Abstract :
Introduction: The purpose of this study was investigating the
effectiveness of life skills training on personal-social adjustment and
psychological capital of high school students in Tehran during 2018.
Methodology: The method used in this study was applied in terms of
purpose and in terms of data collection, a quasi-experimental design with
pretest-posttest design with control group and random sampling. The
statistical population consisted of all female secondary school students in
2018. Using random sampling, 30 students in both experimental and
control groups (15 subjects) and control (15 subjects) were considered as
the sample size. The experimental group received 8 life skills training
sessions, and the control group did not receive any treatment. In order to
collect information, two questionnaires, personal-social adjustment
(California, 1953) and McGee's Psychological Capital questionnaires
(2011) were used. In order to determine the reliability of the
questionnaire, Cronbach's alpha coefficient was used and the coefficient
for each questionnaire was higher than 0.7. Content validity was also used
to assess the validity of the questionnaire, which was approved by the
relevant experts. Data analysis was performed using SPSS software in two
sections: descriptive and inferential parts (covariance analysis). Findings:
The result showed that life skills training increased personal and social
compatibility of students. Based on the results of the findings, life skills
training increased the psychological capital and its components among
students (P>0/01). Conclusion: Therefore, it seems that life skills
training can enhance students' adaptation and provide effective techniques
for increasing psychological capital.
