چکیده:
The present paper aimed at assessing the effects of young people’s indicators of life skills. The theoretical foundation of this research was obtained from Adler’s and the World Health Organization’s viewpoints on life skill and mental health. The method of this study was a survey (applied, descriptive and correlation), and the sample group consisted of young people aged 15-29 in Hajiabad town in South Khorasan province. The sample group of this study included 368 people the achieved from the Cochran’s formula. The study instrument was the standardized questionnaires of life skills and mental health. The evaluation of the questionnaires was 88% with respect to life skills and about 73% regarding mental health. Descriptive statistics indicated that the majority of the respondents were between the ages of 21 and 23. The majority of the participants held a high school diploma, and had an average income. Problem-solving and decision-making had the highest mean, and the critical thinking and creativity had the lowest mean among the life skills indicators. The young people’s mental indicators did not have significant differences. The findings of regression test showed that decision-making and self-awareness explained mental health very well. Self-assertion and creative thinking, respectively, had a marginal role in explaining mental health. With respect to correlation coefficient (R) between the variables, there was a strong relationship (about 95%), and the amount of the adjusted coefficient of determination was 93% which showed that 93% of the total changes affected the mental health.
خلاصه ماشینی:
Teaching skills such as self-awareness, empathy, coping with emotions, coping with social stresses, effective interpersonal communication, interpersonal relationship skills, creative thinking and critical thinking, decision-making and problem solving at schools & universities, cultural centers, etc.
Based on the conducted research, factors such as interpersonal skills, establishing optimal communication, determining goals, decision-making, problem solving, and identifying personal values play an important role in prevention from or reduction of behavioral abnormalities and psychological disorders (Nasseri & et al.
Nevertheless, teaching life skills to people especially women had a significant effect on improving general self-efficacy and social, individual, and cultural abilities" (Jafari Shirazi, 2011, p.
Martin and Jones (2012) conducted a study about the life skill necessary for young people, and concluded that "individual skills including social skills, respect, leadership, family interaction, and personal relationships and skills including organizing, discipline, self-confidence, setting goals, performance outcome management, and motivation are their most important needed life skills" (Martin and Jones, 2012, p.
The aim of this study was to investigate the effects of educational programs designed to teach life skills on the mental health, amount of stress, social maladjustment, and depression in women with motor disabilities.
With respect to the first hypothesis (as young people’s ability of problem-solving and decision-making increases, their mental health improves as well), the obtained correlation coefficient is 0.
Regarding the results of Pearson’s correlation table and regression in this study, problem-solving and decision-making, and self-awareness had the highest coefficient of correlation with the dependent variable and among life skill components, they had the most effect on the young people’s mental health, and the effectiveness of critical thinking and creativity was lower than other indicators.