Purpose: The purpose of this study was to investigate the effectiveness of Psychological capital of adolescents of Tehran in 2018.
Methodology: The method used in this study was applied in terms of purpose and in terms of data collection, a quasi-experimental design wi More
Purpose: The purpose of this study was to investigate the effectiveness of Psychological capital of adolescents of Tehran in 2018.
Methodology: The method used in this study was applied in terms of purpose and in terms of data collection, a quasi-experimental design with pretest-posttest design with control group and random sampling. The statistical population consisted of all high school students. Using a stage random sampling method, 30 students in both experimental and control groups (15 people) and control (15 people) were considered as sample size. The experimental group received 10 sessions of 90 minutes of life skills training, and the control group did not receive any treatment. In order to collect information, Psychological capital Luthanz inventory (2007) were used. To assess the reliability of the questionnaire, Cronbach's alpha coefficient was used and the coefficient for each questionnaire was higher than 0.7. Content validity was also used to assess the validity of the questionnaire, which was approved by the relevant experts. Data analysis was performed using SPSS software in two sections: descriptive and inferential (covariance analysis).
Findings: The results of the research hypothesis test showed that life skills training, 19.7% in self-efficacy, 23.2% in hope explanation and 17.1% in explaining the resilience of the experimental group played a role. But in the optimism of the experimental group, it was not effective (P = 0.904).
Conclusion: The overall results indicated that life skills training on psychological capital of adolescents was effective.
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Self-efficacy and academic optimism are one of the important topics during education and they also lead to academic success. On the other hand, teaching life skills in a group way can facilitate academic progress. Management of life skills can lead to academic success a More
Self-efficacy and academic optimism are one of the important topics during education and they also lead to academic success. On the other hand, teaching life skills in a group way can facilitate academic progress. Management of life skills can lead to academic success and growth of students.Therefore, the main purpose of the present study was to investigate the effectiveness of group-based life skills training on the self-efficacy and academic optimism of the 11th grade students of the second period of high school for boys in Ilam city. The current study was a semi-experimental one, in which 30 students were selected from the second grade male students using random sampling method. Research tools included self-efficacy and academic optimism questionnaires. Data analysis was done by multivariate covariance analysis using SPSS-22 software. Teaching life skills in a group manner had a favorable and positive effect on increasing academic self-efficacy (0.550) and academic optimism (0.405) in the eleventh grade students of the second period of high school in boys' schools in Ilam city. Based on the findings, it can be concluded that teaching life skills in a group manner increases students' self-efficacy scores and academic optimism, so planners and supervisors of high school education should pay attention to teaching life skills.Based on the findings, it can be concluded that teaching life skills in a group manner increases students' self-efficacy scores and academic optimism, so planners and supervisors of high school education should pay attention to teaching life skills.Based on the findings, it can be concluded that teaching life skills in a group manner increases students' self-efficacy scores and academic optimism, so planners and supervisors of high school education should pay attention to teaching life skills.
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Abstract The interactive effectiveness between Spiritual Intelligence (SQ) and life skills training (LST) on improving attitudes of university students to life skills were carried out in a randomized block designs study. At first, 166 male & female university More
Abstract The interactive effectiveness between Spiritual Intelligence (SQ) and life skills training (LST) on improving attitudes of university students to life skills were carried out in a randomized block designs study. At first, 166 male & female university students were randomly selected out of 11370 students at Islamic Azad University in Borujerd. Then attitude to life skills questionnaire (Ahadi, 1386), and Spiritual Intelligence questionnaire (Naseri, 1386) were filled out by the subjects. On the basis of the results of the Spiritual Intelligence questionnaire (higher or lower than the mean), the subjects were divided into four groups. There were two experimental groups, one with a higher score on SQ and the other with a lower score on SQ and two control groups under the same situation. The experimental groups in two separate classes of students with higher and lower score on SQ took part in 16 sessions of 3 hours of the LST, in a time span of 8 weeks. At the end of the course, subjects filled out the attitude to life skills questionnaire as the post test. Finally, after four months in order to figure out the stability or possible changes in the results, once more, in a follow- up study, the attitude to life skills questionnaire was administered. The results of statistical test of Independent-Samples t-test indicated that LST have a significant effect on improving attitudes of university students to life skills, though in an interaction with SQ, the two aforementioned factors have no significant effect on those.
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The purpose of this study was to investigate the effectiveness of life skills training on self-regulation and self-efficacy of Tehran students in 1397. The method used in this study was applied in terms of purpose and in terms of data collection, a quasi-experimental de More
The purpose of this study was to investigate the effectiveness of life skills training on self-regulation and self-efficacy of Tehran students in 1397. The method used in this study was applied in terms of purpose and in terms of data collection, a quasi-experimental design with pretest-posttest design with control group and random sampling. The statistical population consisted of all fmale secondary school students who were randomly selected. A sample of 24 students in two experimental groups (12 people) and control (12 people) were considered as the sample size. The experimental group received 8 life skills training sessions, and the control group did not receive any treatment.. In order to collect information, two self-regulation questionnaires (Pintrich et al., 1991) and self-efficacy questionnaire (Shirer et al., 1982) were used. To assess the reliability of the questionnaire, Cronbach's alpha coefficient was used and the coefficient for each questionnaire was higher than 0.7. Content validity was also used to assess the validity of the questionnaire, which was approved by the relevant experts. Data analysis was performed using SPSS software in two sections: descriptive and inferential (covariance analysis). Findings showed that life skills training increased self-regulation of students, Based on the results of the findings, life skills training increased self-efficacy among students. Therefore, it seems that life skills training can promote self-regulation of students and provide effective techniques to increase self-efficacy.
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