The Effectiveness of Life Skills Training on Conceptual Learning and Empathic Behaviors in Children

Abstract

Background and Aim: Children lacking high levels of life skills not only do not interact successfully with their peers, but also experience more internalizing problem behaviors and externalizing problem behaviors. The present study was conducted with the aim of the effectiveness of life skills training on conceptual learning and empathic behaviors of children. Methods: The research method is semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was formed by all the mothers of 9-11-year-old children in Tehran in the year 1400, from among them, 40 people were selected by staged cluster random sampling and randomly divided into one experimental group (20 people in each group) and one group Control (20 people) were assigned. The life skills test group received 12 sessions of 90 minutes and the control group remained on the waiting list. The tools used in the current research included the conceptual learning questionnaire (McDermott, 1999) and children's empathy (Auyeung et al., 2009). Data were evaluated using analysis of covariance.Results: The results showed that teaching life skills has an effect on children's conceptual learning (P<0.05). Also, the results showed that teaching life skills increased empathic behaviors in children (P<0.05). Conclusion: Therefore, considering the impact of life skills training in increasing children's conceptual learning and empathetic behaviors, it is necessary to address the functions and role of life skills along with children's cognitive functions in every educational system.