The efficacy of training life skills’ on educational achievement and social acceptance

The main purpose of this study is to determine the effectiveness of teaching life skills on educational achievement and social acceptance of middle school students of Boukan town (Grades 6-9), Iran. The research method of feedback with two groups of experiment and certification of sample amounts 619 people in each group were selected. Research tools consist of questionnaires of life skill, social acceptance and questionnaire of individual and personal background information. Basis of life skill equal to 787/0 and basis of social acceptance equal to 730/0 that were reviewed. The results of research theories shows that the skill of self - understanding and excitement has influence in studentsʹ educational achievement ( > P 01/0) but the communication skill has no effect on studentsʹ educational achievement ( < P 05/0). The skills of decision making and problem solving have effect on studentʹs social acceptance. Triple skills (Excitements, Communicating, decision making and problem solving) are not similar in educational achievement of both male and female students (P 05/0) and the effect of self awareness among male and female students is different ( < P 01/0). Comparing effects of quadruple skills on educational achievement in different levels show that the amount of quadruple skills has conceptual effect on educational achievement in first grade middle school.