The Effectiveness of Life Skills Training on Academic Self-Efficacy of Gifted Female Students

The aim of this study was to investigate the effectiveness of life skills training on academic self-efficacy of gifted girls. The research method was applied objectively and was methodologically part of a quasi-experimental design with pre-test-post-test and follow-up with the control group. The statistical population of the study was the female students of gifted schools in Tehran (second year of high school) in the academic year 2019-2020. (ASEBQ) filled. Among them, 32 low-scoring female students were selected as the sample group and randomly divided into two groups of 16 experimental and control groups. The experimental group received 12 sessions of 70 minutes of training on stress management and coping with anxiety and depression. A posttest was conducted after all training sessions, and follow-up sessions were conducted after one and a half months for both the experimental and control groups. A mixed analysis of variance was performed to test efficacy. Data analysis was performed using SPSS-25 software, and results indicate that life skills training significantly affected all components of academic self-efficacy, i.e., ability to complete homework in class (0.003), ability to complete homework outside of class (0.001), interaction with others in the school environment (0.048), and general management (0.022). Life skills training were effective in improving gifted students’ academic self-efficacy.