پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 937 |
| تعداد مقالات | 7,694 |
| تعداد مشاهده مقاله | 12,611,880 |
| تعداد دریافت فایل اصل مقاله | 8,976,028 |
تحلیل وضعیت مهارتهای زندگی شهروندان تهرانی با تأکید بر مقایسه مهارتهای زنان و مردان | ||
| مطالعات اجتماعی روان شناختی زنان | ||
| دوره 21، شماره 1 - شماره پیاپی 74، فروردین 1402، صفحه 150-185 اصل مقاله (1.07 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jwsps.2023.39026.2558 | ||
| نویسندگان | ||
| بدیع قربانی1؛ سمیه تاجیک اسماعیلی* 2 | ||
| 1دانشجوی دکتری ارتباطات اجتماعی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد تهران شرق، تهران، ایران. b.chro.b.1386@gmail.com | ||
| 2استادیار گروه ارتباطات اجتماعی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد تهران شرق، تهران، ایران. (نویسنده مسئول) Stajik@iauet.ac.ir | ||
| چکیده | ||
| پژوهش حاضر با هدف تحلیل وضعیت مهارتهای زندگی شهروندان تهرانی به تفکیک مهارتهای 18گانه زندگی و با تأکید بر مقایسه مهارتهای زنان و مردان، طراحی و اجرا شده است .پژوهش حاضر به لحاظ هدف، کاربردی و از نظر روش، توصیفی- پیمایشی و ابزار اندازهگیری آن پرسشنامه است. جامعه آماری شامل کلیه شهروندان ساکن شهر تهران است. پرسشنامههای پژوهش از طریقgoogle form بین یک نمونه 396 نفری توزیع شد. یافتههای پژوهش نشان داد، بهترتیب بهترین وضعیت مهارت در شهروندان تهرانی، در روابط بینفردی (سطح جمعی)، نحوه گردآوری اطلاعات، مهارت مشارکت همگانی (با میانگینهای 71/3، 61/3 و 60/3) بوده، در صورتی که مهارت درک اصول آزادی، عدالت و تساوی، مهارتهای مربوط به ارتباطهای انسانی، مهارت تفکر خلاق (با میانگین های 26/3، 04/3 و 49/2) در وضعیت پایینتری قرار داشته و در مجموع، وضعیت کلی مهارتهای زندگی شهروندان تهرانی با میانگین 33/3 کمی بیشاز حد متوسط است. در زمینه مقایسه و بررسی تفاوت مهارتهای شهروندان زن و مرد، نتایج آزمونT نشان میدهد، در مهارت حل مسئله، مهارت مشارکت همگانی، تفکر انتقادی، درک اصول آزادی، عدالت و تساوی، شرکت در فعالیتهایی که منافع را بهبود میبخشند، مهارتهای مربوط به رعایت و بهکارگیری نکات ایمنی، وضعیت زنان و مردان متفاوت است (05/0 sig <). زنان در مهارت حل مسئله و مهارت مشارکت همگانی، وضعیت بهتری داشته ولی در درک اصول آزادی، عدالت و تساوی، شرکت در فعالیتهایی که منافع را بهبود میبخشند و مهارتهای مربوط به رعایت و بهکارگیری نکات ایمنی، مردان نسبت به زنان در موقعیت بالاتری قرار دارند. | ||
| کلیدواژهها | ||
| مهارت؛ مهارتهای زندگی؛ شهروندان؛ زنان؛ مردان | ||
| عنوان مقاله [English] | ||
| Analysis of Life Skills Status of Tehran Citizens With an Emphasis on Comparing the Skills of Men and Women | ||
| نویسندگان [English] | ||
| Badee Ghorbani1؛ Somayyeh Tajik Esmaeili2 | ||
| 1Ph.D Student of Social Communication, Department of Social Communication Sciences, Faculty of Humanities, Tehran East Branch, Islamic Azad University, Tehran, Iran. b.chro.b.1386@gmail.com . | ||
| 2Assistant Professor, Department of Social Communication Department, Faculty of Humanities, Tehran East Branch, Islamic Azad University, Tehran, Iran. Stajik@iauet.ac.ir. (Corresponding Author) | ||
| چکیده [English] | ||
| The aim of this study was to analyze the status of life skills among Tehran citizens, focusing on the 18 individual skills and comparing the skills of men and women. The present study is applied research with a descriptive-survey method, and the measurement tool used was a questionnaire. The statistical population included all citizens living in Tehran, and the research questionnaires were distributed among a sample of 396 people via Google Forms. The findings showed that the best life skills among Tehran citizens, respectively, were interpersonal relationships, data collection, and public participation skills. However, the skills related to understanding the principles of freedom, justice, and equality, human communication, and creative thinking skills were found to be in lower status. Overall, the general status of life skills among Tehran citizens had an average of 3.33, which was slightly above average. Regarding the comparison and examination of differences in the skills of male and female citizens, the results of the t-test showed that in problem-solving skills, public participation skills, critical thinking, understanding the principles of freedom, justice, and equality, and participation in activities that improve interests, the situation of women and men differed. Women performed better in problem-solving skills and public participation skills, but in understanding the principles of freedom, justice, and equality and in participating in activities that improve benefits, as well as in skills related to observing and applying safety tips, men were in a higher position than women. Keywords Life Skills, Citizens, Women, Men. Introduction Considering the increasing changes and complexities in society and the expanding social relations, it is necessary to prepare individuals to face difficult situations. Life skills are a set of abilities that provide the foundation for positive and useful behavior. This ability enables individuals to deal with daily desires, expectations, interpersonal problems without harming themselves or others and accept their social responsibilities. (Karimzadeh et al., 2018; Momeni Mahmouni et al., 2012) Given the significance of acquiring and improving various skills, especially life and social skills, in the lives of citizens, and the substantial role these skills play in creating knowledge, attitudes, values, emotional, psychological and social abilities, etc., it is essential to identify the level of citizens’ life skills to strengthen and improve these skills and take necessary steps to prevent potential harm from the lack of these skills. Although differences exist in biological, social, and communicational aspects between women and men, it appears that their communication skills, social skills, and life skills may also differ. While men are generally more active in society, women spend more time at home with their family. Given women's significant role in the family and society, it is crucial to pay attention to their life skill levels. These skills, when present, enable women to raise more capable children and establish a stronger family unit. The present research aims to analyze the life skills of Tehran citizens by evaluating 18 different life skills while emphasizing the comparison of skills between men and women. Therefore, the primary inquiry of this research is to determine whether there is a difference in the amount and level of life skills between male and female citizens?. Methodology The current research is an applied and descriptive-survey study that uses a questionnaire as its measurement tool. The statistical population consists of all citizens living in Tehran city, which has a population of 8,693,706 people according to the last census of 2015 and statistics available on the website of the Iran Statistics Center. The sample size was determined as 384 people using the Morgan table. The standard questionnaire of life skills developed by Saatchi et al. (2009) was used in this research. Due to the coronavirus pandemic, the questionnaires were distributed among people via Google Forms, and they were asked to forward the questionnaires to others after completing them. This snowball sampling method continued until the completed questionnaires were sufficient. In total, 402 questionnaires were returned to the researchers, of which 396 questionnaires were complete and suitable for analysis. Findings According to the results of the t-tests, there are differences between the status of men and women in several skills, including problem-solving, public participation, critical thinking, understanding the principles of freedom, justice, and equality, participating in activities that enhance one’s well-being, and using safety measures when using the internet. Specifically, women outperformed men in problem-solving and public participation skills. However, men performed better in skills related to understanding the principles of freedom, justice, and equality, participating in activities that enhance one’s well-being, and using safety measures when using the internet. Result The findings indicate that there are gender differences in several life skills, including problem-solving, public participation, critical thinking, understanding the principles of freedom, justice, and equality, participating in activities that enhance one's interests, and practicing safety measures. Women have better performance in problem-solving and public participation skills, while men score higher in understanding the principles of freedom, justice, and equality, participating in activities that enhance one's interests, and practicing safety measures. These discrepancies highlight the need for effective interventions to promote life skills among citizens. The theoretical background of the research suggests that life skills can be learned, and Bandura's social learning theory supports the notion that people learn behaviors and skills by observing the behavior of others, particularly parents and peers. Therefore, it follows that implementing effective interventions at various levels and scales can help teach these skills to individuals. References Bahrainian, A. M., Haji Alizadeh, K., Taheri, G. A. & Hashemi Garji, U. (2011). The effect of life skills training on emotional intelligence. Alborz University Medical Journal, 1(1), 1-6. (In Persian) Besharati, F. & Amirianzadeh, M. (2017). The impact of life skills training on social skills and performance of secondary school girl students. Women and Society, 9(35), 17-42. (In Persian) Bandura, A. (1991). Social cognitive theory of moral thought and action, In Kurtines, W. M. & Gewirtz, J. Lamb, J. L. (Eds.), Handbook of moral behavior and development (Vol. 1, pp. 45–103). Castro, R. P., Haug, S., Wenger, A. & Schaub, M. P. (2022). Longer-term efficacy of a digital life-skills training for substance use prevention. American Journal of Preventive Medicine, 63(6), 944-953. Cheung, J. C. V., Ni, M., Tam, A. Y. C., Chan, T. T. C., Cheung, A. K. Y., Tsang, O. Y. H., Yip, C. B., Lam, W. K. & Wong, D. W. C. (2022). Virtual reality based multiple life skill training for intellectual disability: A multicenter randomized controlled trial. Engineered Regeneration, 3(2), 121–130. Ghalavandi, H. & Safdari, K. (2015). Predicting the relationship between life skills components and collective efficacy with life satisfaction. Journal of Management and Development Process, 28(3), 131-156. (In Persian) Esfandiari, T. (2003). Identifying the life skills needed by adults from the point of view of education experts. Theoretical middle school curriculum planning experts and theoretical branch students of public adult high schools in Tehran, Master's thesis in adult education, Faculty of Educational Sciences, Beheshti University, Tehran. (In Persian) Haghighati, J., Mousavi, M., Mehrabizadeh Honarmand, M. & Beshlideh, K. (2005). The effects of life skills training on the mental health and self-esteem of female first grade of high school students in Ilam city. Journal of Education and Psychology, 13(1), 61-78. (In Persian) Hodge, K., & Danish, S. & Martin, J. (2012). Developing a conceptual framework for life skills interventions. The Conseling Psychologist, 41(8), 1125-1152. Jansson, A. (2002). The mediatization of consumption: Towards an analytical framework of image culture. Journal of Consumer Culture, 21(5), 5-31. Karimzadeh, E. (2009). Life Skills Training and Manners Guide. Tehran: Yadaman Art Andisheh. (In Persian) Khanifar, H. & Pourhosseini, M. (2009). Life Skills. Qom: Hajar Publications. (In Persian) Khosravi, A. (2018). Comparative analysis of representation of communication skills in Iranian and non-Iranian animations. Doctoral Dissertation in Social Communication Sciences, Islamic Azad University, Tehran East Branch. (In Persian) Latifpour Golandam, A. (2022). Evaluating the relationship between emotional intelligence and self-efficacy with the aim of gaining student satisfaction (case study: cancer students). Journal of Accounting and Management Vision, 5(61), 17-27. (In Persian) Mahdavi Haji, T., Mohammadkhani, S. & Hahtami, M. (2011). The effectiveness of life skills training on happiness, quality of life and emotion regulation. Procedia - Social and Behavioral Sciences, 30(16), 407–411. (In Persian) Majidi Ghahoudi, N., Geranmayepour, A. & Bakhshandeh, S. (2011). Investigate the differences in communication skills of the employees and its role in their job satisfaction. Media Studies, 8(21), 91–102. (In Persian) Malekmohammadi, M., Nouri, H. A. & Ibn al-Sharieh, M. (2014). Emotional intelligence, its dimensions, characteristics and patterns. The second international conference on modern researches in management, economics and accounting, https://civilica.com/doc/439944. (In Persian) Miri, A. (2018). The effectiveness of life skills training on social wellbeing and general health students teachers of Farhang University in Kurdistan province. Journal of Health Promotion Managementm, 8(3), 19-26. (In Persian). Momeni Mehmoui, H., Teimouri, S. & Rahmanpour, M. (2018). The effect of training life skills on the mental health and self-esteem of female students in the fifth grade of primary school. Journal of Educational Management Innovations, 6(4), 91-112. (In Persian) Naseri, H. (2005). Life skills training program guide. Tehran: National Welfare Organization, Deputy of Cultural Affairs and Prevention. (In Persian) Naeim, M. & Rezaei Sharif, A. (2016). The efficacy of life skills training on marital adjustment of women for the prevention of domestic violence. Shenakht Journal of Psychology and Psychiatry, 3(2), 21-32. (In Persian) Nguyen, T. P. L. (2022). A dataset of the relationship between emotional intelligence and teamwork results of university students. Search life-Sciences Literature, doi: 10.1016/j.dib.2022.108149. Nikpoor, R. (2004). Acquaintance with the life skills training program, Tehran, Vice-Chancellor of Cultural Affairs and Prevention, Welfare Organization. (In Persian) Pidad, F. & Farmahini Farahani, M. (2008). Life skills. Publication of Shabahang. (In Persian) Saatchi, M., Kamkari, K. & Asgarian, M. (2010). Psychometric site: Psychological tests, Published of Virayesh. (In Persian) Sadeghi, A. & Narimani, S. (2022). The effect of group training of life skills on reducing anger and increasing boldness of patients with diabetes in Gilan province. Psychology and Behavioral Sciences of Iran, 29(1), 111-103. (In Persian) Sahraian, M., Solhi, M. & Haqqani, H. (2012). The effect of Bloom empowerment model on life skills promotion in girl students at the third grade of high school in Jahrom. Journal of Research and Health, 2(1), 9-18. (Text in Persian). Salamabadi, M., Rezaei, R & Safari, H. (2014). The effectiveness of life skills training on increasing the resilience of primary school boys. Proceedings of the National Conference on Primary Education. (In Persian) Salighedar, L. (2009). Teacher life skills. Primary Education Growth Monthly, 13(3), 33-35. (In Persian) Samari, A. & Laalifaz, A. (2004). Studying the effectiveness of life skills training on family stress and social acceptance. Journal of Fundamentals of Mental Health, 7(25), 47-55. (In Persian) Sidek, M. S. & Abu Bakar, A. Y. (2020). Emotional intelligence and self-efficacy career decision making among high school students. Education and Social Sciences Review, 1(1). 1-7. World Health Organization (1998). Life skills training program, translated by Rababe Nouri Ghasemabadi and Parvaneh Mohammad Khani. Tehran: World Health Organization, Health and Drug Abuse Prevention Unit. (In Persian) World Health Organization (2000). Life skills training program (translated by Rababe Nouri Ghasemabadi and Parvaneh Mohammad Khani). Tehran: National Welfare Organization: Vice President of Cultural Affairs and Prevention. (In Persian) Zare Sdar, L. (2008). Skills for life or life to acquire skills, knowledge organization and educational planning; Educational Monthly, Analytical Growth of Primary Education, 13(1), 35-33. (In Persian) | ||
| کلیدواژهها [English] | ||
| Life Skills, Citizens, Women, Men | ||
| مراجع | ||
|
اسفندیاری، توران. (1382). شناسایی مهارت زندگی مورد نیاز بزرگسالان از دیدگاه صاحبنظران تعلیم و تربیت. کارشناسان برنامهریزی درسی متوسطه نظری و دانشآموزان شاخه نظری دبیرستانهای بزرگسال دولتی شهر تهران، پایاننامه کارشناسی ارشد آموزش بزرگسالان، دانشکده علوم تربیتی دانشگاه بهشتی، تهران. بحرینیان، عبدالمجید.، حاجیعلیزاده، کبری.، طاهری، قربانعلی و هاشمیگرجی، امالبنین. (1390). تأثیر آموزش مهارتهای زندگی بر هوش هیجانی. نشریه علمی پژوهشی دانشگاه علوم پزشکی شیراز، 1(1)، 6-1. بشارتی، فاطمه و امیریانزاده، مژگان. (1397). تأثیر آموزش مهارتهای زندگی بر مهارتهای اجتماعی و عملکرد تحصیلی دانشآموزان دختر مقطع متوسطه اول. زن و جامعه، 9(35)، 42-17. پیداد، فاطمه و فرمهینیفراهانی، محسن. (1388). مهارتهای زندگی. نشر شباهنگ. ثمری، علیاکبر و لعلیفاز، احمد. (1384). مطالعه اثربخشی آموزش مهارتهای زندگی بر استرس خانوادگی و پذیرش اجتماعی. اصول بهداشت روانی، 7(25)، 55-47. حقیقی، جمال.، موسوی، محمد.، مهرابزادههنرمند و بشلیده، کیومرث. (1385). بررسی تأثیر آموزش مهارتهای زندگی بر سلامت روانی و عزتنفس دانشآموزان دختر سال اول مقطع متوسطه. مجله علوم تربیتی دانشگاه شهید چمران اهواز، 13(1)، 78-61. خسروی، علیرضا. (1398). تحلیل مقایسهای بازنمایی مهارتهای ارتباطی در پویانماییهای ایرانی و غیرایرانی. رساله دکتری رشته علوم ارتباطات اجتماعی .دانشگاه آزاد اسلامی واحد تهران شرق. خنیفر، حسین و پورحسینی، مژده. (1389). مهارتهای زندگی .قم: انتشارات هاجر. سازمان بهداشت جهانی. (1377). برنامه آموزش مهارتهای زندگی. ترجمه ربابه نوری قاسمآبادی و پروانه محمدخانی. تهران: سازمان بهداشت جهانی، واحد بهداشت و پیشگیری از سوء مصرف مواد. سازمان بهداشت جهانی. (1379). برنامه آموزشی مهارتهای زندگی، ترجمه ربابه نوری قاسمآبادی و پروانه محمدخانی .تهران :سازمان بهزیستی کشور: معاونت امور فرهنگی و پیشگیری. ساعتچی، محمود.، کامکاری، کامبیز و عسگریان، مهناز. (1389). سایت روانسنجی: آزمونهای روانشناختی، نشر ویرایش. سلمآبادی، مجتبی.، رضایی، راضیه و صفری، هدیه .(1394) .اثربخشی آموزش مهارتهای زندگی بر افزایش تابآوری کودکان پسر ابتدایی. مجموعه مقالات همایش ملی آموزش ابتدایی. سلیقهدار، لیلا. (1388). مهارتهای زندگی معلمی. ماهنامه رشد آموزش ابتدایی، 13(3)، 35-33. سورین، ورنرجوزف و جیمز، دبلیوتانکارد. (1381). نظریههای ارتباطات. ترجمۀ علیرضا دهقان، تهران: انتشارات دانشگاه تهران. صادقی، عباس و نریمانی، شیوا. (1401). تأثیر آموزش گروهی مهارتهای زندگی بر کاهش خشم و افزایش جرأتورزی بیماران مبتلا به دیابت در استان گیلان. روانشناسی و علوم رفتاری ایران، 29(1)، 111-103. صحرائیان، مریم.، صلحی، مهناز و حقانی، حمید .(1391). تأثیر الگوی توانمندسازی بلوم در ارتقای مهارتهای زندگی دانشآموزان دختر پایه سوم دبیرستان جهرم. پژوهش و سلامت، 2(1)، 18-9. قلاوندی، حسن و صفدری، خسرو. (1394). الگوی علی روابط بین مهارتهای زندگی، خودکارآمدی جمعی و رضایت زندگی. فرآیند مدیریت توسعه، 28(39)، 155-131. کریمزاده، اسماعیل. (1388). راهنمای آموزش و آداب مهارتهای زندگی. تهران: یادمان هنر اندیشه. لطیفپور گلاندام، اعظم. (1401). ارزیابی رابطه هوش هیجانی با خودکارآمدی با هدف کسب رضایت دانشآموزان. مطالعه موردی: دانشآموزان سرطانی. چشمانداز حسابداری و مدیریت، 5(61)، 27-17. مجیدیقهرودی، نسیم.، گرانمایهپور، علی و بخشنده، سمیرا. (1392). بررسی نقش تفاوت مهارتهای ارتباطی زنان و مردان و تأثیر رضایت شغلی کارکنان. مطالعات رسانهای، 8(21)، 102-91. ملکمحمدی، محسن.، نوری، حسنعلی و ابنالشریه، میلاد. (1394). هوش هیجانی، ابعاد، ویژگیها و الگوهای آن. دومین کنفرانس بینالمللی پژوهشهای نوین در مدیریت، اقتصاد و حسابداری، .https://civilica.com/doc/439944 مؤمنیمهموئی، حسین.، تیموری، سعید و رحمانپور، محمد. (1390). بررسی تأثیر آموزش مهارتهای زندگی بر سلامت روان و عزت نفس دانشآموزان دختر پایه پنجم مقطع ابتدایی. نوآوریهای مدیریت آموزشی، 6(4)، 112-91. میری، انور. (1398). اثربخشی آموزش مهارتهای زندگی بر تندرستی اجتماعی و سلامت عمومی دانشجو معلمان دانشگاه فرهنگیان استان کردستان. مدیریت ارتقای سلامت، 8(3)، 26-19. ناصری، حسین. (1384). راهنمای برنامه آموزش مهارتهای زندگی. تهران: سازمان بهزیستی کشور، معاونت امور فرهنگی و پیشگیری. نعیم، مهدی و رضاییشریف، علی. (1395). اثر بخشی آموزش مهارتهای زندگی بر سازگاری زناشویی و کاهش خشونت خانگی علیه زنان. روانشناسی و روانپزشکی شناخت، 3(2) 32-21. نیکپرور، ریحانه. (1383). آشنایی با برنامه آموزش مهارتهای زندگی، تهران، معاونت امور فرهنگی و پیشگیری سازمان بهزیستی. Bahrainian, A. M., Haji Alizadeh, K., Taheri, G. A. & Hashemi Garji, U. (2011). The effect of life skills training on emotional intelligence. Alborz University Medical Journal, 1(1), 1-6. (In Persian) Besharati, F. & Amirianzadeh, M. (2017). The impact of life skills training on social skills and performance of secondary school girl students. Women and Society, 9(35), 17-42. (In Persian) Bandura, A. (1991). Social cognitive theory of moral thought and action, In Kurtines, W. M. & Gewirtz, J. Lamb, J. L. (Eds.), Handbook of moral behavior and development (Vol. 1, pp. 45–103). Castro, R. P., Haug, S., Wenger, A. & Schaub, M. P. (2022). Longer-term efficacy of a digital life-skills training for substance use prevention. American Journal of Preventive Medicine, 63(6), 944-953. Cheung, J. C. V., Ni, M., Tam, A. Y. C., Chan, T. T. C., Cheung, A. K. Y., Tsang, O. Y. H., Yip, C. B., Lam, W. K. & Wong, D. W. C. (2022). Virtual reality based multiple life skill training for intellectual disability: A multicenter randomized controlled trial. Engineered Regeneration, 3(2), 121–130. Ghalavandi, H. & Safdari, K. (2015). Predicting the relationship between life skills components and collective efficacy with life satisfaction. Journal of Management and Development Process, 28(3), 131-156. (In Persian) Esfandiari, T. (2003). Identifying the life skills needed by adults from the point of view of education experts. Theoretical middle school curriculum planning experts and theoretical branch students of public adult high schools in Tehran, Master's thesis in adult education, Faculty of Educational Sciences, Beheshti University, Tehran. (In Persian) Haghighati, J., Mousavi, M., Mehrabizadeh Honarmand, M. & Beshlideh, K. (2005). The effects of life skills training on the mental health and self-esteem of female first grade of high school students in Ilam city. Journal of Education and Psychology, 13(1), 61-78. (In Persian) Hodge, K., & Danish, S. & Martin, J. (2012). Developing a conceptual framework for life skills interventions. The Conseling Psychologist, 41(8), 1125-1152. Jansson, A. (2002). The mediatization of consumption: Towards an analytical framework of image culture. Journal of Consumer Culture, 21(5), 5-31. Karimzadeh, E. (2009). Life Skills Training and Manners Guide. Tehran: Yadaman Art Andisheh. (In Persian) Khanifar, H. & Pourhosseini, M. (2009). Life Skills. Qom: Hajar Publications. (In Persian) Khosravi, A. (2018). Comparative analysis of representation of communication skills in Iranian and non-Iranian animations. Doctoral Dissertation in Social Communication Sciences, Islamic Azad University, Tehran East Branch. (In Persian) Latifpour Golandam, A. (2022). Evaluating the relationship between emotional intelligence and self-efficacy with the aim of gaining student satisfaction (case study: cancer students). Journal of Accounting and Management Vision, 5(61), 17-27. (In Persian) Mahdavi Haji, T., Mohammadkhani, S. & Hahtami, M. (2011). The effectiveness of life skills training on happiness, quality of life and emotion regulation. Procedia - Social and Behavioral Sciences, 30(16), 407–411. (In Persian) Majidi Ghahoudi, N., Geranmayepour, A. & Bakhshandeh, S. (2011). Investigate the differences in communication skills of the employees and its role in their job satisfaction. Media Studies, 8(21), 91–102. (In Persian) Malekmohammadi, M., Nouri, H. A. & Ibn al-Sharieh, M. (2014). Emotional intelligence, its dimensions, characteristics and patterns. The second international conference on modern researches in management, economics and accounting, https://civilica.com/doc/439944. (In Persian) Miri, A. (2018). The effectiveness of life skills training on social wellbeing and general health students teachers of Farhang University in Kurdistan province. Journal of Health Promotion Managementm, 8(3), 19-26. (In Persian). Momeni Mehmoui, H., Teimouri, S. & Rahmanpour, M. (2018). The effect of training life skills on the mental health and self-esteem of female students in the fifth grade of primary school. Journal of Educational Management Innovations, 6(4), 91-112. (In Persian) Naseri, H. (2005). Life skills training program guide. Tehran: National Welfare Organization, Deputy of Cultural Affairs and Prevention. (In Persian) Naeim, M. & Rezaei Sharif, A. (2016). The efficacy of life skills training on marital adjustment of women for the prevention of domestic violence. Shenakht Journal of Psychology and Psychiatry, 3(2), 21-32. (In Persian) Nguyen, T. P. L. (2022). A dataset of the relationship between emotional intelligence and teamwork results of university students. Search life-Sciences Literature, doi: 10.1016/j.dib.2022.108149. Nikpoor, R. (2004). Acquaintance with the life skills training program, Tehran, Vice-Chancellor of Cultural Affairs and Prevention, Welfare Organization. (In Persian) Pidad, F. & Farmahini Farahani, M. (2008). Life skills. Publication of Shabahang. (In Persian) Saatchi, M., Kamkari, K. & Asgarian, M. (2010). Psychometric site: Psychological tests, Published of Virayesh. (In Persian) Sadeghi, A. & Narimani, S. (2022). The effect of group training of life skills on reducing anger and increasing boldness of patients with diabetes in Gilan province. Psychology and Behavioral Sciences of Iran, 29(1), 111-103. (In Persian) Sahraian, M., Solhi, M. & Haqqani, H. (2012). The effect of Bloom empowerment model on life skills promotion in girl students at the third grade of high school in Jahrom. Journal of Research and Health, 2(1), 9-18. (Text in Persian). Salamabadi, M., Rezaei, R & Safari, H. (2014). The effectiveness of life skills training on increasing the resilience of primary school boys. Proceedings of the National Conference on Primary Education. (In Persian) Salighedar, L. (2009). Teacher life skills. Primary Education Growth Monthly, 13(3), 33-35. (In Persian) Samari, A. & Laalifaz, A. (2004). Studying the effectiveness of life skills training on family stress and social acceptance. Journal of Fundamentals of Mental Health, 7(25), 47-55. (In Persian) Sidek, M. S. & Abu Bakar, A. Y. (2020). Emotional intelligence and self-efficacy career decision making among high school students. Education and Social Sciences Review, 1(1). 1-7. World Health Organization (1998). Life skills training program, translated by Rababe Nouri Ghasemabadi and Parvaneh Mohammad Khani. Tehran: World Health Organization, Health and Drug Abuse Prevention Unit. (In Persian) World Health Organization (2000). Life skills training program (translated by Rababe Nouri Ghasemabadi and Parvaneh Mohammad Khani). Tehran: National Welfare Organization: Vice President of Cultural Affairs and Prevention. (In Persian) Zare Sdar, L. (2008). Skills for life or life to acquire skills, knowledge organization and educational planning; Educational Monthly, Analytical Growth of Primary Education, 13(1), 35-33. (In Persian) | ||
|
آمار تعداد مشاهده مقاله: 309 تعداد دریافت فایل اصل مقاله: 232 |
||