی، ن.، نیلی، م. ر.، منانی، ر.، و خلیلی، ر (1395). تاثیر آموزش مهارت‌های زندگی بر هوش هیجانی و مولفه¬های آن در دانشجویان دوره کارشناسی شهر اصفهان. مجله بین رشته‌ای یادگیری مجازی در علوم پزشکی، 7 (1-24): 93-82.
گونه، آ.، و انصاری نژاد، ن. ا.، و سوری، ا (1396). تاثیر آموزش مهارت¬های زندگی بر هوش معنوی دانش¬آموزان دختردبیرستانی،کنفرانس ملی رویکردهای نوین علوم انسانی در قرن 21،رشت،https://civilica.com/doc/718742
عبدی، ی.، عضدالملکی، س.، و محمدیان، ح (1394) . رابطه هوش¬های چندگانه با مهارت‌های زندگی دانش‌آموزان دبیرستان‌های دولتی استان تهران. فصلنامه رهبری و مدیریت آموزشی، 9 (1): 73-51.
ندری، ص.، و امیری، ح (1397). اثربخشی آموزش مهارت¬های زندگی انگیزه پیشرفت و سلامت روان دانشجویان،کنفرانس ملی ایده¬های نوین در روانشناسی و علوم تربیتی با تاکید بر پژوهش¬¬های علمی اخیر،تهران،https://civilica.com/doc/859234
Aghajari, P., Hosseinzadeh, M., Mahdavi, N., Hashtroudizadeh, M., & Vahidi, M. (2015). The effectiveness of life skills training on intrinsic and extrinsic learning motivation, academic achievement, and self-esteem in nursing students. Journal of Nursing Education, 4(2), 18-27.
Ahmad, A. R., Seman, A. A., Awang, M. M., & Sulaiman, F. (2015). Application of multiple intelligence theory to increase student motivation in learning history. Asian Culture and History, 7(1), 210.
Akpan, I. D., & Umobong, M. E. (2013). Analysis of achievement motivation and academic engagement of students in the Nigerian classroom. Academic Journal of Interdisciplinary Studies, 2(3), 385.
Asha, G. H., & Venkatesha, K.(2015). Effectiveness of Life Skills Education on Creative Thinking Skill among Student-Teachers of B. Ed. Programme. IJFMR-International Journal For Multidisciplinary Research, 5(1).
Barnard, L., & Olivarez, A. (2007). Self-estimates of multiple, g factor, and school-valued intelligences. North American Journal of Psychology, 9(3).
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. U.S.A: Basic Books
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
Gullatt, D. E. (2008). Enhancing student learning through arts integration: Implications for the profession. The High School Journal, 91(4), 12-25.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American psychologist, 53(4), 449.
Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2019). Lay conceptions of norm‐based approach and avoidance motivation: Implications for the performanc.
Hermans, H. J. (1970). A questionnaire measure of achievement motivation. Journal of applied psychology, 54(4), 353.
İnan, C., & Erkus, S. (2017). The Effect of Mathematical Worksheets Based on Multiple Intelligences Theory on the Academic Achievement of the Students in the 4th Grade Primary School. Universal Journal of Educational Research, 5(8), 1372-1377.
Jong, M. S., Shang, J., & Lee, F. L. (2010). Constructivist learning through computer gaming. In Technologies shaping instruction and distance education: New studies and utilizations (pp. 207-222). IGI Global.
Karaman, M. A., & Watson, J. C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of US and international undergraduate students. Personality and Individual Differences, 111, 106-110.
Kase, T., Ueno, Y., Shimamoto, K., & Oishi, K. (2019). Causal relationships between sense of coherence and life skills: Examining the short-term longitudinal data of Japanese youths. Mental Health & Prevention, 13, 14-20.
Kaur, T. (2011). A study of impact of life skills intervention training on emotional intelligence of college adolescents. Indian Journal of Psychological Science, 2(2), 112-125.
Kirchhoff, E., & Keller, R. (2021, June). Age-specific life skills education in school: A systematic review. In Frontiers in Education (Vol. 6, p. 660878). Frontiers.
Kumar, P. (2017). Morality and Life skills: The need and importance of life skills education. International Journal of Advanced Education and Research, 2(4), 144-148.
Lesh, R., English, L., Riggs, C., & Sevis, S. (2013). Problem solving in the primary school (K-2). Mathematics Enthusiast, 10(1-2), 35-60.
Lolaty, H. A., Ghahari, S., Tirgari, A., & Heydari Fard, J. H. (2012). The effect of life skills training on emotional intelligence of the medical sciences students in Iran. Indian journal of psychological medicine, 34(4), 350-354..
McClelland, D. C., & Mac Clelland, D. C. (1961). Achieving society (Vol. 92051). Simon and Schuster.
Mitchell, N. (2005). Academic achievement among Caribbean immigrant adolescents: The impact of generational status on academic self-concept. Professional School Counseling, 209-218.
Mohammadi, M. M., & Poursaberi, R. (2019). Effectiveness of Life Skills Training on Mental Health and Academic Achievement of Adolescents Under Hemodialysis. Avicenna Journal of Nursing and Midwifery Care, 27(1), 45-54.
Murray, H. G. (1938). Cosmic Ray Measurements (Doctoral dissertation, University of Western Ontario).
Prajapati, R., Sharma, B., & Sharma, D. (2017). Significance of life skills education. Contemporary Issues in Education Research (CIER), 10(1), 1-6.
Palahang, H., Nasr, M., & Baraheni, M. T. (1996). Epidemiological study of mental disorders in Kashan city. Andisheh Raftar J, 8, 19-27.
Patil, A., & Nadkarni, S. (2022). The Effect of Selective Life Skill Intervention Techniques on The Emotional Intelligence of The Nurses. International Journal of Indian Psychȯlogy, 10(3).
Rahmati, B., Adibrad, N., & Tahmasian, K. (2010). The effectiveness of life skill training on social adjustment in children. Procedia-Social and Behavioral Sciences, 5, 870-874.
Reis Said, R. H. (2008). The survey correlation self-esteem academic, advance motive and student advance academic column 5 primary city port lunges at year 2006-2007 [MS dissertation]. Tehran: Allame Tabatabaei University.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
Salahi, A., AghabarariGavzani, M. A., & Ebrahimiasl, S. (2022). Specialized Intelligences: A Novel Questionnaire with Subscales for Measuring Gardner’s Multiple Intelligences. Information Technology, Education and Society, 18(1), 57-72.
Sayed, H. A., Elwahab, E. L., Rasmia, A. E., Sattar, A., Ahmed, F. M., & Hedya, F. M. (2019). The effect of life skills intervention on social self-efficacy for prevention of drug abuse among young adolescent students at Benha City. American Journal of Nursing Science, 8(5), 263-273.
Sener, S., & Çokçaliskan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125-132.
Singh, K. (2011). Study of achievement motivation in relation to academic achievement of students. International Journal of Educational Planning & Administration, 1(2), 161-171.
Story, P. A., Hart, J. W., Stasson, M. F., & Mahoney, J. M. (2009). Using a two-factor theory of achievement motivation to examine performance-based outcomes and self-regulatory processes. Personality and Individual differences, 46(4), 391-395.
Treviño, I. M.,Rocha, G. M.,Hernández, J. M., & Palacios, A. (2020). Assessment of multiple intelligences in elementary school students in Mexico: An exploratory study. Heliyon, 6(4).
Werdhiastutie, A., Suhariadi, F., & Partiwi, S. G. (2020). Achievement motivation as antecedents of quality improvement of organizational human resources. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Volume, 3, 747-752.
Yavich, R., & Rotnitsky, I. (2020). Multiple Intelligences and Success in School Studies. International Journal of Higher Education, 9(6), 107-117.
منابع:
آقاجری، پ.، حسین‌زاده، م.، مهدوی، ن.، هشترودی‌زاده، م.، و وحیدی، م (1394). تاثیر آموزش مهارت‌های زندگی بر انگیزه یادگیری (درونی و بیرونی)، پیشرفت تحصیلی و عزت نفس دانشجویان پرستاری. نشریه آموزش و پرستاری، 4 (2): 27-18.
اکبری، ب (1386). روایی و اعتبار آزمون انگیزش پیشرفت هرمنس بر روی دانش¬اموزان دوره متوسطه استان گیلان. فصلنامه دانش و پژوهش در علوم تربیتی، 1(16): 73-69.
برآبادی، ح (1399). آموزش مهارت‌های زندگی( برای درمانگران). تهران: رقعی.
پاکدامن‌ساوجی، آ.، گنجی، ک.، و احمدزاده، م (1391). اثربخشی آموزش مهارت‌های زندگی بر انگیزش پیشرفت و پیشرفت تحصیلی دانش‌آموزان. نشریه رفاه اجتماعی، 12 (47): 245-265.
تیماج‌چی، س.، و سادات‌ابطحی، م (1397). اثربخشی آموزش مهارت‌های زندگی بر مبنای هوش چندگانه بر بهبود عملکرد (هوش) کودکان پیش دبستانی شهر تهران. فصلنامه مطالعات پیش‌دبستانی و دبستان، 3 (15): 162-145.
چراغی، س.، و ریاضی، ز (1396). اثربخشی آموزش مهارت¬های زندگی به روش الکترونیکی بر خودکارآمدی و انگیزه پیشرفت، اولین کنفرانس ملی کامپیوتر و فناوری اطلاعات،سپیدان،https://civilica.com/doc/687178
شیرانی‌بیدآبادی، ن.، نیلی، م. ر.، منانی، ر.، و خلیلی، ر (1395). تاثیر آموزش مهارت‌های زندگی بر هوش هیجانی و مولفه¬های آن در دانشجویان دوره کارشناسی شهر اصفهان. مجله بین رشته‌ای یادگیری مجازی در علوم پزشکی، 7 (1-24): 93-82.
گونه، آ.، و انصاری نژاد، ن. ا.، و سوری، ا (1396). تاثیر آموزش مهارت¬های زندگی بر هوش معنوی دانش¬آموزان دختردبیرستانی،کنفرانس ملی رویکردهای نوین علوم انسانی در قرن 21،رشت،https://civilica.com/doc/718742
عبدی، ی.، عضدالملکی، س.، و محمدیان، ح (1394) . رابطه هوش¬های چندگانه با مهارت‌های زندگی دانش‌آموزان دبیرستان‌های دولتی استان تهران. فصلنامه رهبری و مدیریت آموزشی، 9 (1): 73-51.
ندری، ص.، و امیری، ح (1397). اثربخشی آموزش مهارت¬های زندگی انگیزه پیشرفت و سلامت روان دانشجویان،کنفرانس ملی ایده¬های نوین در روانشناسی و علوم تربیتی با تاکید بر پژوهش¬¬های علمی اخیر،تهران،https://civilica.com/doc/859234
Aghajari, P., Hosseinzadeh, M., Mahdavi, N., Hashtroudizadeh, M., & Vahidi, M. (2015). The effectiveness of life skills training on intrinsic and extrinsic learning motivation, academic achievement, and self-esteem in nursing students. Journal of Nursing Education, 4(2), 18-27.
Ahmad, A. R., Seman, A. A., Awang, M. M., & Sulaiman, F. (2015). Application of multiple intelligence theory to increase student motivation in learning history. Asian Culture and History, 7(1), 210.
Akpan, I. D., & Umobong, M. E. (2013). Analysis of achievement motivation and academic engagement of students in the Nigerian classroom. Academic Journal of Interdisciplinary Studies, 2(3), 385.
Asha, G. H., & Venkatesha, K.(2015). Effectiveness of Life Skills Education on Creative Thinking Skill among Student-Teachers of B. Ed. Programme. IJFMR-International Journal For Multidisciplinary Research, 5(1).
Barnard, L., & Olivarez, A. (2007). Self-estimates of multiple, g factor, and school-valued intelligences. North American Journal of Psychology, 9(3).
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. U.S.A: Basic Books
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
Gullatt, D. E. (2008). Enhancing student learning through arts integration: Implications for the profession. The High School Journal, 91(4), 12-25.
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American psychologist, 53(4), 449.
Hangen, E. J., Elliot, A. J., & Jamieson, J. P. (2019). Lay conceptions of norm‐based approach and avoidance motivation: Implications for the performanc.
Hermans, H. J. (1970). A questionnaire measure of achievement motivation. Journal of applied psychology, 54(4), 353.
İnan, C., & Erkus, S. (2017). The Effect of Mathematical Worksheets Based on Multiple Intelligences Theory on the Academic Achievement of the Students in the 4th Grade Primary School. Universal Journal of Educational Research, 5(8), 1372-1377.
Jong, M. S., Shang, J., & Lee, F. L. (2010). Constructivist learning through computer gaming. In Technologies shaping instruction and distance education: New studies and utilizations (pp. 207-222). IGI Global.
Karaman, M. A., & Watson, J. C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of US and international undergraduate students. Personality and Individual Differences, 111, 106-110.
Kase, T., Ueno, Y., Shimamoto, K., & Oishi, K. (2019). Causal relationships between sense of coherence and life skills: Examining the short-term longitudinal data of Japanese youths. Mental Health & Prevention, 13, 14-20.
Kaur, T. (2011). A study of impact of life skills intervention training on emotional intelligence of college adolescents. Indian Journal of Psychological Science, 2(2), 112-125.
Kirchhoff, E., & Keller, R. (2021, June). Age-specific life skills education in school: A systematic review. In Frontiers in Education (Vol. 6, p. 660878). Frontiers.
Kumar, P. (2017). Morality and Life skills: The need and importance of life skills education. International Journal of Advanced Education and Research, 2(4), 144-148.
Lesh, R., English, L., Riggs, C., & Sevis, S. (2013). Problem solving in the primary school (K-2). Mathematics Enthusiast, 10(1-2), 35-60.
Lolaty, H. A., Ghahari, S., Tirgari, A., & Heydari Fard, J. H. (2012). The effect of life skills training on emotional intelligence of the medical sciences students in Iran. Indian journal of psychological medicine, 34(4), 350-354..
McClelland, D. C., & Mac Clelland, D. C. (1961). Achieving society (Vol. 92051). Simon and Schuster.
Mitchell, N. (2005). Academic achievement among Caribbean immigrant adolescents: The impact of generational status on academic self-concept. Professional School Counseling, 209-218.
Mohammadi, M. M., & Poursaberi, R. (2019). Effectiveness of Life Skills Training on Mental Health and Academic Achievement of Adolescents Under Hemodialysis. Avicenna Journal of Nursing and Midwifery Care, 27(1), 45-54.
Murray, H. G. (1938). Cosmic Ray Measurements (Doctoral dissertation, University of Western Ontario).
Prajapati, R., Sharma, B., & Sharma, D. (2017). Significance of life skills education. Contemporary Issues in Education Research (CIER), 10(1), 1-6.
Palahang, H., Nasr, M., & Baraheni, M. T. (1996). Epidemiological study of mental disorders in Kashan city. Andisheh Raftar J, 8, 19-27.
Patil, A., & Nadkarni, S. (2022). The Effect of Selective Life Skill Intervention Techniques on The Emotional Intelligence of The Nurses. International Journal of Indian Psychȯlogy, 10(3).
Rahmati, B., Adibrad, N., & Tahmasian, K. (2010). The effectiveness of life skill training on social adjustment in children. Procedia-Social and Behavioral Sciences, 5, 870-874.
Reis Said, R. H. (2008). The survey correlation self-esteem academic, advance motive and student advance academic column 5 primary city port lunges at year 2006-2007 [MS dissertation]. Tehran: Allame Tabatabaei University.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
Salahi, A., AghabarariGavzani, M. A., & Ebrahimiasl, S. (2022). Specialized Intelligences: A Novel Questionnaire with Subscales for Measuring Gardner’s Multiple Intelligences. Information Technology, Education and Society, 18(1), 57-72.
Sayed, H. A., Elwahab, E. L., Rasmia, A. E., Sattar, A., Ahmed, F. M., & Hedya, F. M. (2019). The effect of life skills intervention on social self-efficacy for prevention of drug abuse among young adolescent students at Benha City. American Journal of Nursing Science, 8(5), 263-273.
Sener, S., & Çokçaliskan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125-132.
Singh, K. (2011). Study of achievement motivation in relation to academic achievement of students. International Journal of Educational Planning & Administration, 1(2), 161-171.
Story, P. A., Hart, J. W., Stasson, M. F., & Mahoney, J. M. (2009). Using a two-factor theory of achievement motivation to examine performance-based outcomes and self-regulatory processes. Personality and Individual differences, 46(4), 391-395.
Treviño, I. M.,Rocha, G. M.,Hernández, J. M., & Palacios, A. (2020). Assessment of multiple intelligences in elementary school students in Mexico: An exploratory study. Heliyon, 6(4).
Werdhiastutie, A., Suhariadi, F., & Partiwi, S. G. (2020). Achievement motivation as antecedents of quality improvement of organizational human resources. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Volume, 3, 747-752.
Yavich, R., & Rotnitsky, I. (2020). Multiple Intelligences and Success in School Studies. International Journal of Higher Education, 9(6), 107-117.