The effectiveness of life skills training
on self-esteem and academic self-efficacy of the students
Document Type : Research Paper
10.22059/japr.2015.55045
Abstract
The purpose of this research was to determine the effect of life skills training schedule on self-esteem and academic self-efficacy of the one - grade high school male students. Forty male students of one - grade high school from district of six in Tehran city were chosen with the multi – stage random sampling. Groups had been matched with a view to academic achievement and IQ coefficient. They were randomly divided in two groups (20 students in experimental and 20 students in control group). The experimental group received life skills training schedule at twelve meetings (every meeting about 120 minutes). Pretest and post test were an inventory including subscales like: Rosenberg self - esteem and Jings and Morgan academic self - efficacy. For the data analysis, mean, standard deviation, lower limit and upper limit of scores and analysis of covariance was used. Generally, results of analysis of covariance showed that life skills training schedule increases student self-esteem and self-efficacy, in this meaning experimental group showed higher self - esteem and academic self - efficacy in comparison with control group after training significantly (P< 0/001).
(2015). The effectiveness of life skills training
on self-esteem and academic self-efficacy of the students. Journal of Applied Psychological Research, 6(3), 61-72. doi: 10.22059/japr.2015.55045
MLA
. "The effectiveness of life skills training
on self-esteem and academic self-efficacy of the students". Journal of Applied Psychological Research, 6, 3, 2015, 61-72. doi: 10.22059/japr.2015.55045
HARVARD
(2015). 'The effectiveness of life skills training
on self-esteem and academic self-efficacy of the students', Journal of Applied Psychological Research, 6(3), pp. 61-72. doi: 10.22059/japr.2015.55045
VANCOUVER
The effectiveness of life skills training
on self-esteem and academic self-efficacy of the students. Journal of Applied Psychological Research, 2015; 6(3): 61-72. doi: 10.22059/japr.2015.55045
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