Increasing Mental Health of University Students through Life Skills Training (LST)

Savoji, Azar Pakdaman; Ganji, Kamran

doi:10.1016/j.sbspro.2013.06.739

Cited by 30 publications

(27 citation statements)

References 12 publications

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“…A preocupação com o desenvolvimento de competências transversais e específicas ao longo do percurso académico tem-se tornado, por isso, uma preocupação crescente, quer nacional quer internacionalmente (Savoji & Ganji, 2013;Selemat, Ismail, Ahmad, Hussin, Seliman, 2013;Shek, 2013). Vários têm sido os autores que têm realçado a importância dos currículos de cursos superiores integrarem o desenvolvimento de competências pessoais e interpessoais que, tornando-se ferramentas úteis para os estudantes, aumentem o sucesso académico e profissional, prevenindo também o desajustamento psicoemocional e por consequência riscos associados à saúde.…”

Section: Enfermagem Formação Identidade E Representaçõesunclassified

Formação Em Enfermagem E Identidade Profissional: Traços Sociais, Académicos, Perceções E Atributos Ligados À Profissão

Pimentel

Afonso

Monteiro

2020

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Questiona-se em que medida a formação em enfermagem poderá contribuir para a renovação das representações e da identidade profissional. Objetivo: identificar uma tipologia de estudantes de enfermagem de acordo com os seus traços sociais, académicos, perceções e atributos ligados à profissão. Metodologia: Aplicou-se um questionário a 224 estudantes de enfermagem, a totalidade dos alunos do 1º ano (176) e do 4º ano (48), sendo excluídos os restantes. Foi aplicada a Resilence Scale (RS) Wagnilg e Young (1993), validada para a população portuguesa por Ferreira de Carvalho e Pereira (2012) e a Escala de Satisfação com o Suporte Social (ESSS) (Pais Ribeiro, 1999). Com base nas dimensões desta última escala, procedeu-se à análise de clusters através do método de Ward. Foram também realizados testes estatísticos para comparar os grupos em diferentes indicadores. Resultados: Da análise de clusters realizada, obteve-se uma solução de agrupamento de 3 grupos: " devotos blindados socialmente", "devotos com menos suporte social" e "os que querem mudar". Conclusão: As atitudes e afinidade em relação à enfermagem como profissão é produzida pela articulação das trajetórias individuais, sendo que o suporte social é um elemento diferenciador neste âmbito, tendo influência na sua resiliência e perceções. Ao invés, a formação em enfermagem não se revelou decisiva na afirmação da identidade profissional.

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Section: Enfermagem Formação Identidade E Representaçõesunclassified

Formação Em Enfermagem E Identidade Profissional: Traços Sociais, Académicos, Perceções E Atributos Ligados À Profissão

Pimentel

Afonso

Monteiro

2020

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“…‫احلياتية‬ ‫املهارات‬ ‫لبع�س‬ ‫اجلامعي‬ ‫الطالب‬ ‫فمعرفة‬ (Regeher, Glancy & Pitts, 2013( ‫الطالب‬ ‫حياة‬ ‫يف‬ ‫أ�سا�سية‬ ‫ا‬ ‫�سرورة‬ ‫ميثل‬ ‫يواجهها؛‬ ‫التي‬ ‫ال�سغوط‬ ‫مع‬ ‫التوافق‬ ‫على‬ ‫ت�ساعده‬ ‫التي‬ ‫ال�سخ�سي‬ ‫النمو‬ ‫أي�سا‬ ‫وا‬ ‫النف�سية‬ ‫�سحته‬ ‫توافق‬ ‫على‬ ‫إيجابي‬ ‫ا‬ ‫أثري‬ ‫تا‬ ‫من‬ ‫احلياة‬ ‫ملهارات‬ ‫ملا‬ ‫اجلامعي؛‬ ‫عامة.‬ ‫ب�سفة‬ ‫حياته‬ ‫نوعية‬ ‫ومتيز‬ ‫احلياة‬ ‫يف‬ ‫والنجاح‬ ‫له،‬ ‫أكادميي‬ ‫ال‬ ‫النجاح‬ ‫و‬ ‫والجتماعي‬ (Bostani, Nadr & Nasab, 2014;Fallahchai, 2012;Savoji & Ganji, 2013) ‫جمموعة‬ 20 ‫�سابطة،‬ ‫جمموعة‬ 20( ً ‫جامعيا‬ ً ‫طالبا‬ 40 ‫على‬ ‫طبقت‬ ‫جتريبية‬ ‫درا�سة‬ ‫بينت‬ ‫فقد‬ ‫وارتفاع‬ ‫اجلامعي،‬ ‫للطالب‬ ‫النف�سية‬ ‫ال�سحة‬ ‫على‬ ‫احلياة‬ ‫ملهارات‬ ‫الدال‬ ‫إيجابي‬ ‫ال‬ ‫أثر‬ ‫ال‬ ‫جتريبية)‬…”

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“…(Esmaelinasab, et.al., 2011) (Vatankhah, et.al. 2013 ‫للمتعلمني‬ (Savoji & Ganji, 2013) . (Savoji & Ganji, 2013 ‫خلريجي‬ ‫عديدة‬ ‫مهارية‬ ‫متطلبات‬ ،21 ‫القرن‬ ‫يف‬ ‫العوملة‬ ‫و‬ ‫الدولية‬ ‫القوى‬ ‫فر�ست‬ ‫كما‬ ‫يواجهونها‬ ‫قد‬ ‫التي‬ ‫املتعددة‬ ‫املهنية‬ ‫التحديات‬ ‫مواجهة‬ ‫يف‬ ‫لنجاحهم‬ ‫أ�سا�سي‬ ‫ا‬ ‫ك�سرط‬ ‫اجلامعة،‬ ‫املعريف‬ ‫القت�ساد‬ ‫متطلبات‬ ‫على‬ ‫تركز‬ ‫التحديات‬ ‫هذه‬ .…”

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“…2013 ‫للمتعلمني‬ (Savoji & Ganji, 2013) . (Savoji & Ganji, 2013 ‫خلريجي‬ ‫عديدة‬ ‫مهارية‬ ‫متطلبات‬ ،21 ‫القرن‬ ‫يف‬ ‫العوملة‬ ‫و‬ ‫الدولية‬ ‫القوى‬ ‫فر�ست‬ ‫كما‬ ‫يواجهونها‬ ‫قد‬ ‫التي‬ ‫املتعددة‬ ‫املهنية‬ ‫التحديات‬ ‫مواجهة‬ ‫يف‬ ‫لنجاحهم‬ ‫أ�سا�سي‬ ‫ا‬ ‫ك�سرط‬ ‫اجلامعة،‬ ‫املعريف‬ ‫القت�ساد‬ ‫متطلبات‬ ‫على‬ ‫تركز‬ ‫التحديات‬ ‫هذه‬ . (Malik, et.al., 2012) (Neill, Marsh, & Richards, 2003) ‫وطموحاته.‬ ‫أهدافه‬ ‫ا‬ ‫حتقيق‬ ‫يف‬ ‫وكفاءتها‬ ‫احلياة،‬ ‫يف‬ ‫عينة‬ ‫عليها‬ ‫حت�سل‬ ‫التي‬ ‫الدرجات‬ ‫جمموع‬ ‫إىل‬ ‫ا‬ ‫في�سري‬ ‫احلياة‬ ‫ملهارات‬ ‫إجرائي‬ ‫ال‬ ‫التعريف‬ ‫أما‬ ‫ا‬ ‫الدرا�سة.‬ ‫يف‬ ‫امل�ستخدم‬ ‫باملقيا�س‬ ‫املحددة‬ ‫احلياة‬ ‫مهارات‬ ‫ؤ�سرات‬ ‫مو‬ ‫يف‬ ‫البحث‬ ‫وامل�ستخدمة‬ ‫احلياة‬ ‫مهارات‬ ‫أبعاد‬ ‫ا‬ ‫أن‬ ‫ا‬ (Neill, Marsh, & Richards, 2003) (Vatankhah, et.al.…”

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“…(Malik, et.al., 2012) (Neill, Marsh, & Richards, 2003) ‫وطموحاته.‬ ‫أهدافه‬ ‫ا‬ ‫حتقيق‬ ‫يف‬ ‫وكفاءتها‬ ‫احلياة،‬ ‫يف‬ ‫عينة‬ ‫عليها‬ ‫حت�سل‬ ‫التي‬ ‫الدرجات‬ ‫جمموع‬ ‫إىل‬ ‫ا‬ ‫في�سري‬ ‫احلياة‬ ‫ملهارات‬ ‫إجرائي‬ ‫ال‬ ‫التعريف‬ ‫أما‬ ‫ا‬ ‫الدرا�سة.‬ ‫يف‬ ‫امل�ستخدم‬ ‫باملقيا�س‬ ‫املحددة‬ ‫احلياة‬ ‫مهارات‬ ‫ؤ�سرات‬ ‫مو‬ ‫يف‬ ‫البحث‬ ‫وامل�ستخدمة‬ ‫احلياة‬ ‫مهارات‬ ‫أبعاد‬ ‫ا‬ ‫أن‬ ‫ا‬ (Neill, Marsh, & Richards, 2003) (Vatankhah, et.al. 2013;Gharmaleki & Rajabi, 2010) ‫النف�سية‬ ‫ال�سحة‬ ‫أو‬ ‫ا‬ ‫احلياة‬ ‫كنوعية‬ ‫أخرى‬ ‫ا‬ ‫متغريات‬ ‫على‬ ‫وفعالية‬ ‫أثريا‬ ‫تا‬ ‫أكرث‬ ‫ا‬ ‫تكون‬ ‫قد‬ ‫أخرى‬ ‫ا‬ ‫�سبق،‬ ‫مما‬ ‫وا�ستخال�سا‬ (Gharamaleki & Rajabi, 2010) (Savoji & Ganji, 2013) …”

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The Differences in Quality of life and Academic Achievement Regarding Level of Life Skills among University Students in the Kingdom of Bahrain

A.Al-Sheerawi¹

2015

JEPS

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The study aimed at identifying the differences in quality of life and academic achievement depending on level of life skills among university students in the Kingdom of Bahrain.The study sample consisted of (152) university students (66 males, and 86 females) aged between 17-26 years, with an average of 20.67.The comparative explorative method was used. For data collection, the study used the following tools: Life skills measure, and Quality of Life measure.• Life skills Scale was developed by Neill, Marsh, & Richards, (2008, and translated, and standardized by the researcher.• Quality of Life Scale (The Arabic version) was developed by Abdel Alkhalek, (2003). It consisted of four dimensions: the physical sphere, the psychological sphere, the social sphere & the environmental sphere. The following results were achieved: • There were significant differences between higher level of Life skills group and Lower level group in Quality of life (total score), in favor of higher level of life-skills group; regarding the following dimensions: (Time Management, Social Competence, Achievement Motivation Intellectual Flexibility, Emotional Control, & Self -confidence).• There were significant differences between high achievement students and low achievement students in Time Management and Motivation in favor of high achievers. • There were significant differences between female and male students in life-skills levels regarding Time Management, Social Competence, Motivation Achievement, SelfConfidence and Total Score • With regard to the effect of interaction between gender and Life-Skills levels on Total Score of Quality of Life, there was no significant positive effect. However, significant effects were found (independently) for both of gender and Life-Skills levels on Total Score of Quality of Life.• As to the effect of interaction between Academic Achievement and Life-Skills levels on Total Score of Quality of Life, there no significant positive effects. However, significant effects were observed (independently) for both Academic Achievement and Life-Skills levels on the total Score of Quality of Life.In light of those findings, some recommendations regarding life skills and quality of life awareness were given.Keywords: life-skills, quality of life, academic achievement. ‫املجلد‬ 18‫ال�صرياوي‬ ‫أماين‬ ‫ا‬ ‫د.‬ ‫احلياة‬ ‫مهارات‬ ‫مل�صتوى‬ ً ‫تبعا‬ ‫أكادميي‬ ‫ال‬ ‫والتح�صيل‬ ‫احلياة‬ ‫نوعية‬ ‫يف‬ ‫الفروق‬

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Life skills training: Can it increases self esteem and reduces student anxiety?

Winarsunu¹,

Azizaha²,

Fasikha³

et al. 2023

Heliyon

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Increasing Mental Health of University Students through Life Skills Training (LST)

Cited by 30 publications

References 12 publications

Formação Em Enfermagem E Identidade Profissional: Traços Sociais, Académicos, Perceções E Atributos Ligados À Profissão

Formação Em Enfermagem E Identidade Profissional: Traços Sociais, Académicos, Perceções E Atributos Ligados À Profissão

The Differences in Quality of life and Academic Achievement Regarding Level of Life Skills among University Students in the Kingdom of Bahrain

Life skills training: Can it increases self esteem and reduces student anxiety?

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