Development Of Life Skills Research Articles

Adversity Quotient: Fenomena Fatherless Involvement dan Kecerdasan Sosial Emosional Anak Usia Dini

This article is the result of research that examines the influence of fatherless involvement and social-emotional development on the adversity quotient of early childhood. The research method used is quantitative with multiple linear regression tests. This research was conducted among the people of Purwawinangun sub-district, Kuningan, West Java. The research results show that fatherlessness positively affects the adversity quotient. Social emotions positively impact the Adversity Quotient, and fatherless and Social emotional influence the Adversity Quotient. Lack of positive interaction with the father can result in children experiencing difficulties in developing life skills and social abilities, this can hurt the child's ability to survive and find solutions to every problem.

Pengalaman Self Directed Learning Mahasiswa dalam Project Based Learning

This study aims to see an overview of students' self-directed learning experiences when conducting project-based learning. This study uses a qualitative method with a phenomenological approach. Participants in this study are students who are or have participated in project-based learning. Data analysis was carried out using the Interpretative Phenomenological Analysis (IPA) method to understand students' in-depth experience in managing self-directed learning. The validity of the research is maintained through triangulation of data sources and confirmation of results to participants The research results show that students who have good self-directed learning skills can overcome various challenges in project based learning such as problems in team collaboration and time management. In addition, the self-evaluation carried out by students during the learning process helps them improve critical thinking skills, resource management and independence. Intrinsic motivation factors and external support play an important role in supporting the success of self-directed learning in project based learning. This research concludes that self-directed learning plays a significant role in increasing the effectiveness of studenjt learning in project based learning, both in terms of academic results and life skills development

Unveiling Layers of Interaction: An Investigation into the Behavioral Transformations of Preschoolers with Autism Spectrum Disorder Through Assistive Technology from a Caregiver’s Perspective

This qualitative study explores the impacts of assistive technology (AT) on preschoolers with autism spectrum disorder (ASD) from the perspective of caregivers who observe and experience these behavioral changes firsthand within the home environment. Utilizing a phenomenological research design, the study involved semi-structured interviews with 10 caregivers, including both mothers and grandmothers. The analysis revealed several key themes: enhanced communication, improved social interaction, learning and development, challenges and support needs, and the variety and everyday usefulness of AT. Caregivers reported significant advancements in both verbal and nonverbal communication, increased family and peer interactions, and the development of academic and life skills in their children. However, challenges such as technical difficulties and the need for professional support were also highlighted. The study underscores the potential of AT to significantly improve the quality of life for children with ASD while also emphasizing the importance of robust support systems to optimize AT utilization. These findings contribute to a deeper understanding of the nuanced impacts of AT on children with ASD, offering valuable insights for future research and intervention strategies. Received: 8 September 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

Resilience Training for High School Student-Athletes: A Pilot of the Life and Leadership Through Sport Series

High school student-athletes are reporting unprecedented needs regarding their mental health and development of life and leadership skills. With stressors and pressures surmounting, there is an evident need for school-based interventions to prevent mental health concerns and teach student-athletes how to “bounce back” in the face of adversity. This article details the development, implementation, and evaluation of the Life and Leadership Through Sport Series, a six-session resilience skills training piloted in Tier I and Tier II formats. The aims of the study were to explore student-athlete and coach perceptions of the intervention and to examine whether student-athlete perceptions of the learning differed based on the delivery format. In total, 415 student-athletes and 26 coaches participated in the Tier I intervention, and 16 student-athletes participated in the Tier II intervention. Using a post-training evaluation measure, descriptive statistics indicated student-athletes participating in the Tier II intervention reported more favorable perceptions of the intervention and efficacy regarding the learning outcomes compared to those participating in the Tier I intervention. Our pilot provides preliminary evidence regarding the potential for the Life and Leadership Through Sport Series to act as an evidence-based Tier II intervention for high school student-athletes participating in school-based sports.

Introducing Elementary Students to the World of Work

Career development promotes the development of key life skills, allows students to discover opportunities, connects school to work, encourages collaboration, and is instrumental in preparing students for postsecondary success. Despite this, many elementary educators struggle to seamlessly integrate career development activities into curricula. This paper will explore how to strengthen students’ foundational career skills, offer suggestions and resources on how to seamlessly integrate career development into elementary curricula, and how to celebrate and share student learning as elementary students discover their personal, career, and/or educational aspirations.

Student development of social capabilities and life skills: a mixed-methods study from Pakistan

ABSTRACT Holistic development of school-going students has gained momentum. Developing countries need to equip students with skills to thrive in the contemporary world, yet research on this topic in Pakistan is limited. This study, therefore, examines students’ non-cognitive skills (i.e., social capabilities and life skills) using a sequential mixed-methods approach. The sample was selected through multi-stage cluster sampling technique. The quantitative sample comprised students (n=263) from eight schools. The qualitative sample of students (n=16), teachers (n=8), and school leaders (n=4) was purposively selected. The results revealed that students are socially capable and possess basic life skills. However, schools do not explicitly prioritise the development of social capabilities and life skills. As a result, the holistic development of students is generally a neglected aspect in Pakistan. Moreover, educational structures and the school system strongly predict students’ non-cognitive skills. This study has implications for policy, practice, and further research.

Coach Training Participation and Athlete Life Skill Development: Findings from The US National Coach Survey

ABSTRACT Coaches are critical to the promotion of positive sport experiences, yet little research explores the relationships among coaches’ backgrounds and positive youth development (PYD). This study explores the relationships among factors such as coach preparation and coach and athlete outcomes among the 7,354 coaches involved in the US National Coach Survey. Prior participation in training focused on sport skills and tactics and PYD predicted greater perceived impact on athlete life skill development (RMSEA = .019, CFI = .998, SRMR = .005). Prior training in developing sport skills and tactics, life skills development, and mental health predicted higher satisfaction and success as a coach. Years of coaching, having been evaluated, satisfaction as a coach, prior training in life skills, and the value of life skill development were significantly and positively associated with greater perceived impact on athletes’ life skill development. Certification/licensure did not predict perceived impact (R2 = 20.1%). Implications for coaches, administrators, and coach education programs are drawn.

A transformative model for teaching and learning emotional intelligence for aspiring entrepreneurial leaders

ABSTRACT Entrepreneurial leaders, social-science researchers, and small business practitioners call for the early development of emotional intelligence (EI). Although several programs integrate key EI concepts, there are few examples of how to develop an integrated learning framework for teaching and learning EI skills for daily use. This article introduces a practical transformative model of emotional intelligence (TEI) that emphasizes the personally meaningful development of personal, emotional, relationship, and life skills that are so important for school, work, and life success. A 1-day seminar experience embedded in a European-based international summer school course in the School of Management Fribourg, Fribourg, Switzerland, generated new evidence for how a skills-based curriculum in EI can be used to empower future entrepreneurs and leaders. The study reveals new findings for integrating a practical approach for engendering TEI for leaders.

Students’ Life Skills with Reference to the Socio-Economic Status and Discipline of the Study in the Context of NEP-2020

Objective: The main aim of this paper was to examine the relationship between life skills and the socioeconomic status of the students enrolled in different disciplines of study in universities and colleges of Punjab State. Method: 600 students who were majoring in science, the arts, or business programs in the universities and colleges of Punjab State, India served as the sample. Modified Kuppuswamy (2022) Socio-economic scale (SES) was used. As per scale- families are placed into one of five categories: upper class, upper middle class, lower middle class, upper lower class, and lower class. A family’s total score can range anywhere from three to twenty-nine points, and it can only be determined by combining information about the members of the family’s education level, occupation level, and income level. Life skills were measured by self-developed tools. This test measures 10 life skills, including critical thinking, self-awareness, creativity, decision-making, problem-solving, effective communication, interpersonal relationships, empathy, stress management, and dealing with emotions. Each dimension has five statements, and a 5-point scale is used to rate each. Findings: It has been found in the present study that students of science disciplines have higher life skills in comparison to Commerce and Social science Streams. Similarly, students from higher SES backgrounds tend to have better Life Skills compared to those from lower SES backgrounds. Novelty: This research uniquely compares socio-economic status, academic discipline, and students' life skills within the NEP-2020 framework. It stands out by examining how these variables collectively impact life skills development, providing a nuanced understanding of their interdependence. By focusing on the diverse socio-economic backgrounds and varied academic disciplines, the study offers novel insights into tailoring educational strategies that foster essential life skills. In this research paper, an analytical approach has been applied to analyze the data as per NEP-2020's holistic and inclusive vision, aiming to bridge educational disparities and enhance student outcomes in a comprehensive manner. Keywords: Life Skills, Socio-Economic Status, Science, Social Science and Commerce Disciplines of study, NEP 2020

Randomized Control Study to Evaluate the Effect of Rajyoga Meditation on Metabolic and Psychological Correlates of Health in Patients of Surgical Repair for Congenital Heart Disease

Objectives: Congenital heart diseases (CHDs) and their operative management are a source of emotional and financial stress to the patient and family. Rajyoga meditation (RYM) is a specific art and science of meditation that encompasses but is not limited to mind-body medicine theories, inculcation of values in life, and development of life skills for complete physical, mental, and spiritual well-being. The role of RYM has never been studied in CHD patients, especially children. This study aimed to evaluate the efficacy of the RYM program on resting metabolic rate (RMR) and post-hospitalization behavior questionnaire (PHBQ) immediately after the program and after 1 and 3 months. Material and Methods: It was a single-blind, randomized controlled study. Subjects operated for CHD, in the age group of 8–19 years, were included in the study. Subjects in Group A received cardiac rehabilitation and RYM (Experimental group), whereas subjects in Group B received conventional cardiac rehabilitation (Control group). Result: At one-month follow-up, the experimental group showed a 14.18% reduction in RMR compared to baseline, whereas Group B showed 8.96% elevated RMR from baseline. Group A showed a more significant reduction in RMR at one-month follow-up from baseline as compared to group B (P < 0.05). The patients who underwent RYM training had higher PHBQ (−9.0 [−15.6, −2.5], P < 0.05) in comparison to the control group. Conclusion: The result of this study suggests that the inclusion of RYM along with conventionally given cardiac rehabilitation enhanced metabolic resilience with lowered resting metabolism and enhanced recovery post-surgery in children operated on for CHD. There was an improvement in the psychological adjustment and behavior of adolescents.

Immersive virtual reality is more effective than non-immersive devices for developing real-world skills in people with intellectual disability.

People with intellectual disability (ID) demonstrate persistent challenges around developing life skills. Immersive virtual reality (IVR) is gaining interest as a tool for training life skills as it enables individuals to engage in hands-on learning in a safe, controlled and repeatable environment. However, there are concerns about the potential drawbacks of IVR, such as cybersickness and practical challenges with using the equipment, which may hinder its widespread adoption in educational settings. The current study aimed to compare the effectiveness of training in IVR and a non-immersive virtual environment for improving real-world skills in people with ID. In the present study,36 adults (16 female, 20 male) with ID were recruited from a disability organisation. Participants completed a real-world assessment of waste management skills before and after training in either the IVR or non-immersive group. Consistent with our hypotheses, the IVR group scored significantly higher in the real-world assessment after virtual training (d=1), and at the 1-week follow-up (d=1.12), compared with the non-immersive group. Further analyses showed that the IVR group, but not the non-immersive group, significantly improved performance in the real-world assessment across timepoints. The findings indicate that IVR was more effective for improving and retaining real-world waste management skills. This study supports IVR as a viable tool for professionals and caregivers to develop skills for independent living among people with ID.

LIFE SKILLS INTEGRATION IN PAKISTAN STUDIES TEXTBOOK GRADE-XII: A QUALITATIVE CONTENT ANALYSIS

This qualitative research aimed to analyze the integration of twelve core competencies in the Pakistan Studies textbook for Grade Twelve based on the framework of the UNICEF MENA report (2017). The textbook was selected through purposive sampling. In analyzing the text, the approach used was qualitative content analysis with help of NVivo 14 software. The analysis showed that the textbook exhibited a mixed view of these life skills. To some extent, critical thinking, problem-solving, communication & participation are covered through historical analysis of specific instances or a description of governance structures and active citizenship. However, important skills like creative thinking, communication, self-management, and empathy are paid minimum attention. Textbook mainly seems to be information sharing on Pakistani history, politics, and social organization, and process of learning and developing life skills is not very visible. Based on study, it is suggested that curriculum developers make a more conscious effort to ensure that life skills are integrated into content of textbooks; in the form of extra exercises, problem-solving activities, actual conversations about these as the worthy lifelong skills.

Effectiveness of a structured life skills training program among Indian nursing students.

Nursing education programs increasingly emphasize the importance of life skills alongside clinical competencies to prepare students for the multifaceted demands of modern healthcare. However, there remains a gap in understanding the most effective strategies for integrating life skills into nursing curricula. Therefore, it is of interest to evaluate the impact of a structured life skills training program on first-year B.Sc. Nursing students' proficiency in selected life skills in Tamil Nadu, India. A true experimental pretest-posttest design was employed, with 257 first-year B.Sc. Nursing students from six selected colleges in Trichy district, Tamil Nadu, participating. The intervention, an eight-week Life Skills Training Program, was delivered to the experimental group, while the control group received no intervention. Data were collected using a self-administered questionnaire comprising socio-demographic variables and the Life Skills Assessment Scale. Statistical analysis included chi-square tests, one-way ANOVA repeated measures, and correlation analysis. Significant differences were observed between the experimental and control groups in various life skills, including self-awareness, empathy, interpersonal relationships, and creative thinking (p < 0.001). Age, place of stay, number of friends, hobbies, reason for choosing nursing, and interest in the course showed significant associations with pretest life skills scores (p < 0.05). Positive correlations were found between certain life skills, emphasizing their interconnectedness (p < 0.05). The structured life skills training program demonstrated effectiveness in enhancing the life skills proficiency of first-year B.Sc. Nursing students. The study underscores the importance of integrating life skills development into nursing education curricula to better prepare students for the complexities of patient care. Tailored interventions based on individual characteristics may further optimize outcomes. Future research should explore longitudinal effects and additional factors influencing life skills development among nursing students.

IMPLEMENTASI PENANAMAN LIFE SKILL PADA USIA DINI DI TPA ALBA MANDIRI PACITAN

What is happening in the field now is that a person's life skills have become a job for parents to train their independence. The teenage years of today's children lead to a life of extravagance and are oriented towards a fantasy world. Another orientation of teenagers aimed at cyberspace cannot be separated from gadgets and the internet. Bad influences nowadays make it a challenge for parents to direct their children to the skills they have. Life skills are an offer to minimize problems that are only oriented to the virtual world. From an early age, children need to be introduced to developing life skills such as adapting to creativity, innovation and conceptualizing skills. Training at Alba Mandiri TPA by utilizing various sources with constructive activities. TPA Alba Mandiri provides training to its students to provide provisions from an early age to have future skills with various problems and life cycles.

Employability and motivation: which motivational theories are most appropriate?

PurposeA range of models of employability implicitly or directly identify potential drivers of motivated behaviour related to engaging in employment-related outcomes whilst acknowledging that employability is also about developing life skills. Motivational theorists suggest that tasks engaged for external purposes, e.g. working towards an employment-related goal, are experienced differently than (those same) tasks engaged in for less external reasons, e.g. the desire for knowledge. Whilst there are excellent examples of the use of motivational theory in some models of employability, sometimes the evidence is either outdated, incorrectly interpreted or fails to use the most appropriate motivational theory. The aim of this paper is to bring to attention several prominent motivational theories and some key evidence that seems most pertinent across models of employability.Design/methodology/approachAs this was a non-empirical design, the approach did not fit any research design methodology or structured, systematic or meta-analysis review. The paper outlines a series of arguments by reviewing in detail several theories of motivation and mapping them against current models of employability.FindingsFrom a theoretical point of perspective, it is suggested that Expectancy Value Theory needs to be considered when creating models of employability. It is also suggested that motivation for employment-related tasks is probably extrinsic, though evidence suggests that forms of extrinsic motivation can also be motivationally adaptive. Several models posit self-efficacy as a driver of motivated behaviour, but the evidence suggests a clear and consistent interactive relationship between subjective task value and self-efficacy, suggesting that self-efficacy is only a useful predictor when value is high.Practical implicationsWhilst the aim of models of employability is to improve our understanding of the predictors of employability behaviours, the practical consequence is the development of appropriate curriculum. Understanding which features of employability create adaptive and maladaptive motivation should help educators create curriculum that produces optimal engagement and performance.Originality/valueModels of employability are mostly created using bodies of extant evidence. In this paper, we have tried to identify where some of the interpretation of the evidence has been more or less appropriate. We hope that ideas and evidence in this paper will allow theorists, where appropriate, to re-develop their models.

Digital interventions using mobile technologies for life skills development of learners with autism spectrum disorder: a scoping review

Providing essential information for digital health human-computer interaction designers, this scoping review identified the most utilized features of digital evidence-based interventions in prototyped mobile technologies for autism spectrum disorder (ASD), to lay the groundwork for designing user-focused mobile assistive technologies for learners with ASD. The review systematically categorized the features and capabilities of mobile applications that teach, support, and maintain life skills. Synthesizing and analysing 42 studies using thematic analysis, it was found that mobile applications hold the potential to support the uniqueness and varying needs of learners with ASD. This is achieved through personalization in the user interface and user experience, coupled with customizations on learning content. The scoping review also found that mobile applications can assist learners with ASD by breaking down tasks into smaller steps, incorporating pictures, illustrations, videos, sounds, pre-recorded instructions, and just-in-time prompting. In a broader context, mobile technologies can not only enhance life skills learning but also contribute to routine-building for individuals with ASD. This is possible if interventions taught in school are continued at home and integrated with daily home activities, aiming to enhance learning, daily practice, and maintenance of life skills. Future work focuses on making evidence-based interventions readily available and accessible to learners, parents, caregivers, and educators to support the overall well-being of learners with ASD.

Poster 392: Goal-Driven Athletic Based Interventions Positively Impact Development of Life Skills in Youth: A Systematic Review

Poster 392: Goal-Driven Athletic Based Interventions Positively Impact Development of Life Skills in Youth: A Systematic Review

SCHOOL EXTRA CURRICULAR ACTIVITY

Abstract : Extracurricular activities have long been acknowledged as essential elements of a comprehensive education, greatly enhancing students’ social, emotional, and cognitive growth. The purpose of this study is to investigate the complex effects that extracurricular activities at school have on students’ growth in a range of areas. This research reviews the literature in great detail, looks at empirical research, and consults experts to discuss the advantages of extracurricular involvement, what influences student engagement, and how these topics relate to policy and practice in education. The results show that participation in extracurricular activities promotes the development of critical life skills like leadership, teamwork, time management, and communication. In addition, taking part in these activities lowers the likelihood of participating in harmful behaviors, improves self-esteem, and encourages social integration. Extracurricular activities have also been associated with enhanced academic achievement as kids gain the ability to manage their obligations and cultivate a sense of accountability for their academic goals. Index Term- MongoDB, React JS, Node JS, Express JS, Activity creation, Enrollment list, user-friendly interface

Enhancing special education programs’ curricula for students with intellectual disabilities in saudi arabia: A call for personalized approaches and inclusive practices

Background/AimsIn Saudi Arabia, students with intellectual disabilities (ID) receive some of their education through textbooks. However, using textbooks with students with ID contradicts the principles of providing services based on individuals with ID needs personalized plans to develop their individual abilities. This study aimed to investigate family and teacher perceptions of middle and high school curricula for students with ID in Saudi Arabia. This study focused specifically on the extent to which these curricula contribute to the development of academic and life skills among these students. Method and procedureA 21-item scale was used to measure the perceptions of family members and teachers of individuals with intellectual disability. The scale validity and reliability were examined and supported. The sample comprised of 113 family members and 111 teachers of students with ID. Outcomes and resultsFamily members and teachers both expressed low satisfaction regarding the improvement in academic and life skills of students as a result of the current curricular in the surveyed programs. Additionally, they conveyed dissatisfaction with the overall outcomes of services provided for individuals with intellectual disabilities. Conclusions and implicationsThis study highlights the inadequacies of a one-size-fits-all approach to designing curricula for students with ID. There is a need to improve and enhance curriculum content to meet the diverse learning needs of these individuals.

The purpose and value of a summer camp for visually impaired young people

Empirical research documents the benefits of summer camps for young people, including disability-specific or medical-speciality residential camps. Using an ethnographic approach which utilized observation and individual and group discussions with the visually impaired young people who attended a summer camp, their parents, and school teachers who staffed the summer camp, we build on the extant research here by exploring, for the first time, the purpose and value of a summer camp for visually impaired young people. The qualitative data generated from our research were subjected to thematic analysis. We discuss the summer camp in relation to the following themes: (1) The summer camp facilitates peer interactions and relationship development; (2) the mixing of age groups facilitates the development of life skills; and (3) the summer camp supports the recruitment of visually impaired young people to Fieldway School [pseudonym].