Developing Life Skills Scale for High School Students Through Mixed Methods Research

Erawan, Prawit

doi:10.1037/e567102014-001

Cited by 17 publications

(33 citation statements)

References 11 publications

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“…Overall training was very efective as subjects improved in the post condition on all measures except one, thus showing that Life skill training do show positive results in bringing change in adolescent's attitude, thought and behavior by providing supportive environment to them. Erawan (2010) states that there as a correlation between life skills and EQ. While Niaraki & Rahimi (2013) stated that there was a significant difference between pre and post condition on all the dimensions of self-esteem, so that life skill training was effective in increasing self-esteem.…”

Section: Resultsmentioning

confidence: 99%

Education Model Based on Life Skill (a Meta-Synthesis)

Bancin¹,

Ambarita²

2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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The problems that will be examined in this study are (1) How the concept of education based on life skills (2) How education management based on life skills (3) How the education management model based on life skills.This research was carried out in the form of meta-synthesis, also referred to as systematic review, a research to identify, evaluate and interpret the result of similiar studies to answer research questions, spesific topics or phenomena that are concern. Form such data will be identified, analyzed and interpreted to produce conclusion. In this study the author will be conduct a meta synthesis (identifying, evaluating and interpreting) 13 research journals based on life skills education, so that the authors get new concepts or deep new insights about Life Skills-Based Education Models. The author will conclude a lot of information from 13 journals that may conflict with each other or support each other which then can increase the streght of the authors analysis., overcome uncertainties and also be able to answer questions about the life skills education model proposed in previous studies. The education model based on life skills through training can make positive decisions in the face of everyday.

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Section: Resultsmentioning

confidence: 99%

Education Model Based on Life Skill (a Meta-Synthesis)

Bancin¹,

Ambarita²

2019

Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

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“…Las mayores aproximaciones están únicamente en: el instrumento de Erawan (2010), que aborda las mismas habilidades, pero está dirigido a estudiantes de secundaria que viven en Tailandia; el instrumento de Kobayashi et al (2013), dirigido a niños asiáticos de 4º, 5º y 6º (es decir, de 8-9 a 11-12 años aprox. ), pero que incluye un conjunto distinto de habilidades; el LSQ-P que es acorde con el enfoque de la WHO, va dirigido a padres y retoma solo 7 de las 10 habilidades.…”

Section: Discussionunclassified

Habilidades para la vida en jóvenes que han sido víctimas del conflicto armado en Colombia

Isaza¹,

Posada

2021

rev.colomb.cienc.soc

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El enfoque de Habilidades para la Vida (Hpv) es una iniciativa de la Organización Mundial de la Salud (who, 1993) surgido de la integración de varias teorías que explican el desarrollo humano y social. Este estudio transversal tuvo como objetivo describir el desempeño autoreportado de las habilidades para la vida en jóvenes víctimas del conflicto armado interno en Colombia. Participaron 35 jóvenes de 18 a 25 años (m = 21.91, dt = 0.48) de los cuales el 67.5 % eran mujeres. Los participantes han sido víctimas del conflicto armado interno en Colombia, residían en varios municipios del país y estaban vinculados a un programa de fortalecimiento emocional. Se realizaron análisis descriptivos y se evalúo el desempeño autoreportado con base en la media de respuesta por factor de la escala de habilidades para la vida. Los resultados evidenciaron un nivel más alto de desarrollo autoreportado en las habilidades de comunicación asertiva, y manejo de tensiones y estrés. En contraste, se observaron niveles bajos de competencia en las habilidades de solución de problemas y conflictos, empatía, y manejo de sentimientos y emociones. Se discute la necesidad de desarrollar investigaciones y programas de intervención en habilidades para la vida en personas que han sufrido las consecuencias negativas del conflicto armado.

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“…The inclusion of such a LS program in all universities as a mandatory or elective course has been advocated by a number of researchers in different countries (Botvin et al, 2001;Erawan, 2010;O'Hearn and Gatz, 1999;Papacharisis et al, 2005;Savoji and Ganji, 2013). This is even more important in the context of Lebanon given the dire social and economic situation, to help set students on a path to succeed in achieving a better quality of life and well-being (Haji et al, 2011).…”

Section: Implications For Practice and Policymentioning

confidence: 99%

The first life skills intervention to enhance well-being amongst university students in the Arab world: ‘Khotwa’ pilot study

Maddah

Saab²,

Safadi³

et al. 2021

Health Psychology Open

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Although Life Skills programs showed to improve the psychological and physical wellbeing of individuals, little attention has been paid, worldwide and in the Arab countries in specific to implementing life skills intervention for university students. In this study, we tested the effectiveness of a life skills based health promotion intervention KHOTWA (STEP) in enhancing the wellbeing of university students in Lebanon, a country that faces economic and political instability. This is a quasi-experimental study, with pre and post-test, intervention-control design. Each group was formed of 78 participants studying in a private university in Lebanon. Mixed design was used to address the process and outcomes objectives of the intervention. The program was carried online due to COVID-19 pandemic. Significant differences were observed between the intervention and the control groups for life skills, dietary habits and mental health scores at the 3-month follow-up. For the intervention group, a significant increase was observed in the mean score of each of the following Life Skills subscales: self-care ( p = 0.001), work and study ( p = 0.013), career and education planning ( p = 0.011) and looking forward/goal settings ( p < 0.001). Students also achieved a healthier eating habit compared to those in the control group by decreasing their consumption of processed food. There was no significant effect in terms of body mass index ( p = 0.827). Also, there was a significant change in the mental health status ( p = 0.012) only in the intervention group as its mean score decreased after 3 months of the intervention implementation. This intervention enhances the mental health and promotes healthy habits leading consequently to a better quality of life and more productivity amongst university students. Therefore, such interventions should be replicated in other similar context to improve university students’ well-being.

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Developing Life Skills Scale for High School Students Through Mixed Methods Research

Cited by 17 publications

References 11 publications

Education Model Based on Life Skill (a Meta-Synthesis)

Education Model Based on Life Skill (a Meta-Synthesis)

Habilidades para la vida en jóvenes que han sido víctimas del conflicto armado en Colombia

The first life skills intervention to enhance well-being amongst university students in the Arab world: ‘Khotwa’ pilot study

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