The effectiveness of life Skills Program in Enhancing Students’ life- Satisfaction and self-efficacy among Female Students in Al Majmaah University

The aim of this study was to examine the relationship between self-efficacy and life satisfaction according to exercise participation in obese female university students. The sample of the study consisted of over 18 age 145 obese (BMI≥30) that were regularly exercising for at least 4 days, 90 minutes in a week for 6 mounts and 136 obese sedentary (BMI≥30). The mean age was (20.69 ± 1.84) for obese female students who participated regular exercise and (20.19 ± 1.49) for obese female university students who was sedentary. “General Self-Efficacy Scale” that originally developed by Sherer et al. (1982) and adapted to Turkish by Yıldırım and İlhan (2010) and “Life Satisfaction Scale” that originally developed by Diener et al. (1985) and adapted to Turkish by Yetim (1991) were used for measurement. For statistical analysis, The Kolmogorov-Smirnov test was used to determine whether the scores were normally distributed. Descriptive statistics, independent sample t test and pearson correlation analysis were also applied. There was statistically significant difference for the mean life satisfaction (t = 7.68, p <.05) but there was no statistically significant difference for the mean self-efficacy (t = 1.17; p> .05) between two groups according to the t test results. There was a significant positive correlation between life satisfaction and total self-efficacy scores (r = .551**). As a result, there was significant difference in life satisfaction between two groups. Obese female students with high self-efficacy perceptions may be aware of their abilities and thus rely on their abilities. In this case, it can be concluded that they are happy and generally enjoy life.

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The effect of life skills training with health literacy strategies on self-esteem and self-efficacy in female students during puberty

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2019-0121 ◽

2019 ◽

Vol 0 (0) ◽

Author(s):

Sara Jafarigiv ◽

Nooshin Peyman

Keyword(s):

Health Literacy ◽

Self Efficacy ◽

Life Skills ◽

Intervention Group ◽

Skills Training ◽

Self Esteem ◽

Female Students ◽

Life Skills Training ◽

Literacy Strategies ◽

Significant Difference

Abstract Background Puberty is a sensitive period of life for developing specific skills and knowledge and acquiring abilities and attributes that are essential for managing emotions and assuming adult roles. Thus, this has implications for health educational programs to responses to the experimentation and exploration that takes place during puberty. Objectives This study aimed to examine the effect of life skills training using health literacy strategies on self-esteem and self-efficacy in adolescent female students. Methods This was a semi-experimental study with intervention-control groups performed on 96 female students (7th grade of high school) in Mashhad, Iran from January 2017 to Jun 2017. The sampling method was a multi-stage random sampling. The samples were divided into two groups: an intervention group and a control group (each one having 50 subjects) through the simple randomized approach. Data collection tools used were the Coopersmith Self-esteem Questionnaire and Sherer’s Self-efficacy Questionnaire. Life skills training for the intervention group consisted of five sessions of theoretical training and workshops with role play and were designed based on health literacy strategies. The pretest, posttest and follow-up (3 months after the intervention) was conducted for both groups. Data analysis was performed using SPSS 19 software (t-test, Mann-Whitney, chi-square (χ2) and repeated data analysis). Results Before the intervention, there was no significant difference between the two groups in terms of self-esteem score (p = 0.70) and self-efficacy (p = 0.10), but immediately after training, as well as 3 months later, a significant difference was found between the two groups (p < 0.001). Conclusion Based on the findings, life skills educational interventions based on health literacy strategies could promote the self-esteem and self-efficacy abilities among female students during puberty.

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