Kamran Sheivandi Chaliche; Fazllolah Hasanvand; Zahra Ghalami; Zahra Nafar
Abstract
Purpose: The present study was conducted with the aim of investigating the effectiveness of life skills training (problem solving and decision making) on interpersonal intelligence, love of learning and self-control of male students.
Methodology: In terms of practical purpose, this research was semi-experimental ...
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Purpose: The present study was conducted with the aim of investigating the effectiveness of life skills training (problem solving and decision making) on interpersonal intelligence, love of learning and self-control of male students.
Methodology: In terms of practical purpose, this research was semi-experimental based on a pre-test-post-test design with a control group. The statistical population included all the male students of the sixth grade in the city of Hasan Abad from Shahrari in the academic year of 2019-20. The sample was selected by multi-stage random sampling. The statistical sample was 50 students who were replaced in two experimental groups and control group (25 people in each group). In order to collect data, interpersonal intelligence questionnaire (Chislet and Chapman, 2005), love of learning questionnaire (McFarlane, 2003) and self-control questionnaire (Tanjani, 2004) were used. People in the experimental group were taught life skills (problem solving and decision-making) for ten sessions for one hour, and the group did not receive a training certificate. In order to analyze the data, multivariate covariance analysis was used in SPSS-24 software.
Findings: Findings show that teaching life skills (problem solving and decision-making) in sixth grade students increased interpersonal intelligence, love of learning and self-control (p<0.05).
Conclusion: The results indicated that problem-solving and decision-making training can be an important way to create positive academic outcomes and positive psychological conditions in the school environment, and teachers and psychologists can use these trainings as One of the ways to prepare students to live in today's turbulent world.
Faezeh Azizi Farsani; Zohreh Saadatmand; Mohammad Ali Nadi
Abstract
Purpose: Man is a social being and because of this characteristic, he is bound to learn life skills. Life skills are abilities that are developed with continuous practice and prepare a person to face daily life issues, increase mental, social and health abilities. The World Health Organization has defined ...
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Purpose: Man is a social being and because of this characteristic, he is bound to learn life skills. Life skills are abilities that are developed with continuous practice and prepare a person to face daily life issues, increase mental, social and health abilities. The World Health Organization has defined life skills as the ability to perform adaptive and positive behavior in such a way that a person can cope with the challenges and necessities of his daily life. Life skills are the kind of cognitive, emotional and practical abilities that are needed for success and happiness in everyday life. Life skills training have been receiving the attention of educational system practitioners in recent years due to the fact that it prepares people to deal with problems and create adaptive behaviors. The main purpose of this study was to provide a model of life skills curriculum in elementary school from the perspective of experts.Methodology: The current research was applied in terms of its purpose and qualitative research with thematic analysis in terms of implementation method. The statistical population included various academic experts of the country in the academic year of 2020-21, 14 people were purposefully selected and interviewed until theoretical saturation. The research tool was semi-structured interviews, whose validity was checked with content validity (4 experts including 2 sociologists, 1 psychologist and 1 educational science professor), and for reliability, coders' agreement method was used, and 3 interviews were random. They were selected and coded with another experienced colleague, and the coding agreement rate was 0.94. For data analysis, the coding method (re-oriented and selective) was used.Findings: The results showed that 39 primary themes (open coding), 9 central themes including (family oriented, economic skills, citizenship skills, promotion of moral and religion-oriented skills and in the content dimension environmental skills, critical thinking, media literacy skills and skills Physical-psychological) and 2 selected subjects (purpose and content) as a model of life skills curriculum in elementary school.Conclusion: Based on the results, it can be concluded that curriculum planners can present life skills in elementary school in the books of this course in the form of two general dimensions of goals and content.
