جستجوی مقالات مرتبط با کلیدواژه « آموزش مهارت های زندگی » در نشریات گروه « علوم تربیتی »

Hearing is one of the most important senses for learning, acquiring language skills and interacting with others. Deaf children make more mistakes in identifying emotions than their hearing peers and face challenges in cognitive emotion regulation skills. The current research was conducted with the aim of comparing the effectiveness of life skills training, physical training and combined training of life skills and physical training with cognitive regulation of emotion for deaf female students in Zahedan.

This research was an applied research in terms of its purpose. The statistical population included all deaf female students aged 15 to 18 in secondary school. A random sample of 52 people was selected according to the entry and exit criteria. They were randomly divided into four groups. In order to collect information, the cognitive regulation questionnaire of Garnevsky and Kraij 2006 was used. Interventional programs of experiment 1, life skills training, experimental group 2, bodybuilding exercises and experimental group 3, the combination of life skills training and bodybuilding exercises by a senior researcher. The control group did not receive any intervention. After completing the training for the groups, a post-test and a follow-up test were conducted after a period of four months.

Data analysis was performed using the analysis of variance test with repeated measurements, and the LSD post-test was used to compare the groups. According to the results of the data, the interventions of independent variables were effective on the dependent variable of cognitive regulation of emotion.

Hearing is one of the most important senses for learning, acquiring language skills and interacting with others, and in today's society there is a lot of emphasis on attractiveness and physical fitness. The present study was conducted with the aim of comparing the effectiveness of life skills training, physical training and combined training of life skills and physical training on sensitivity to rejection based on the appearance of deaf female students in Zahedan.

This research was an applied research in terms of its purpose. The statistical population included all deaf female students between the ages of 15 and 18 years old. A random sample of 52 people was selected according to the entry and exit criteria. They were randomly divided into four groups. In order to collect information, the questionnaire of multidimensional self-relationships of Kash and Janda, 1986, was used. Intervention programs were implemented on two groups, the control group did not receive any intervention. After the completion of the training, a post-test was conducted for the hops group and a follow-up test was conducted after a period of 4 months.

Data analysis was done using analysis of variance with repeated measurements and LSD post hoc test was used to compare between groups. According to the results of the data, the interventions of independent variables were effective on the dependent variable of sensitivity to rejection based on appearance.

The purpose of this research was to provide a model for Islamic life based on teaching life skills to elementary students based on the 4H model and the vision of Hazrat Zahra (PBUH) in the Iranian sample. This research was in terms of developmental practical goals, and in terms of data, it was a mixed type of sequential transformation (qualitative and quantitative), and in terms of the type of study and the nature of the research, it was a systematic review in the qualitative dimension, and a cross-sectional survey in terms of the quantitative dimension. The statistical population of the research was all the primary teachers working in the primary schools of Rafsanjan city (1457 people) in the academic year of 2019-2019. To determine the sample size in the qualitative dimension, purposive sampling and Delphi technique were used, and in the quantitative dimension, Cochran sampling was used. The minimum required sample size was estimated to be 304 using Cochran's formula. The measuring instrument was a researcher-made life skills questionnaire with 91 questions. Validation of the questionnaires showed that they have acceptable convergent and divergent validity. Qualitative data were analyzed using open and axial coding to finally develop a life skills training model and in the quantitative stage of exploratory and confirmatory factor analysis to complete this model and integrate it with skill components. Life was used from the perspective of Hazrat Zahra (PBUH) and the research model with 47 components of life skills including communication skills, marketable skills, self-responsibility, work ethics, management, healthy life skills, critical thinking, cooperation, decision-making, creative thinking, selfawareness. , setting goals, solving problems, paying attention to others, self-esteem, knowing faith, teaching the Quran, knowing God, sincerity, having trust, humility before God, praying, doing one's duties, reciting the Holy Quran, worshiping, repenting, making supplications. , recognizing the mutual rights of spouses, insight, thinking and thinking, learning science, consulting with others, dealing with the love of the world, patience, cheerfulness, temper tantrums, chastity, empathy and benevolence, simplicity, contentment, health and Good nutrition, peace of mind, enjoining good and forbidding evil, jihad, help and support were provided.

The purpose of this study was to investigate the effectiveness of Psychological capital of adolescents of Tehran in 2018.

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).  

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).

The overall results indicated that life skills training on psychological capital of adolescents was effective.

The purpose of this study was to examine effectiveness of life skills training on self-esteem and parent-child conflict among first secondary school girls in Tehran. The statistical population of this study includes all female high school students (7th and 8th grade) in Tehran's 7th and 3rd districts, who were studying in the academic year 2015-16. After the implementation of Cooper Smith Self-Esteem Inventory(1954) and Parent-Adolescent Conflict Inventory (CBQ)(Short Version) (1979) 30 qualified individuals were selected and randomly assigned to the experimental or control group. The treatment group received 8 sessions of life skills training, while the control group received no training. The data were analyzed using one-way ANOVA. The results showed that life skills training lead to increased self-esteem and reduced parent- adolescent conflict. It can be concluded that promoting life skills during adolescence can be effective in promoting girls' self-esteem and reducing their parent- adolescent conflict

The present article aims at examining the effect of teaching life skills on self-esteem and psychological distress of addicted women, with emphasis on Nahj al-Balagha concepts. This research design was of pre-test/post-test type with a control group. The statistical society was composed of all addicted women referring to Addiction Treatment Centers of Rudsar city on 2016. Among them, 24 women who achieved the lowest score in self-esteem and highest score in psychological distress were selected through random selection and assigned into experiment group (12 subjects) and control group (12 subjects). Then, teaching life skills with an emphasis on Nahj al-Balagha concepts were gathered and taught during ten sessions (90 minute each) for the experiment group, whereas the control didn’t receive any teaching. At the end, both groups responded the related questionnaires. The result of covariance analysis showed that there is a meaningful positive relationship between teaching concepts of Nahj al-Balagha and self-esteem (p<0/005), and a meaningful negative relationship between teaching concepts of Nahj al-Balagha and psychological distress (p<0/005). Therefore, teaching life skills with an emphasis on Nahj al-Balagha concepts had a significant role in increasing self-esteem and decreasing psychological distress in addicted women

life skills training program is an effective way to improve the personality and mental health of adolescents. In the other hand, Interpersonal problems are among the most important factors of affecting personality development and psychological disorders in adolescents, therefore, the research aimed to focus on the effect of life skills training program on the adolescent's Interpersonal problems in Bojnourd high school students.
The research was performed by employing pretest and posttest experimental design. 48 high school students were selected through random multi cluster sampling method. Then they randomly assigned to control and experiment group. The experimental groupreceived10 sessions ‘life skills training. Both groups completed the short form of cognitive emotion regulation questionnaire (Garnfsky, Kraaij and Aspinhavn, 1390) before and after the intervention. The data was analyzed by Analysis of Covariance (Ancova).
Finding: finding reveals that life skills training program affected the student’s interpersonal problems (F=2.60, p=0/03). Also there was a significant difference between the mean score of Hard to be sociable, difficulty in assertiveness, high aggression, large aperture, the problem of supporting cast, the problem of intimacy, sacrifice a lot, and excessive, in experimental and control group. Consequently finding display that life skills training had significant impact on student's interpersonal problems.
interventions based on life skills training is the fundamental core of interpersonal problems because it can improve self-esteem, decision making skills, assertiveness and self-concept of adolescents and let them improve their psychological and emotional capabilities through designing effective intervention programs.

The aim of this study was to investigate the effect of life-skills training on social anxiety symptoms and stress coping methods in teens with social anxiety that are supported by welfare department. The research method was semi-empirical with two group''s pretest-posttest design. The subjects of this study were socially anxious teens in families supported by welfare organization in Darreh shahr town. So، after first administration of Social Phobia Inventory (SPIN)، 30 persons with highest scores were selected and randomly assigned in to an experimental group (15 persons) and a control group (15 persons). The experimental group received “life-skills” training through thirteen two hour sessions twice a week. During this period no intervention was given to the control group. The instrument for this study، social phobia inventory Conver and etal (2000) (SPIN) and parker & ender questionnaire of coping with stress (1991) were administered at the pretest and post-test stage to all participations. The result of multiple covariance analysis indicated that “life-skills” training significantly decreased the amount of social anxiety، emotion-based coping and evasion-based coping and so significant increase in the scores of problem-based coping in the experimental group as compared the control group (p=0. 0001). The result of the study revealed that “life-skills” training could be used as a useful intervention for teens in families that are supported by welfare organization.

The present study aims to contently analyze the «Life Skills» textbook of the 5th grade of primary schools، based on the principles of curriculum contents selection. It، also، provides corrective strategies expressed by the curriculum planning experts. The descriptive method is employed and the data have been gathered by means of a researcher-made questionnaire which includes 30 closed- answer questions and 3 opened-answer questions. The questioner along with the book has been given to the curriculum planning experts، who have been chosen based on the random access sampling method. What being shown from the findings is that curriculum planning experts believe that the principles of importance، validity، profitability، learning ability، students'' eagerness and attention to the structure of knowledge are highly considered in selecting the contents of the very book; while، principle of flexibility has، to some extent، been observed. Inductively analyzing the data by means of one-sample t-test indicates that curriculum planning experts believe that observing the principles of importance، validity، profitability، students'' eagerness and attention to the structure of knowledge and learning ability are statically meaningful; however، the same cannot be said for the principle of flexibility. once analyzing the opened-answer questions، curriculum planning experts came to these conclusion that: a) nine subjects should be added to the contents of the book، the most important of which is proper relationship. b) Three subjects should be omitted، mainly the subjects about sorrow، sadness and anger. C) Seven other subjects should be more emphasized on، among which problem solving has had the highest frequency.

The aim of the current study was to study the effect of teaching life skills training during pregnancy on pregnant mother's mental health. The present study is a semi empirical research with pre- test, post- test and control group. The statistical population included all the urban and rural pregnant women of Bostanabad. Firstly, In order to select the statistical sample, the existing files of pregnant mothers were examined in one of the urban and rural health and treatment centers and the individuals qualified to enter the study were chosen by random sampling, and then, 60 persons were randomly assigned in two groups, 30 in the experimental group and 30 in the control group, randomly. Life skills have been thought during 20 sessions (90 min for each session) to the experimental group. The information about research variables were obtained by General Health Questionnaire (GHQ-28) in two steps of pre and post-test. The data analysis was done by ANOVA. The results showed that teaching life skill was effective in increasing the general health of pregnant mothers of the experiment group. Also, the results showed that teaching life skills had an effect on pregnant mothers’ anxiety and insomnia, depression, physical dimension and social function. In general, the present research results showed that teaching life skills during pregnancy was effective on pregnant mothers’ mental health.

The main goal of this study is the effect of life skill training on mental health and self-esteem of female students in the fifth grade of primary school. The Design of the study was quasi -experimental design with pretest - post test control group. The research population included all fifth grade female students of primary school in Roshtkhar during academic year of 2009-2010.   The 60 students were randomly selected and divided into experimental and control groups (each group 30). Research instruments included the Mental Health Koldberg test, Cooper-Smith Self-Esteem and practical guide to teaching life skills. Analysis of Covariance and independent Sample t Test indicated that teaching life skills to the students improves their mental health and self-esteem. Also, teaching life skills affects the physical symptoms of anxiety and insomnia but has no significant effect on productivity and depression. The effect of teaching general life skills on self-esteem, social self-esteem, and academic self-esteem has been proved significant. That was not significant for family self-esteem.