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Marganingsih, Anna, Emilia Dewiwati Pelipa, and Erwin Erwin. "ANALISIS ENTREPRENEUR LIFE SKILLS MAHASISWA PROGRAM STUDI PENDIDIKAN EKONOMI DI STKIP PERSADA KHATULISTIWA SINTANG." JURKAMI : Jurnal Pendidikan Ekonomi 4, no. 2 (November 1, 2019): 99–110. http://dx.doi.org/10.31932/jpe.v4i2.595.
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Abstract: The aims of this study is to describe the Life Skills of the Entrepreneur Life Skills of Study Program Economic Education at STKIP Persada Khatulistiwa Sintang. The method used in this research is descriptive method with quantitative approach. The population in this study were students of Economic Education Study Program at STKIP Persada Khatulistiwa Sintang totaling 133 students and the sample in this study amounted to 27 students. Data collection techniques used are indirect communication techniques. Data collection tools used were questionnaires. The data analysis technique used is descriptive statistics. The results showed that the Entrepreneurship Life Skills of Study Program Economic Education at STKIP Persada Khatulistiwa Very Good with an average questionnaire score of 4.03. Student Life Skills (Entrepreneur Life Skills) Study Program Economic Education at STKIP Persada Khatulistiwa includes Personal Life Skills is Very Good with a questionnaire score of 4.03, Social Life Skills is Very Good with a questionnaire score of 4.02, Academic Life Skills is Good with a questionnaire score of 3.7 and Vocational Skills (Vocational Life Skills) is Very Good with a questionnaire score of 4.37Keywords: Entrepreneurship, Life SkillsAbstrak: Tujuan penelitian ini adalah untuk mendeskripsikan kecakapan hidup berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa Sintang. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah mahasiswa Prodi Pendidikan Ekonomi STKIP Persada Khatulistiwa Sintang sejumlah 133 mahasiswa dan sampel dalam penelitian berjumlah 27 Mahasiswa. Teknik Pengumpulan data yang digunakan adalah teknik komunikasi tidak langsung. Alat pengumpulan data yang digunakan adalah kuesioner. Teknik analisis data yang digunakan adalah statistik deskriptif. Hasil penelitian menunjukkan bahwa Kecakapan Hidup Berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa Sangat Baik dengan skor rata-rata angket 4,03. Kecakapan Hidup Berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa meliputi Kecakapan Personal (Personal Life Skill) adalah Sangat Baik dengan skor angket 4,03, Kecakapan Sosial (Social Life Skills) adalah Sangat Baik dengan skor angket 4,02, Kecakapan Akademik (Academic Life Skills) adalah Baik dengan skor angket 3,7 dan Kecakapan Vokasional (Vocational Life Skills) adalah Sangat Baik dengan skor angket 4,37Kata Kunci: Kewirausahaan, Kecakapan Hidup
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Gharaati Sotoudeh, Hossein, and Masoud Arefnazari. "Normalization and Validation of a Questionnaire on Effective Life Skills for Prevention, Treatment, and Rehabilitation of Addiction in Adolescents." Iranian Rehabilitation Journal 18, no. 2 (June 1, 2020): 231–38. http://dx.doi.org/10.32598/irj.18.2.910.2.
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Objectives: The purpose of this study was to normalize and validate a questionnaire on effective life skills for prevention, treatment, and rehabilitation of addiction in an adolescent population (age >10 years) from Tehran, Iran. Methods: To prepare the questionnaire, several standard questionnaires were combined, including self-control, problem-solving, decision-making, and assertiveness questionnaires. Afterward, the validity and reliability of the questionnaire were confirmed. Results: The questionnaire consisted of 40 questions on four main skills including 10 questions targeting one specific skill. The questionnaire was examined among 160 adolescents, aged ≥5 years, in different parts of Tehran, Iran. Cronbach’s alpha coefficient was measured to determine its reliability. The reliability of the questionnaire was calculated based on the ratio of internal variances; Cronbach’s alpha of all items of the designed questionnaire was above 0.7, indicating its acceptable reliability. Discussion: The questionnaire on effective life skills for prevention, treatment, and rehabilitation of addiction in adolescents had a completely novel design, which was established for the first time in Iran. According to the findings, it is possible to evaluate the adolescents’ skills regarding addiction prevention and treatment.
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Vashishtha, Kriti. "Impact of Life Skills on Leadership Development." International Journal of Social Sciences and Management 2, no. 3 (July 25, 2015): 273–74. http://dx.doi.org/10.3126/ijssm.v2i3.12650.
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Life skills are basically the psychosocial skills which include personal, social, interpersonal, cognitive and affective components on an individual. For a better life one needs to have better decision making and problem solving skills. If any head or leader posses these characteristics then his/her tasks of making his/her leadership effective also becomes easy. Present study aims to see the impact of life skills sessions on problem solving and decision making attitude of school level leaders. For this purpose, 150 students were selected from 10 different schools. The age group ranged between 16-18 years. It is a pre and post test study. After taking the pre-test of the students (head/leaders) on the basis life-skills questionnaire by NCERT, the students were provided with 10 life-skills sessions (5 on problem solving and 5 on decision making, one session per day). After the sessions, the same questionnaire was administered on the students. On the basis of students’ response, t-test was applied and results have showed a significant enhancement in the skills of decision making and problem solving in the leaders.Int. J. Soc. Sci. Manage. Vol-2, issue-3: 273-274 DOI: http://dx.doi.org/10.3126/ijssm.v2i3.12650
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Saraee, Soheila, Somayeh Shabani, and Robert Pasnak. "A Life Skills Assessment Scale for High School Students in Tehran." Advances in Social Sciences Research Journal 7, no. 6 (June 27, 2020): 400–413. http://dx.doi.org/10.14738/assrj.76.8416.
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A life skills questionnaire was developed based on existing theories. The content validity of the questions was evaluated by educational experts. The resulting life skills questionnaire had 83 questions and ten subscales: empathy, emotion regulation, self-awareness, problem solving, effective communication, interpersonal communication, stress and critical thinking, creative thinking and decision making. It had good reliability (r = .91) and validity. The confirmatory factor analysis confirmed the proposed ten factor model of the questionnaire. Given its reliability and validity, this scale of life skills can be used as a tool by researchers.
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Camiré, Martin, Stéphanie Turgeon, Sara Kramers, Scott Rathwell, Corliss Bean, Camille Sabourin, and Scott Pierce. "Development and initial validation of the coaching life skills in sport questionnaire." Psychology of Sport and Exercise 53 (March 2021): 101845. http://dx.doi.org/10.1016/j.psychsport.2020.101845.
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Kramers, Sara, Stéphanie Turgeon, Corliss Bean, Camille Sabourin, and Martin Camiré. "Examining the roles of coaching experience and coach training on coaches’ perceived life skills teaching." International Journal of Sports Science & Coaching 15, no. 4 (May 5, 2020): 576–83. http://dx.doi.org/10.1177/1747954120922367.
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The present study examined the roles of coaching experience and coach training on coaches’ perceived life skills teaching. Canadian high school sport coaches ( N = 1356) completed a demographic questionnaire and the Coaching life skills in sport questionnaire. Results suggested that coaches with more experience perceived themselves to discuss and practice life skills and transfer to a greater extent than coaches with less experience. No significant differences were observed based on whether coaches completed coach training, and the interaction effect between coaching experience and coach training was non-significant. Implications for coach education programs are discussed regarding training coaches to explicitly teach life skills through sport.
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Petterson, D., C. Gravesteijn, and J. Roest. "Strengthening of Parenthood; Developing a Life Skills Questionnaire for Dutch Parents (LSQ-P)." Procedia - Social and Behavioral Sciences 217 (February 2016): 748–58. http://dx.doi.org/10.1016/j.sbspro.2016.02.138.
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Aqil, Deden Ibnu, Adeng Hudaya, and Zainal Arifin. "Penerapan Pembelajaran Bioentrepreneurship untuk Meningkatkan Life Skills dan Minat Wirausaha Siswa SMK." Jurnal Inspirasi Pendidikan 9, no. 2 (September 22, 2019): 95–102. http://dx.doi.org/10.21067/jip.v9i2.3479.
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The application of learning in schools emphasizes students get knowledge from their experience directly. Most of the graduates of vocational students do not go to college but the desire or interest of students for entrepreneurship is very low, therefore schools must equip students with life skills to prepare them to face life after they graduate from school. The problem of this study is how to approach the application of biointrenrenship learning to vocational students to improve life skills and interest in student entrepreneurship. This research is a research development (R & D). Development of learning oriented bioentrepreneurship and tested experimental class. Data was taken by observation, questionnaire and test. Data analysis method used descriptive percentage of life skills scores and questionnaires then analyzed by paired samples test. From the results of the study, there was an increase in interest in entrepreneurship and life skills of students before and after the application of bio-entrepreneurship learning.
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BS, Pradeep. "Life Skills Intervention for Behavioural Change among Students of a Government High School in Karnataka." Indian Journal of Youth & Adolescent Health 06, no. 04 (June 24, 2020): 26–32. http://dx.doi.org/10.24321/2349.2880.201919.
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Adolescence is a transitional phase with physical, social and psychological changes. With the influence of rapid societal changes, it has become difficult for teachers and parents to manage adolescents. A government school in Karnataka had approached to provide behavioural intervention session for their students. A tailor-made life skills intervention aimed at bringing behavioural changes among students was designed. Our objective was to assess the effectiveness of a four-day life skills intervention on change in behaviour among students of a government high school in Karnataka. A semi-structured Pre- and post-test self-administered questionnaire which included a Strengths and Difficulties Questionnaire was administered to participants. This tailor-made intervention for adolescents in a school showed significant improvement in emotional symptoms (p=0.002) following the intervention. The intervention was provided to 137 students. It was observed that out of 17 (21%) participants who reported to have borderline symptoms for strengths and difficulties, 13 (76%) participants improved after training. Out of 7 (8.7%) participants who reported to have abnormal symptoms for strengths and difficulties during pre-test, about 5 (71%) participants improved post-training. There was improvement in all other domains of strengths and difficulties namely conduct problem, hyperactivity, peer relationship and prosocial behaviour scales, although not statistically significant. The total strengths and difficulties score decreased overall. Individually strengths and difficulties showed movement more towards the normal end rather than the abnormal end of the spectrum of strengths and difficulties scores. The result of this tailor-made intervention program has implications for adolescents from similar socio-economic background as well as adaptation of this intervention among adolescents in different situations.
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Purdy, Suzanne C., Denise R. Farrington, Carolyn A. Moran, Linda L. Chard, and Shirley-Anne Hodgson. "A Parental Questionnaire to Evaluate Children's Auditory Behavior in Everyday Life (ABEL)." American Journal of Audiology 11, no. 2 (December 2002): 72–82. http://dx.doi.org/10.1044/1059-0889(2002/010).
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The Auditory Behavior in Everyday Life (ABEL) questionnaire was developed to assess parental perceptions of their children's auditory behavior. The original 49-item questionnaire was intended to assess auditory communication, environmental awareness, functional independence, and social/communication skills. Our goal was to capture some of the changes in children's everyday auditory behavior in a reliable and easily quantifiable manner. Parents of 28 children aged 4 to 14 years with varying degrees of hearing loss (mild-profound) completed the questionnaire. The results were used to examine the reliability and factor structure of the questionnaire. Eleven items had poor item-total correlations. After these items were removed, the questionnaire had an overall reliability of 0.94 (Cronbach's alpha), and three factors accounted for 20.5% of the variance in the data. In a pilot investigation of the ABEL to determine its appropriateness for children with cochlear implants, questionnaires were also given to a separate group of parents of seven children aged 3 to 12 years who were about to receive a cochlear implant. Questionnaire and speech perception results were obtained preimplant and at 6, 12, 18, 24, and 36 months. Complete (6 visits) or nearcomplete (4 visits) results were obtained for four children. There were significant improvements over time for both speech perception and questionnaire ratings and there was significant agreement between the two measures. Overall the results indicate excellent reliability and validity of the ABEL questionnaire. Our intent was to develop a simple, quick tool for parents to rate children's auditory skills in everyday life. A shorter questionnaire can be achieved by eliminating items with the poorest reliability and factor loadings. The resultant 24-item ABEL questionnaire has an excellent overall reliability of 0.95. The items fall within three factors, "Aural-oral," "Auditory Awareness," and "Social/Conversational Skills." Children's auditory behavior can be assessed using an overall rating or separately for the three factors. Further research is needed to evaluate this short version of the questionnaire in children wearing hearing aids and cochlear implants.
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Meßler, Carolin Friederike, Hans-Christer Holmberg, and Billy Sperlich. "Multimodal Therapy Involving High-Intensity Interval Training Improves the Physical Fitness, Motor Skills, Social Behavior, and Quality of Life of Boys With ADHD: A Randomized Controlled Study." Journal of Attention Disorders 22, no. 8 (March 24, 2016): 806–12. http://dx.doi.org/10.1177/1087054716636936.
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Objective: To compare the effects of multimodal therapy including supervised high-intensity interval training (HIIT) with those of standard multimodal therapy (TRAD) concerning key variables of physical fitness (peak power and oxygen uptake), motor skills, social behavior, and quality of life in boys with ADHD. Method: A single-center, two-arm randomized, controlled design was used, with 28 boys (8-13 years of age, IQ = 83-136) being randomly assigned to multimodal HIIT (three sessions/week, 4 × 4-min intervals at 95% of peak heart rate) or TRAD. The Movement Assessment Battery for Children II evaluated motor skills and the German version of the hyperkinetic disorder questionnaire for external evaluation by the guardians (FBB-HKS) or German version of the hyperkinetic disorder questionnaire for self-assessment by the children (SBB-HKS) and the KINDL-R questionnaires mental health and health-related quality of life. Results: Both interventions enhanced peak power, and HIIT also reduced submaximal oxygen uptake. HIIT was more effective than TRAD in improving the total score for motor skills (including manual dexterity and ball skills; p < .05), self-esteem, friends, and competence ( p < .05) and, moreover, improved subjective ratings of attention. Conclusion: Three weeks of multimodal therapy including HIIT improved physical fitness, motor skills, certain aspects of quality of life, competence, and attention in boys with ADHD.
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Ciampolini, Vitor, Fernando Santos, Ricardo Teixeira Quinaud, Martin Camiré, Maurício de Oliveira Migliano, Juarez Vieira do Nascimento, and Michel Milistetd. "Cross-Cultural Adaptation and Psychometric Properties of the Portuguese Coaching Life Skills in Sport Questionnaire." SAGE Open 11, no. 2 (April 2021): 215824402110242. http://dx.doi.org/10.1177/21582440211024224.
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The Coaching Life Skills in Sport Questionnaire (CLSS-Q) is a 5-factor 36-item scale developed in the English language to assess the extent to which coaches are intentional in their approaches to teaching life skills through sport. To allow for usage of the CLSS-Q in Portuguese-speaking countries, the purpose of this study was to investigate the cross-cultural adaptation and the psychometric properties of the Portuguese version of the CLSS-Q (P-CLSS-Q). In Phase 1, the scale was cross-culturally adapted through consecutive stages of translation and back-translation, expert feedback, committee revision, and pretesting. In Phase 2, 753 youth sport coaches (i.e., 376 Brazilians and 377 Portuguese) completed the questionnaire. After randomly splitting participants into two independent samples, the translated and cross-culturally adapted questionnaire was subjected to an exploratory factor analysis and a confirmatory factor analysis. Other analyses were also applied to verify the instrument’s psychometric properties. The results led to a 5-factor 30-item scale with indications that the P-CLSS-Q has some evidence of validity in measuring the extent to which coaches intentionally teach life skills through sport in Portuguese-speaking countries. Future studies are needed to further investigate the psychometric properties of both the CLSS-Q and the P-CLSS-Q in other sociocultural contexts where coaches have varying levels of exposure to the concept of life skills and its implication for coaching practice.
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Xhomara, Nazmi. "The Effect of Collegial School Management on Improvement of Students’ skills." Pedagogika 136, no. 4 (December 20, 2019): 153–71. http://dx.doi.org/10.15823/p.2019.136.10.
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The study aims to investigate the effect of collegial school management on the prevention of disruptive behaviors and students’ life skills. A quasi-experimental research design, a structured questionnaire, and the cluster random samples were used in the study. It is found that school management increase the prevention of disruptive behaviors and students’ life skills, and collegial school management predicts the prevention of disruptive behaviors and students’ life skills.
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Amjad, Zoya, and Humaira Jami. "Reducing Emotional and Behavioral Problems by Improving Life Skills and Self-Esteem of Institutionalized Children: Effectiveness of an Art-Based Intervention." Pakistan Journal of Psychological Research 35, no. 3 (September 11, 2020): 595–616. http://dx.doi.org/10.33824/pjpr.2020.35.3.32.
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The present study aimed to evaluate the effectiveness of an art based intervention program on reducing emotional and behavioral problems by improving life skills and self-esteem of institutionalized children. Pre-test Post-test control group design was used for the purpose of the study. Scales used were the English caregiver version of the Strengths and Difficulties Questionnaire (Goodman, 1977), Urdu self-report version of the Strengths and Difficulties Questionnaire (Younis, Jami, & Masood, 2016) and Rosenberg’s Self-Esteem Scale (Rosenberg, 1965). The Life Skills Assessment Scale was developed and validated. The study was conducted at Child Protection Bureau, Rawalpindi containing a sample of 28 boys aged 11 to 17. After screening based on the assessment of the teacher on The Life Skills Assessment Scale and SDQ, children were randomly assigned to control and experimental groups. Pre-test was conducted with the children using SDQ and Rosenberg’s Self-Esteem Scale while the teacher had filled SDQ and the Life Skills Assessment Scale. The experimental group received four weeks of an art based intervention while the control group received regular classroom lectures on life skills. After post-test and analysis in SPSS 21, results confirmed that life skills and self-esteem of the experimental group improved significantly while emotional and behavioral problems decreased.
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Kamthan, Shivam, Bhawna Pant, Deepak Kumar, Monika Gupta, and Kaynat Nasser. "The quality of life and coping skills of patients with human immunodeficiency virus among different occupation." International Journal Of Community Medicine And Public Health 6, no. 10 (September 26, 2019): 4563. http://dx.doi.org/10.18203/2394-6040.ijcmph20194529.
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Background: Nowadays, HIV and AIDS has become an important public health issue across the world. Quality of life (QOL) is an important tool to assess general wellbeing of HIV patients. Coping skills are the psychological skills to face the difficult situations like HIV or AIDS. The workplace plays an important role in determining general wellbeing and the psychological problems in HIV patients. Therefore, it is very important to assess the quality of life and coping skills of HIV patients among different occupations.Methods: A cross-sectional study consisting of conveniently selected 200 HIV patients was conducted at ART center LLRM Medical College, Meerut. The study subjects were interviewed by using questionnaire consisting of WHOQOL HIV BREF (WHO quality of life questionnaire) and Brief-COPE scale questionnaires. Descriptive statistics and ANOVA test were used for analysis of the data.Results: 36% of HIV patients were housewives and 26.5 % of HIV patients were drivers. The quality of life score was higher in HIV patients who were in unemployed (14.98) and farmers (14.49) whereas was lowest in all others category (10.73). The housewives, farmers, government jobs or service, drivers and other had maximum adaptive coping in religion and minimum adaptive coping in humour. There was no uniform pattern of maladaptive coping skills of HIV patients among different occupations.Conclusions: Quality of life score was better in HIV patients who were unemployed and farmers as compared to HIV patients who were drivers, housewives, government jobs or service. Religion was most effective adaptive coping strategy and humour was least effective adaptive coping strategy in HIV patients.
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Abu Bakir, Sahar Moh’d. "The Impact of Managers’ Emotional Intelligence on Employees’ Work Life Balance: A Field Study at Jordanian Private Hospitals." European Scientific Journal, ESJ 14, no. 25 (September 30, 2018): 256. http://dx.doi.org/10.19044/esj.2018.v14n25p256.
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This paper focuses on testing the impact of managers’ emotional intelligence on employees work life balance in Jordanian private hospitals. 6 out of 13 hospitals were randomly selected, and 300 employees from nonmanagerial levels were surveyed using the questionnaire. 286 questionnaires were also analyzed. The most important findings of the study show that the managers in the examined hospitals have emotional intelligence skills, and the studied hospitals provide their employees with work life balance activities. The results of multiple regression revealed that there is a statistically significant impact of managers’ (empathy and social skills) on employees’ work life balance. The study revealed that there are differences of respondents’ perception of work life balance initiative due to their gender, while there are no differences of employees’ perception due to their marital status and number of children. Based on the results, the researcher recommended that more attention should be given to boost managers and employees emotional intelligence skills, and to broaden the scope of the provided work life balance activities in health care organizations and hospitals in particular.
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Savoia, Mariângela Gentil, and Márcio Bernik. "Adverse life events and coping skills in panic disorder." Revista do Hospital das Clínicas 59, no. 6 (2004): 337–40. http://dx.doi.org/10.1590/s0041-87812004000600005.
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Research literature and clinical experience shows that panic patients are often able to identify stressors that preceded the onset of their first attacks. In this study we investigated the relation between life events, coping skills, and panic disorder. METHODS: Forty-tree panic patients were compared with 29 control subjects regarding the occurrence and the impact of stressful life events in a 1-year period preceding the onset of panic attacks using the Social Readjustment Rating Scale and London Life Event and Difficulty Schedule. Coping skills were measured using the Ways of Coping Questionnaire. RESULTS: No differences were observed between panic patients and controls regarding the number of reported stressful life events in the previous year. Panic patients compared to controls reported loss of social support as the most meaningful class of events significantly more often. In response to stressful situations, panic patients more often used coping skills judged as ineffective. CONCLUSIONS: The present study suggests that the type of life event and the coping skills used in response to them, more than the occurrence of stressful events itself, may be associated with the onset of panic disorder.
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Camiré, Martin, Scott Rathwell, Stéphanie Turgeon³, and Kelsey Kendellen. "Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport." International Journal of Sports Science & Coaching 14, no. 5 (August 19, 2019): 591–606. http://dx.doi.org/10.1177/1747954119869542.
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High school sport is one of the most popular school-based extracurricular activities in North America, situated as a developmental activity during which coaches can foster quality relationships with students to promote basic psychological needs satisfaction and teach life skills. The primary purpose of the study was to examine associations between coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. The secondary purpose consisted of addressing the psychometric properties of the scales employed in the study, namely the Coach–Athlete Relationship Questionnaire, the self-report version of the Interpersonal Behaviors Questionnaire, and a modified coach version of the Life Skills Scale for Sport. The sample was comprised of 1238 (58.8% male) Canadian high school coaches and the data were analysed using structural equation modelling. The mediated model indicated that coaches' perceptions of their interpersonal behaviours satisfying athletes' basic psychological needs either fully or partially mediated the positive relationships between coach–athlete relationships and the teaching of life skills. Coach–athlete relationships, particularly those within which coaches exhibit interpersonal behaviours that satisfy athletes' basic psychological needs, appear to be associated with the teaching of life skills in the context of high school sport.
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Locke, B. Darlene, Barry Boyd, Steven Fraze, and Jeff W. Howard. "Service-Learning and Leadership Life Skills: An Experimental Study." Journal of Youth Development 2, no. 1 (June 1, 2007): 49–65. http://dx.doi.org/10.5195/jyd.2007.360.
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This study examined the effect of service activities on the development of leadership life skills in youth and (queried) if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills. Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Branham, Texas. Participants were randomly assigned to a control (no reflection) or treatment (with reflection) group. Youth participants self rated their leadership life skills using a 33-question post-test only questionnaire. Demographics were reported in nine additional questions. The major findings of the study are as follows: 1) Overall, the participants reported their perceived leadership life skills to be high in four of the five subscales; 2) The inclusion of a reflection component did not significantly affect perceived leadership life skills; 3) Type of service, whether direct or indirect, had a significant impact on perceived leadership life skills; 4) 4-H membership had a significant impact on the Personal Leadership Development subscale.
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Stepanova, L. N., and E. F. Zeer. "Soft Skills as Predictors of Students’ Life Self-Fulfillment." Education and science journal 21, no. 8 (October 18, 2019): 65–89. http://dx.doi.org/10.17853/1994-5639-2019-8-65-89.
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Introduction. Today, global transformations of the most important institutions of modern society, acceleration of its development and total digitalisation actualise the search for the new and previously unknown determinants of human potential realisation. In this regard, soft skills are considered as possible predictors of not only professional, but also of life self-fulfillment of an individual. Therefore, soft skills involve developed communicative qualities, high level of selfregulation, critical thinking, ability to convince, leadership, creativity, etc.The aim of the present article was to conduct the empirical research of students’ soft skills demonstration in relation to the parameters of self-realisation; the value of such parameters allows the level of positive predictions about the self-fulfillment of the individual to be determined.Methodology and research methods. At the theoretical level, the article provides a retrospective analysis of the concepts of “self-fulfillment” and “soft skills” in the Russian and foreign science. An empirical part of the research was carried out through the methodologies “The study of Stability of Human Life World” (I. O. Loginova) and “Modified Questionnaire of Self-Actualisation Diagnostic” (A. V. Lazukin, in the adaptation of N. F. Kalin). To diagnose soft skills, a set of techniques was used, including the questionnaire “Measurement of Communicative and Social Competency” (V. N. Kunitsyn), the methodologies for studying the motivation for university education (T. I. Ilyin), the diagnostic procedures of reflection level (A. B. Karpov), the methodology of the study of the individual relationship to innovations (N. M. Lebedev, A. N. Tatarko) and the methodology “Coping Behaviour in Stressful Situations”. The following tests were employed: “Readiness for Self-Development” (V. Pavlov, T. A. Ratanova, N. F. Shliakhta), “My Information Culture” (N. I. Gendina), “Ability to Predict” (L. A. Regush). Spearman’s rank correlation method was used as a mathematical statistical method.Results and scientific novelty. The article is aimed to discuss various approaches to the study and understanding of students’ soft skills. Based on the theoretical analysis, the main groups of soft skills are identified: basic communication skills, self-management skills, effective thinking skills. Soft skills increase the effectiveness of the individual in solving a wide range of professional and life tasks. The authors prove that well-being of professional and private world is conditioned by the indicators of students’ soft skills. Basic communication skills (communicative and personal potential), self-management skills (motivation to acquire knowledge, reflexive abilities) and effective thinking skills (ability to predict, innovativeness) increase the stability of the psychological system of the student’s personality, its ability to maintain stability, resistance to negative phenomena and freedom of behaviour. It is emphasised that soft skills are not only the main predictors of professional development of the individual, but also provide the formation of an active, creative position in relation to own activities and lives. The authors have come to the conclusion that the creation of the conditions for the development of soft skills in students can prepare them for an adequate perception and realisation of socio-professional innovations in the future.Practical significance. The results of the present research can be used by the representatives of the system of vocational education, i.e. tutors and teachers, who carry out psychological and pedagogical support of university students.
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Bukowski, Roz. "Preparing a Questionnaire for a Business Report." TESL Canada Journal 17, no. 1 (October 26, 1999): 114. http://dx.doi.org/10.18806/tesl.v17i1.884.
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In my business writing classes, I usually use imaginary situations for the writing assignments. When a real-life situation arose, I was glad to challenge my students with preparing a questionnaire to be used by the ESL program. Furthermore, the students used this questionnaire as an important part of their report assignment. The steps simulated the procedure followed in many business situations and hence helped students develop knowledge of business procedures and related language skills. The students worked through all the steps, experienced problems, solved the problems, and wrote a real business report in their writing course.
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Qureshi, Naima, Qudsia Kalsoom, and Iffat Khalil. "Perceived Life Skills Development – An Outcome of Madrassa Education in Pakistan." Journal of Islamic Thought and Civilization 11, no. 1 (May 5, 2021): 217–39. http://dx.doi.org/10.32350/jitc.111.12.
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This study aims at assessing the development of life skills among madrassa students. The study has employed a mixed-method approach to explore the life skills of madrassa students. A questionnaire based on 5-point Likert type scale was used to measure selfreported life skills of 300 madrassa students. In addition, 20 semi-structured interviews were also carried out with madrassa students to explore their life skills. The quantitative data was analyzed by using descriptive statistics and qualitative data was interpreted through thematic analysis. Findings have revealed that the strongest life skill which madrassa students possess amongst all is effective communication skill followed by problem solving and decision-making. The least developed skill of madrassa students is creative thinking. The study findings suggest re-designing the curriculum of madrassa education to provide the students with more opportunities to polish their life skills especially creative thinking.
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Anuradha, K. "Life Skills of Adolescents According to Internet Usage." International Journal of Social Sciences and Management 3, no. 2 (April 29, 2016): 115–18. http://dx.doi.org/10.3126/ijssm.v3i2.14782.
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Adolescence is a transitional stage of physical and psychological human development that generally begins with the onset of physiologically normal puberty to the age of legal adulthood. This period of development corresponds roughly to the period between the ages of 10 and 19 years, which is consistent with the World Health Organization’s definition of ‘adolescence’. During this period adolescents need life skills to face the realities of life. Life skills help the young people to take positive actions to protect themselves and to promote health and meaningful social relationship. Social media like internet is playing a major role in maintaining social relations by becoming an integral part of many adolescents’ lives. The Internet can be known as a kind of global meeting place where people from all parts of the world can come together. The present study was conducted to assess the life skills of adolescents according to the usage of internet. The sample were adolescent students studying 7th, 8th and 9th standards in Chittoor district. Multi-stage stratified random sampling technique was used to collect the data. In the first stage, one private and one Govt. school were identified randomly from four towns of Chittoor district Viz., Chittoor, Madanapalle, Srikalahasti and Tirupati. In the next stage 7th, 8th and 9th standard students were selected from each school giving equal choice to girls and boys using systematic random sampling technique. Thus, 90 students from each school, 180 students from each town and 720 from four towns constituted the sample of data collection. The tools used were Internet Usage Questionnaire and Life Skills Self Rating Scale. Adolescents differed significantly in their life skills score based on their internet usage. Comparatively low internet users have more life skills score than heavy internet users. Results also revealed that there was significant negative correlation between amount of time spent in internet usage and life skills scores of adolescents. Int. J. Soc. Sci. Manage. Vol-3, issue-2: 115-118
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Rostami, Mehdi, and Qumarth Karimi. "The Effect of Life Skills Training on the Educational Stress Deduction of the Islamic Azad University Students in 2013-2014." International Letters of Social and Humanistic Sciences 52 (May 2015): 122–26. http://dx.doi.org/10.18052/www.scipress.com/ilshs.52.122.
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This article aims to determine the level of life skills training effect on the educational stress of the Islamic Azad University students of Sanandaj in 2013-2014 and it was done by using the experimental research method with pre-test and post-test of interviewed (testifier) group. The statistic society of this article consist of all Islamic Azad University students of Sanandaj in 2013 – 2014 that based on statistics it was about 11000 persons that Cochran's model was used for estimating the sample size and 277 persons were chosen casually. According to the sample size, firstly the student life stress questionnaire was performed and 60 persons of people that had maximum students life stress depend on questionnaire scale were chosen and screened. The 60 screened persons were divided into two experimental group and control group. It means that 30 people in the experimental group that was taken under the life skills training and 30 people as Control group in order to being compared with the experimental group in the terms of life skills training effect of the educational stress. For surveying the variable s relation, analysis statics and independent T test were used. The result showed that in the terms of life skills training effect on educational stress (there is a meaningful difference between the experimental group and control group) or in other hand, life skills had meaningful effect on the educational stress deduction.
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Drigas, Athanasios, and Chara Papoutsi. "Nine Layer Pyramid Model Questionnaire for Emotional Intelligence." International Journal of Online and Biomedical Engineering (iJOE) 17, no. 07 (July 2, 2021): 123. http://dx.doi.org/10.3991/ijoe.v17i07.22765.
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<p class="0abstract">Emotional intelligence is significant, and it is an integral key to successful intrapersonal and interpersonal relationships. High emotional intelligence strengthens individuals with additional abilities and skills necessary in personal and working life. This study aims to develop Nine Layer Pyramid Model Questionnaire, a reliable and valid measurement instrument of emotional intelligence, based on the theoretical nine-layer pyramid model of emotional intelligence which illustrates hierarchically the abilities and skills that people need to possess to reach the top of emotional intelligence. Models of emotional intelligence and literature on it were investigated, and tool with 81 items was developed. The question items were in full correlation with the levels of the pyramid model. Data were collected through self-reports from 520 teachers from primary and secondary school grade. Results via statistical analysis indicated that the scale is a reliable and valid instrument in measuring emotional intelligence and showing which level they have achieved better and at which level improvements are needed.<strong></strong></p>
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Shinina, T. V., and O. V. Mitina. "Design and Validation of the «Adolescents’ Readiness for Independent Living» Questionnaire: Assessment and Development of Life Skills." Психологическая наука и образование 24, no. 1 (2019): 50–68. http://dx.doi.org/10.17759/pse.2019240104.
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Designing a model of autonomy development for adolescents is an important aspect of the research. The article describes the process of Designing and validating the «Adolescents’ Readiness for Independent Living» questionnaire. The «Adolescents’ Readiness for Independent Living» questionnaire is an adaptation of the Ansell-Casey Life Skills Assessment (ACLSA) Youth 4 — Version 4.0 [32].A distinctive feature of the modified questionnaire is the use of a series of focus groups with adolescents attending residential institutions and the formulation of questions that allow us to measure the independence of adolescents in Russia. The questionnaire is based on the concept of hardiness, according to which life skills promote the socialization of adolescents into the world of «adulthood» and uncertainty. An empirical study assessed adolescents’ readiness for independent living; it was conducted in Moscow and the Yamalo-Nenets Autonomous Okrug, with a total sample size of (N = 179) respondents, 76 of them boys, 103 girls, and with an average age of 17 years. Two-factor analysis of variance was used for further analysis. Gender and place of residence (with the family or at boarding school) were taken as independent dichotomous variables. The scores for each scale were the dependent variables. The reliability of the questionnaire was demonstrated, as well as its construct validity and convergent validity. Recommendations are made for researchers working or planning to work with adolescent samples.
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Hanifa, Lia, Silverius Y. Soeharso, Aisyah Pia Asrunputri, and Seta A. Wicaksana. "PENGARUH SOCIAL SKILLS DAN LIFE SATISFACTION TERHADAP ORGANIZATIONAL COMMITMENT PADA PERAWAT GENERASI Y." ISOQUANT : Jurnal Ekonomi, Manajemen dan Akuntansi 4, no. 1 (April 8, 2020): 69. http://dx.doi.org/10.24269/iso.v4i1.336.
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Penelitian ini bertujuan untuk mengetahui pengaruh social skills dan life satisfaction terhadap organizational commitment pada perawat generasi Y. Organizational commitment diukur menggunakan Organizational Commitment Questionnaire dibuat oleh Richard T. Mowday, Richard M. Steers, dan Lyman W. Porter (1979). Social skills menggunakan Social Skills Inventory (SSI) dibuat oleh Ronald. E. Riggio (1989). Life satisfaction menggunakan Satisfaction With Life Scale (SWLS) oleh Ed Diener, Robert A. Emmons, Randy J. Larsen dan Sharon Griffin (1985). Responden penelitian ini perawat berjumlah 109 orang yang bekerja minimal selama satu tahun di rumah sakit x (swasta) dan rumah sakit y (pemerintah) di Jakarta. Metode penelitian dilakukan secara non probability sampling dengan teknik purposive sampling. Data diolah dengan teknik stastistik regresi linier berganda. Hasil analisis menunjukkan social skills berpengaruh secara signifikan terhadap organizational commitment, life satisfaction berpengaruh secara signifikan pada organizational commitment, serta social skills dan life satisfaction berpengaruh secara signifikan terhadap organizational commitment. Model regresi ini mendapatkan nilai dari R Square yaitu sebesar 0,295. Sehingga 29,5% variabel organizational commitment dipengaruhi oleh social skills dan life satisfaction. Berarti semakin tinggi social skills dapat meningkatkan organizational commitment pada seseorang dan semakin tinggi life satisfaction dapat meningkatkan organizational commitment pada seseorang.
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Koyuncu, Bengisu. "The Effect of Pre-Service Teachers’ Life Skills on Teacher Self-Efficacy." Journal of Education and Learning 7, no. 5 (July 28, 2018): 188. http://dx.doi.org/10.5539/jel.v7n5p188.
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The aim of this study is to find out the extent to which pre-service teachers’ life skills predict their sense of self-efficacy. The study employed a relational screening model within the quantitative research paradigm and included 195 pre-service teachers in Mimar Sinan Fine Arts University Pedagogical Formation Program. The data was collected through a life skills scale, a teacher self-efficacy scale and a questionnaire. The findings indicated a significant strong positive correlation between pre-service teachers’ life skills and their sense of self-efficacy in teaching (r=.624). Life skills accounted for 38.9 of the variance in teacher sense of self-efficacy. There were not any significant differences in teacher sense of self-efficacy between males and females, graduates and non-graduates, participants and non-participants in life skills training (p>0.05). The sense of self-efficacy of pre-service teachers with teaching experience was found to be higher than that without it (p<0.05).
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Ramezani, F., and S. Mazraeh. "The Effectiveness of Life Skills Training on Life Satisfaction in Patients with Spinal Cord Injury." Клиническая и специальная психология 7, no. 3 (2018): 135–45. http://dx.doi.org/10.17759/cpse.2018070308.
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Spinal cord injury (SCI) is one of the most debilitating diseases that affects all aspects of person’s life. Researches have indicated that life satisfaction in these patients is lower than that of others. The aim of this study was to investigate the effect of life skills training on life satisfaction in patient with spinal cord injury. This study, having a quasi-experimental design, was performed with pre-test, post-test, and control group. The statistical population of this study consisted of patients with spinal cord injury (only men) that is covered by the home health care team of the Kahrizak Charity Foundation of Tehran. To do research, 30 patients of the center were selected by availability sampling and were randomly divided into experimental and control groups. In the experimental group, 10 sections of life skills training were performed, while no intervention was used for the control group. The research tool used in this study was a Self-Life Satisfaction Questionnaire and a univariate analysis of covariance was used to test results. Findings from the analysis of covariance showed that there was a significant difference between experimental and control groups (p< 0,05). This indicated that life skills training improved the life satisfaction in patients with spinal cord injury.
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Alotaibi, Nouf M. "A Proposed Program for Developing Early Divorced Women’s Life Skills: A Social Service Perspective." Journal of Educational and Social Research 10, no. 4 (July 10, 2020): 17. http://dx.doi.org/10.36941/jesr-2020-0061.
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The present research aims to propose a program, from a social service perspective, to develop early divorced women’s life skills through identifying the most important life skills that should be developed among them, determining the nature of social services provided to them for developing their life skills, and to identify the obstacles hindering social services from playing their roles in this regard. To achieve the research objective, the author adopted the descriptive analytical method, designed a scale for life skills applied to (100) early divorced women, and distributed a questionnaire to a sample of female faculty members, social specialists and managers to identify the social services provided to the early divorced women. The research results showed that the skills of problem solving, decision making, and critical thinking were highly available among the early divorced women while communication and interpersonal skills were the lowest available ones. The results also identified the social services provided to the early divorced women to contribute to the development of their life skills and the most prominent obstacles that prevent social services from playing their roles in developing those skills. Some recommendations have been made including continuing to intensively hold training courses and workshops for the early divorced women and qualifying them for developing their own life skills.
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Kumar, Prawin, Himanshu Sanju, Rajkishor Mishra, Varun Singh, and Priyanka Mohan. "Parental Expectation from Children with Cochlear Implants in Indian Context: a Questionnaire Based Study." International Archives of Otorhinolaryngology 21, no. 02 (May 30, 2016): 156–60. http://dx.doi.org/10.1055/s-0036-1584228.
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Introduction Parental support is important in the habilitation/rehabilitation of children using cochlear implant devices. Hence, it is important for families to know the realistic expectations regarding outcomes from CIs. Objective The objective of the present study is to know the parents' expectation from children using CIs. Methods For this study, we recruited 23 parents of children using CIs. We administered 15 questions translated in to Hindi related to communication abilities, social skills, academic achievement, change in future life, rehabilitation demand, and stress due to hearing impairment. Results The response of the questions (5-point rating scale) related to communication abilities showed that parents were expecting children using CIs to use the telephone (95%), to be able to detect soft sounds (99%), to listen in crowds (86%), to be able to easily understand others (76%), and to show improvement in communication skills (78%). Similarly, for questions related to social skills showed 90% of the parents expecting that their children with CIs should be able to easily make friends with normal hearing peers, and 80% of the parents were expecting the children to achieve high standards in their reading and writing skills. Questions related to change in future life showed 86% of the parents expecting their children with CIs to act like normal hearing children. Further, 78% parents showed positive response regarding importance of intensive training. However, 70% of the parents reported stress in the family due to the existence of the hearing impaired child. Conclusion Overall, the existing questionnaire-based study showed that parents have high expectations from their children with cochlear implant.
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Saddiq, Lina Omar Bin. "The Role of Student Activities in the Development of Life Skills among Disabled Students at King Abdulaziz University." Journal of Educational and Social Research 10, no. 1 (January 10, 2020): 73. http://dx.doi.org/10.36941/jesr-2020-0008.
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The present study aimed to define the role of student activities in the development of life skills among disabled female students. It covered a sample of intentionally selected students with (vision, hearing, motor, and multisensory) impairment and registered in the Deanship of Student Affairs for the Bachelor Degree (Regular and External Study) for the second semester of 2017/2018 at King Abdulaziz University. To achieve its objective, the study applied an intake form to define the most important information to be collected representing the variables, life skills' inventory (Bayounis, 2016), and open-ended questionnaire of student activities developed by the author. It concluded that disabled students highly needed to develop life skills. The student activities highly promoted life skills according to the (type of disability, major, nature of the study, and number of activities) variables. The study recommended preparing a teacher's guide of student activity implementation considering the development of life skills that are appropriate for the disabled students.
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Rahat, Robina, Ziarab Mahmood, and Nazir Haider Shah. "Analyses of Life Skills Development Practices in Secondary Schools of Islamabad." Global Social Sciences Review V, no. II (June 30, 2020): 115–25. http://dx.doi.org/10.31703/gssr.2020(v-ii).11.
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The study was designed to make analysis for developing Life Skills practices in the secondary schools of Islamabad. It was descriptive survey study. All 1039 SSTs, all 146 principals of public secondary schools working under FDE at Islamabad were population of the study. Five hundred and seventy (570) SSTs; one hundred and forty (140) principals were selected by using stratified random sampling technique. A questionnaire having 36 items were developed by the researcher on five point Likert scale. Mean, Standard Deviation, and t-test, were applied to analyze the data. There was moderate level of practice of skill development in secondary schools. Male teachers were better performing in developing communication skills and critical thinking while female teachers were better for developing problem solving skills. Development of strategy and proper training of teachers and principals, by the government, for life base skill education was recommended.
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Sánchez-Hernando, Beatriz, Raúl Juárez-Vela, Isabel Antón-Solanas, Ángel Gasch-Gallén, Pedro Melo, Tam H. Nguyen, José Ramón Martínez-Riera, Elisa Ferrer-Gracia, and Vicente Gea-Caballero. "Association between Life Skills and Academic Performance in Adolescents in the Autonomous Community of Aragon (Spain)." International Journal of Environmental Research and Public Health 18, no. 8 (April 18, 2021): 4288. http://dx.doi.org/10.3390/ijerph18084288.
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Background: Learning and socio-emotional development is promoted through the creation and nurturing of an optimal school climate. This study aims to analyze the relationship between life skills and academic performance in a large sample of adolescents from the autonomous community of Aragón (Spain). Methods: A cross-sectional study was conducted on the life skills and academic performance of a sample of 7th and 8th grade middle school students during the academic year 2018–2019. A sample of 43 middle schools were randomly selected; the final sample comprised 1745 students. The following data were collected through an anonymized, previously validated questionnaire: sociodemographic variables, social skills, self-efficacy, affective balance, and academic performance. Results: We found a statistically significant association between life skills and academic performance (p < 0.001) in our sample. We also observed significant gender differences in life skills, with boys obtaining higher scores in cognitive skills and affective balance, and with girls achieving higher scores in social skills. Conclusion: We argue that life skills should be integrated into educational policies in order to improve the academic performance and health outcomes of students.
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Rashid-Tavalai, Zahra, Nour Mohammad Bakhshani, Hamed Amirifard, and Maryam Lashkaripour. "Effectiveness of Combined Copying Skills Training and Pharmacological Therapy for Patients with Migraine." Global Journal of Health Science 8, no. 6 (November 5, 2015): 179. http://dx.doi.org/10.5539/gjhs.v8n6p179.
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<p>Headache is one of the most common complaints in neurological clinics. The current study carried out to determine the benefits of combined Coping Skills Training (CST) and Pharmacotherapy (Ph) for patients with migraine. Forty patients with migraine recruited from the outpatient clinics of Zahedan University of Medical Sciences( Iran) and randomly assigned to one of two treatment groups: the first group received combined coping skills training (CST) and pharmacotherapy(Ph); and the second group received the pharmacotherapy alone(Ph). Five patients due to lack of regular presence or filling out the questionnaires excluded from the study. Finally, the results of 35 subjects were analyzed. Data collection was done using the World Health Organization Quality of Life Questionnaire, General Self-Efficacy Scale-Sherer, Ways of Coping Questionnaire and Migraine Headache Index. The results of ANCOVA on post-test, after controlling the pre-test scores, suggested a significant difference in self-efficacy scores between CST+Ph and Ph groups. Moreover, results of ANCOVA did not show significant differences between the two groups in the scores of pain severity, quality of life, and the use of coping strategies<strong>.</strong> Findings of the present study indicated that coping-skills training, as a psychological intervention, improved self-efficacy. Further longitudinal studies are needed to confirm this conclusion.</p>
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Gatumu, Jane Ciumwari, and Wilfred Njeru Kathuri. "An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya." Journal of Curriculum and Teaching 7, no. 1 (December 25, 2017): 1. http://dx.doi.org/10.5430/jct.v7n1p1.
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The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system wasexplored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school thatis perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43preschool teachers and 31 parents. The data collection methods included use of a questionnaire, interviews,observations and a documentary analysis. A content analysis was used to examine the data collected. A main findingwas that, teachers and parents seemed to cherish the Life Skills Programme as a subject that enabled children to acquirerelevant skills for their growth, development and survival. Another finding was an indication of a link between childrenwho had mastered the life skills and academic performance. The study recommended the need to develop clear policyand supervisory guidelines to allow the effective implementation of the Life Skills Programme to benefit all children.
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Ukachi, Ngozi Blessing. "Exploration of information literacy skills status and impacts on the quality of life of artisans in Lagos, Nigeria." New Library World 116, no. 9/10 (October 12, 2015): 578–87. http://dx.doi.org/10.1108/nlw-01-2015-0006.
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Purpose – The purpose of the study is to establish the information literacy skills status, medium for the acquisition of the skills and the impacts on the quality of life of artisans in Lagos, Nigeria. Design/methodology/approach – Multi-stage sampling technique was adopted in selecting the sample. First, the purposive sampling technique was adopted in selecting five categories of artisans specialised in creative works such as: hat making, knitting of clothes, fashion designing/tailoring, hair dressing and shoe making. Second, the proportionate stratified random sampling technique was used in selecting five artisans, each representing a particular category from the 20 local government areas that make up Lagos State. Hence, the sample size is 100. The instruments for data collection were questionnaire and oral interview. The oral interview was meant to complement the questionnaire, as the researcher observed that some of the artisans communicate better in oral discussions than in written ones. The researcher personally administered the instruments. The oral interview was guided by the interview schedule constructed by the researcher based on the research questions. The questionnaire collection period lasted three weeks. Data collected were analysed using simple percentages and frequency count and presented in tables and figures. Findings – The outcome of the study revealed that the artisans’ level of information literacy skills increased following their exploration of technological gadgets such as android and smart-phones which the study had established to be the main means through which they acquire their information literacy skills. Other sources such as the library and training organised by the state government have not benefited them. The result established that the increase in their information literacy skills status has enhanced their quality of life. Practical implications – An improvement in the information literacy skills status of artisans could positively impact their quality of life. Originality/value – An exploration of the information literacy skills status, medium for the acquisition of the skills and the impacts on the quality of life of artisans in Lagos has not been carried out before now. This study revealed the status as well as the most accessible and appealing medium of information literacy skills acquisition by the artisans. This will help the government and public library management with the knowledge of the information literacy skills’ needs including, formats and media most suitable for this category of people.
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Guion, Lisa A., and Blanca F. Rivera. "Statistical Testing of a Measure of Youth’s Perceived Improvement in Life Skills." Journal of Youth Development 1, no. 2 (September 1, 2006): 86–94. http://dx.doi.org/10.5195/jyd.2006.389.
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This article presents findings from the statistical test of an instrument designed to measure youth’s perceptions of the life skills that were improved as a result of their participation in 4-H Clubs. The questionnaire was administered to 126 4-H club members in Florida. The 19-item self-rating Life Skills Improvement Scale was examined for face and content validity. The results were also submitted for exploratory factor analysis and internal consistency testing. The factor analysis yielded a four-factor solution to the 19-item scale, which accounted for 62.6% of the variance in the scale. The Cronbach’s alpha reliability coefficient for the 19 items was 0.88. The article also discusses implications and future use of the instrument, as well as recommendations for further study.
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O'Rourke, Margaret, Sean Hammond, David O'Sullivan, Ciara Staunton, and Siobhan O'Brien. "The LifeMatters programme for developing life-skills in children: an evaluation." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 144–57. http://dx.doi.org/10.1108/ijmce-10-2015-0031.
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Purpose – LifeMatters is a cognitive behavioural coaching programme that provides tools and techniques for developing and applying five areas of life skill competency: taking care of the body, feeling positive, thinking wisely, acting wisely, and taking care of the spirit. The purpose of paper is to evaluate the viability of the LifeMatters programme with a cohort of secondary school students (12-15 years) in Ireland. Design/methodology/approach – Open-ended feedback obtained from 196 participants who completed an open-ended questionnaire. These responses were subjected to a thematic analysis. Subsequent quantitative analysis of the resulting categorical data were carried out using correspondence analysis. Findings – Categorical analysis produced statistically significant sex and age differences showing that males and females differed in their experience of the programme. Girls benefited more from a focus upon stress and self-confidence whereas boys benefited more from a focus on relationship building. Originality/value – This study demonstrates the viability of the LifeMatters programme for secondary school students as an aid to develop life skills. It highlights the different needs of boys and girls in this area.
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Ezeamagu, Mary, and Henry Owolabi. "APPRAISAL OF EMPLOYABILITY SKILLS OF UNIVERSITY UNDERGRADUATES: THE 21ST CENTURY KEY TO FUNCTIONAL EDUCATION." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (March 25, 2021): 1–10. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.01.
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Research evidence revealed that the quality of graduates in Nigeria is on a rapid decline especially in the area of valuable and complementary life skills. Also, researchers have established that subject-specific knowledge and skills alone are unlikely to secure a graduate occupation in which they can be both successful and satisfied. Hence, this study evaluated the extent to which university undergraduates in North West Nigeria possessed employability skills. This study employed a survey research design. The population comprises all 2018/2019 final year university undergraduates in North West Nigeria. Multi-stage sampling approach using Simple Random and Proportional Sampling technique was employed to select 697 respondents from Usmanu Danfodiyo University, 350 respondents from Federal University Gusau and 330 respondents from Federal University Birnin Kebbi. The research instrument was a researcher-developed questionnaire entitled “Employability Indices Questionnaire”. The research instrument was validated by seven experts. The instrument was trial tested on a population that is similar but not among the sampled population; and Cronbach’s Alpha was used to estimate a reliability coefficient of 0.82 and 0.96 for Employability Perception Scale and Employability Skills Scale respectively. Three research questions guided the study; while data collected were analyzed using summated scale. The major findings of the study revealed that majority of university undergraduates in North West Nigeria perceived themselves to have high knowledge of employability, yet further finding revealed that majority of the respondents perceived themselves to have high need of Life-long Learning Skill and Team-work Skills. This implies that the respondents have low level of Life-long Learning and Team-work Skills. As such, it was recommended that University Management should improve standard by making Employability Skills a development priority area for its undergraduates before their graduation. Both instruction and assessment of undergraduates should challenge and develop students’ Life-long learning skill, Team-work skills and other relevant skills before their graduation. University Management should encourage her students to develop and demonstrate employability skills like Life-long learning skill, Team-work skills, information and communication technology knowledge, numeracy skill, communication skill, creativity and problem solving skills.
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Khaledian, Mohamad, Majid Omidi, Mandana Sepanta, and Mehdi Tavana. "The Efficacy of Training Life Skills on the Students' Self Esteem." International Letters of Social and Humanistic Sciences 20 (January 2014): 108–15. http://dx.doi.org/10.18052/www.scipress.com/ilshs.20.108.
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The current research was conducted with the aim of the efficacy of training life skills on the Payame Noor students' self esteem, Saghez branch. The research population includes all the Payame Noor students, Saghez branch who were studying in the educational year of 2013-2014. In this research 40 students were selected through the random sampling method available as the research sample volume. From among this number, 20 students were selected through the random sampling method available as the research sample volume who was participating in the educational workshop of life skills and 20 more students were also chosen as the control group. The method applied in this research is semi empirical with two groups of experiment and control. The experiment group was placed under 8, 120 minute sessions of training life skills. To collect data the 58 item Cooper Smith questionnaire was used. To analyze data, the descriptive statistics (Average, standard deviation,…) as well as inferential statistics (covariance analysis) were applied. Results indicated that the average self esteem scores in the experimental group posttest is higher than that of the posttest in the control group.
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Devita Cahyani Nugraheny. "PENERAPAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS LIFE SKILLS UNTUK MENINGKATKAN KETERAMPILAN PROSES DAN SIKAP ILMIAH." Visipena Journal 9, no. 1 (June 30, 2018): 94–114. http://dx.doi.org/10.46244/visipena.v9i1.435.
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This study aims to determine whether there is an increase in process skills and scientific attitudes of learners after the use of LKPD-based life skills in learning. The research that has been done is quasi experimental research using Noqueivalent Control-Group Pre-test Post-Test Design. Data collection techniques used are observation techniques and questionnaire techniques. Observation techniques are used to determine the process skills and scientific attitudes of learners. Observation of scientific attitude of learners is also supported by using a questionnaire filled by learners. Data analysis technique used is quantitative test. The results of quantitative tests on the use of LKPD in schools indicate an increase in process skills and scientific attitudes of learners.
Abstrak
Penelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan keterampilan proses dan sikap ilmiah peserta didik setelah pengunaan LKPD berbasis life skill dalam pembelajaran. Penelitian yang telah dilakukan merupakan penelitian quasi eksperimen dengan menggunakan rancangan Nonequeivalent Control-Group Pre-test Post-Test Design. Teknik pengumpulan data yang digunakan adalah teknik observasi dan teknik angket. Teknik observasi digunakan untuk mengetahui keterampilan proses dan sikap ilmiah peserta didik. Pengamatan sikap ilmiah peserta didik ini juga didukung dengan menggunakan lembar angket yang diisi oleh peserta didik. Teknik analisis data yang digunakan adalah uji kuantitatif. Hasil penelitian dari uji kuantitatif terhadap penggunaan LKPD di sekolah menunjukkan ada peningkatan keterampilan proses dan sikap ilmiah peserta didik.
Kata Kunci: LKPD, Life Skills, Keterampilan Proses, Sikap Ilmiah
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Soobard, Regina, Helen Semilarski, Jack Holbrook, and Miia Rannikmäe. "GRADE 12 STUDENTS’ PERCEIVED SELF-EFFICACY TOWARDS WORKING LIFE SKILLS AND CURRICULUM CONTENT PROMOTED THROUGH SCIENCE EDUCATION." Journal of Baltic Science Education 17, no. 5 (October 15, 2018): 838–50. http://dx.doi.org/10.33225/jbse/18.17.838.
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This research was based on the concern that students didn’t see the need for the acquisition of science skills and knowledge perceived as important in relation to different society issues and the world of work. The aim was to determine gymnasium students perceived self-efficacy towards working life skills as well as science curriculum, content-related topics. The sample was composed of grade 12 (N=1375) 18-19-year-old students. Data were obtained using a 4-point Likert scale questionnaire seeking to determine students’ perceived self-efficacy towards working life skills and topics in the science curriculum linked to disciplinary core ideas. In general, students perceived their self-efficacy to be above average towards most needed working life skills. However, it was much lower in areas related to problem-solving skills and understanding the nature of science. Results also indicated that the self-efficacy associated with purely Physics curriculum-related topics stood out as being much lower than for the other school science subject areas. Findings suggested there was a need to re-thinking the way science content was presented to students and to consider whether and how this could be restructured around core ideas in science in order to promote the development of problem-solving skills as an important aspect in enhancing working life skills. Keywords: core ideas, working life skills, self-efficacy, science curriculum topics, science education.
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Abajas-Bustillo, Rebeca, Francisco Amo-Setién, Mar Aparicio, Noelia Ruiz-Pellón, Rosario Fernández-Peña, Tamara Silio-García, César Leal-Costa, and Carmen Ortego-Mate. "Using High-Fidelity Simulation to Introduce Communication Skills about End-of-Life to Novice Nursing Students." Healthcare 8, no. 3 (July 29, 2020): 238. http://dx.doi.org/10.3390/healthcare8030238.
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Background: High-fidelity simulation is being considered as a suitable environment for imparting the skills needed to deal with end-of-life (EOL) situations. The objective was to evaluate an EOL simulation project that introduced communication skills to nursing students who had not yet begun their training in real healthcare environments. Methods: A sequential approach was used. The “questionnaire for the evaluation of the end-of-life project” was employed. Results: A total of 130 students participated. Increasing the time spent in high-fidelity simulation significantly favored the exploration of feelings and fears regarding EOL (t = −2.37, p = 0.019), encouraged dialogue (t = −2.23, p = 0.028) and increased the acquisition of communication skills (t = −2.32, p = 0.022). Conclusions: High-fidelity simulation promotes communication skills related to EOL in novice nursing students.
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Mackay, Tara M., Lennart B. van Rijssen, Jurr O. Andriessen, Mustafa Suker, Geert-Jan Creemers, Ferry A. Eskens, Ignace H. de Hingh, et al. "Patient Satisfaction and Quality of Life Before and After Treatment of Pancreatic and Periampullary Cancer: A Prospective Multicenter Study." Journal of the National Comprehensive Cancer Network 18, no. 6 (June 2020): 704–11. http://dx.doi.org/10.6004/jnccn.2020.7528.
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Background: This study sought to assess patient satisfaction and quality of life (QoL) before and after treatment of pancreatic and periampullary cancer. Methods: We conducted a prospective multicenter study of patients treated for pancreatic and periampullary cancer. General patient satisfaction was measured using the EORTC satisfaction with care questionnaire (IN-PATSAT32) at baseline and 3 months after treatment initiation, with a 10-point change on the Likert scale considered clinically meaningful. QoL was measured using the EORTC Core Quality of Life Questionnaire (QLQ-C30). The influence of treatment (curative and palliative) on patient satisfaction and QoL was determined. Results: Of 100 patients, 71 completed follow-up questionnaires. General satisfaction with care decreased from 74.3 before treatment to 61.9 after treatment (P<.001), whereas global QoL increased from 68.4 to 71.4 (P=.39). Clinically meaningful reductions were also observed for the reported interpersonal skills of doctors (from 73.4 to 63.3) and exchange of information within the care team (from 63.5 to 52.5). Satisfaction scores were lower for patients treated with curative intent than for those treated with palliative intent regarding interpersonal skills of doctors (P=.01), information provision by doctors (P=.004), information provision by nurses (P=.02), availability of nurses (P=.004), exchange of information within the care team (P=.01), and hospital access (P=.02). In multivariable analysis, clinicopathologic or QoL factors were not independently associated with general patient satisfaction. Conclusions: Satisfaction with care, but not QoL, decreased after pancreatic cancer treatment. Improvements in communication and interpersonal skills are needed to maintain patient satisfaction after treatment.
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Nurjanah, Dessy, Jujun Ratnasari, and Suhendar Suhendar. "The Effect Of Advance Organizer Assisted By The Project To Student’s Generic Life Skills In The Material Of The Human Excretion System." Jurnal Atrium Pendidikan Biologi 4, no. 2 (June 21, 2019): 92. http://dx.doi.org/10.24036/apb.v4i2.5931.
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This research is based on the problems the generic life skills of students who are still low. The effort that can be done is to apply the Advanced Organizer learning model assisted by project in the excretion system material at SMAN 3 Sukabumi. The purpose of this research is to find out the influence of Advance Organizer learning model assisted by project on generic life skills of students of SMAN 3 Sukabumi. The type of research used quasi-experiment with Nonequivalent control group design. In this study the sampling technique used purposive sampling. The samples in this study were grades XI8 and XI5. The instruments used test questions, attitude scale, observation sheet and response questionnaire. The results of data analysis showed that the average N-gain test scores of experimental class 0.77 and a control class 0.47. The average attitude scale of the experimental class 80% and the control class 83%. The average observation sheet of the experimental class 91% and the control class 73%. The average response questionnaire of the experimental class to material 89%, to learning model 83% and to generic life skills 84%. Based on the prerequisite test data the results of the study were normally distributed and homogeneous. The result of research by hypothesis testing with the Z-test show Zhitung=8 > ZTabel=1,96 then H0 is rejected and H1 is accepted. The conclusion is that the Advanced Organizer learning model assisted by projects has an influence on students' generic life skills.Keywords: Advanced Organizer assisted by the project, generic life skills
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Calicchia, Sara, Giovanna Cangiano, Silvia Capanna, Mariangela De Rosa, and Bruno Papaleo. "Teaching Life-Saving Manoeuvres in Primary School." BioMed Research International 2016 (2016): 1–6. http://dx.doi.org/10.1155/2016/2647235.
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Introduction. In the event of sudden cardiac arrest (SCA) early intervention provided by a layperson can be life-saving. Teaching first aid in primary school may increase the lifelong ability and motivation of young people to take action in an emergency. Objective. The aim of this article is to report a training experience on BLSD (Basic Life Support and Defibrillation) designed for a group of pupils in an Italian primary school, with assessment of its effectiveness at a distance. Methods. The assessment was carried out using a multiple choice questionnaire on a sample of 130 pupils aged 11-12, 62 trained in BLSD and 68 as a control group. The trained group also performed an emergency simulation to assess their learning of practical skills. Results. Using the t test, significant differences emerged in the questionnaire scores between the case-control group. The results of the skill test were positive, even for the most difficult manoeuvres such as opening airways, assessing breathing, or using an AED (Automated External Defibrillator). Conclusion. Although there are still some open questions regarding the ability to retain these skills in the medium/long term, the study shows that life-saving manoeuvres can be effectively taught to primary school pupils.
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Sergeyeva, Olga, Anna Tsareva, Nadezhda Zinoveva, and Olga Kononova. "Social Skills Amongst MMORPG-Gamers: Empirical Study." SHS Web of Conferences 50 (2018): 01008. http://dx.doi.org/10.1051/shsconf/20185001008.
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The research paper addresses the issue of the impact of MMORPGs on social culture and communication skills of individuals. The mainstream discourse about computer games which take individuals away from reality and substitute the real life by the fictional one is complemented by brand new ideas, which affirm that computer games do not substitute but supplement the real life and expand its possibilities. To confirm the presented point of view we use diagnostic questionnaire of interpersonal relations by A.A. Rukavishnikov. This questionnaire is aimed to evaluate typical ways of respondent’s attitude towards other people. At this point we have 43 gamers and 29 non-gamers involved in our research, aged 18 to 57. The comparison of a user and non-user answers gives a bigger view on an overall gaming experience. In the obtained indices we note that there are no fundamental differences between MMORPGs gamers and ordinary people. During research, MMORPGs users have showed many important social interaction skills such as striving to control own actions, collaborate with others, though with a low interest in emotionally charged relationships. Authors discuss the idea about the differences between addiction and fascination among gamers.
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Yanti, Ripi. "PENYUSUNAN INSTRUMEN TES KETERAMPILAN PROSES SAINS PADA MATA PELAJARAN IPA DI SMPN 14 KOTA BENGKULU." JPPS (Jurnal Penelitian Pendidikan Sains) 9, no. 1 (January 17, 2020): 1763. http://dx.doi.org/10.26740/jpps.v9n1.p1763-1765.
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AbstrakKeterampilan proses sains (KPS) adalah keterampilan yang digunakan para ilmuwan dalam membentuk pengetahuan dalam memecahkan masalah dan merumuskan hasil. Kemampuan pemecahan masalah dan penelitian merupakan kecakapan hidup (Life skills) dan oleh karena itu merupakan hasil belajar yang paling tinggi yang harus dipelajari siswa. Penelitian ini bertujuan untuk mengetahui keterampilan proses sains pada siswa SMPN 14 Kota Bengkulu. Penelitian ini menggunakan metode deskriptif kuantitatif. Teknik pengumpulan data diperoleh dengan menggunakan instumen kuesioner yang berupa angket berstruktur. Angket berstruktur (tertutup) ialah jenis angket yang setelah rumusan pertanyaannya disediakan pula alternatif jawaban yang dapat dipilih oleh responden. kemudian data tersebut dianalisis secara deskriptif kuantitatif yaitu mendeskripsikan skor dalam setiap aspek yang diamati. Hasil penelitian menunjukan bahwa nilai terendah yaitu sebesar 30 (termasuk kriteria rendah), nilai sedang 55 (termasuk kategori sedang) dan nilai tertinggi adalah 95 (termasuk kriteria tinggi). Berdasarkan data dari 16 responden. Hal ini menandakan bahwa sebagian siswa diantaranya belum memiliki keterampilan proses sains dan sebagian sudah memiliki keterampilan proses sains.Kata kunci: Instrument Tes, Keterampilan Proses Sains, Pelajaran IPAAbstractScience process skills (KPS) are skills that are used by scientists in shaping knowledge in solving problems and formulating results. Problem solving and research skills are Life skills and therefore are the highest learning outcomes students must learn. This study aims to determine the science process skills in students of SMPN 14 Bengkulu City. This research uses quantitative descriptive methods. Data collection techniques were obtained using a questionnaire instrument in the form of a structured questionnaire. Structured questionnaire (closed) is a type of questionnaire after the question formulation is also provided alternative answers that can be chosen by respondents. then the data is analyzed in a quantitative descriptive manner which is to describe the score in every aspect observed. The results showed that the lowest value was 30 (including low criteria), moderate value was 55 (including moderate category) and the highest value was 95 (including high criteria). Based on data from 16 respondents. This indicates that some of the students do not yet have science process skills and some already have science process skills.Keyword: Test Instruments, Science Process Skills, Natural Sciences
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Ariyanti, Kadek Sri, RINI WINANGSIH, and DEWA AYU ARI KUSUMAYUNI. "Kecakapan Hidup Terkait Kesehatan Reproduksi pada Siswa SMA di Kabupaten Tabanan." JURNAL MEDIKA USADA 2, no. 2 (August 27, 2019): 75–83. http://dx.doi.org/10.54107/medikausada.v2i2.54.
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Background: The adolescence period is a critical period in which physical, psychological and intellectual growth is very rapid, so it is prone to fall into risky behavior. Risk behaviors of adolescents in Indonesia include drug and alcohol use, as well as premarital sex, which can increase the number of cases of HIV/AIDS infection. To respond to adolescent reproductive health problems, the government has launched the PIK-R Program. The goal is to provide reproductive health information and counseling services, maturation of marital age, life skills, gender and advocacy skills and IEC. Life skills education for adolescents is very important to support the development of individuals to become responsible adults. To live an orderly life, individuals need the skills people need to do things regularly.
Method: This study used a cross sectional design. Respondents in this study were 150 students who participated in the PIK-R Program which came from three high schools in Tabanan Regency. Samples were taken by purposive sampling. Data collection is done by survey using a questionnaire.
Results: The study showed that Life Skills related to reproductive health in high school students who participated in the PIK-R Program were mostly in the good category, which was 116 people (77.33%). The PIK-R program has a positive impact on adolescent life skills related to reproductive health