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The effect of teaching life skills on test anxiety, problem-solving ability and
curriculum achievement motivation nine-grade studentsin Shiraz
Maryam Monfared
BA student, educational sciences department, Islamic Azad University, Marvdasht branch,
Marvdasht, Iran
Dr. Ahmad Reza Oaji Nejad*
Educational sciences department, Islamic Azad Unviersity, Marvdasht branch, Marvdasht, Iran
*supervising author, email: [email protected]
Abstract
The objective of the current study is the survey of the effect of teaching life skills on the test
anxiety, problem-solving ability and achievement motivation in the city of Shiraz’s nine-grade
students. The present study is an applied research from the perspective of its objectives and the
data has been collected based on a quasi-experimental design with a pretest-posttest plan and
through making use of a control group. The study population for the current research includes
all of the grade 9 students in the city of Shiraz. The study sample volume has been elected based
on a multistage clustering sampling method and the sample was randomly assigned to two
experimental group (50 individuals) and control group (50 individuals). Using the study tools
and instruments in the current research project, the study theoretical principles have been
collected based on a library method and also the data were gathered by taking advantage of field
study method by the use of three questionnaires including test anxiety inventory (TAI), Heppner
and Petersen’s problem-solving inventory and curriculum achievement motivation scale. To
analyze the data there was made use of the covariance test which was run on SPSS ver.19
software. As it was indicated by the hypotheses test results, the difference between the two
groups, control group and experimental group, was significant. And teaching the life skills was
found to increase the problem-solving competencies, decrease the anxiety and also elevate
curriculum achievement motivation.
Keywords : curriculum achievement motivation, test anxiety, life skills, problem-solving
ability.
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Introduction:
Human life rapid changes and complexities have made him face with the plenty of challenges.
The method of adapting and complying with the states and difficulties stemming from the
existing challenges are among the stimulating tasks for the experts of the field particularly the
teaching and education areas and fields of study. The human beings are in need of functions and
performances which equip them with the capability of confronting and consistent coping with the
different situations and life struggles. One of the important factors in the education system of a
country can be the motivation for educational achievement. Educational achievement motivation
in every society is indicative of the education system success in setting goals and objectives and
paying attention to the satisfaction of the individuals needs. Therefore, an education system can
be deemed as successful and efficient when its students’ educational achievement gains the
highest and the most favorable scores in various periods and courses (Mirzabeigi, 2014). The
motivation for progress and advance is one of the most important acquisitive incitements for
every individual which was first posited by Moore. The need for making progress is one of the
most primitive motivations and it has been subtly scrutinized in great details (Mc Keland,
Atkinson, Clark, Lowell, 2003).
Morai (1938) believed that the need for achievement encompasses the need for overcoming the
barriers, getting access to excellent standards, competing with the others and taking over the
others and it is living corresponding to a high norm and standard (Rio, 2001). The motivation to
make progress includes the individual’s tendency for leaving behind the hindrances, making
effort to achieve a sort of superiority and keeping high-level standards up (Tamanna’eefar and
Gandomi, 2011). Batel (2009) believes that the curriculum achievement incorporates being
inclined fully and in every respect towards the evaluation of one’s own performance according to
the most excellent standards, making efforts to succeed in performance and enjoying the
sweetness accompanied and concomitant with the success in performance. Atkinson (2009) is of
the belief that the students enjoy various levels of educational achievement and progress, due to
the same reason they behave with completely different methods in their lives. The curriculum
achievement motivation is a term used to refer to the kind of behaviors which lead to learning
and progress at schools. Achievement motivation is related and linked to numerous factors two
of the most important of which are teaching institute and social characteristics and features
(Baqa’ee Moqaddam et al, 2011).
One of the other variables important to and in the students is the test anxiety. One of the most
threatening incidents which cause the students of the day to have anxiety is the tests of any sort.
Test anxiety as a common and important instructional phenomenon is in a close relationship with
the general anxiety, but it has its own specific features and indicators making it distinguished
from the general anxiety (Ciber, 2004). Zeidner (2007) defines test anxiety as a type of mental
self-engagement which is determined through one’s self underestimation and having doubts
regarding one’s own abilities and it usually results in negative cognitive evaluations, distraction
and lack of concentration of the senses, unfavorable physiological reactions and the individual’s
educational performance downturn (cited from Sepehryan and Reza’ee, 2010). Test anxiety is the
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basic factor behind various negative results such as psychological upsets, lack of accomplishing
one’s tests and examinations and feeling of insecurity (Latas et al, 2010).
Ciber (2004) realizes test anxiety as a special state of general anxiety which includes explicit
cognitive and physiological responses and it is a fear-relevant behavior and the individual
experience it in the evaluation situations. When the test anxiety takes place many of the cognitive
and attention related processes interfere with the individual’s effective performance. Sarason
(1975) recognizes test anxiety as a sort of being self engaged which is determined through one’s
self-underestimation and being doubtful about one’s own abilities and as a result an inverse and
significant relation is expected to be existing between the anxiety scores and the test scores
(Abolghasemi, 2013; Lashkari et al, 2005; and Yazdani, 2011).
Among the other important factors influencing the students’ achievement is the problem-solving
ability. Nowadays, despite the great and subtle cultural changes and the changes in the life styles
and modernism, many of the individuals, in confrontation with the life problems and issues, are
seemed to be lacking the necessary and basic capabilities and the same issue has made them
unable and vulnerable to the daily life problems. Problem-solving is one of the most significant
thinking processes which contribute to the individuals effectively fight their problems and
challenges of life and it has been shown to be playing a critical role in the individuals’
psychological and social health. To adaptively fight the stressful situations and the life struggles,
the humans need to learn skills. The psychologists believe that problem-solving is a process and
if the individual is willing to appropriately cope with the problem s/he is facing with it is better
for him or her to experience and undergo stages in this process (Lakani et al, 2006).
Many different psychologists and theoreticians have continuously emphasized the importance of
the problem solving-related activities in creating fruitful, prosperous and effective learning
(Seyf, 2011). So, the main element in problem-solving is the application and practical use of the
previously learnt knowledge and skills in new situations (Slavin, 2006).
On the other hand, one of the variables that can be of great effect on the anxiety cut down and
elevating problem-solving and motivation in educational and curriculum achievement in the high
school students is teaching the life skills.
According to the increasingly complicated variations and changes in the society and the
expansion of the social relations, preparing the individuals to face the difficult situations seems
as a necessity. “taching the life skills is an expression applied to point to the collection of
abilities and capabilities which provide for the useful and positive behavior adaptations and it is
this ability which enables the individual to, meanwhile accepting and shouldering his or her
social responsibilities without doing harm to him or herself and the others, face effectively with
the wants, expectations and daily problems in the interpersonal relations (karimzadeh et al,
2009). Based on the results obtained from the previous studies the most important and the most
effective age to learn the inhibitory teachings is the adolescence age and, on the other hand,
teaching the life skills not only does support the young individuals in confrontation with the
educational problems but it also prepares him or her to face the problems regarding adapting
oneself to the society and leaving behind safely this vital period (Wilburn and Smith, 2005;
Botvin et al, 2006). The results of the studies have indicated that life skills augment the
individuals’ compliance to the environment and the environmental expediencies and make the
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individual effectively and efficiently treat his or her familial, vocational, educational and social
environment (Kardenoghabi and Sharifi, 2005). Therefore, it seems necessary to help the
children flourish and expand the required skills for an optimum and favorable life or elevate their
self-confidence level in confrontation with the problems and also to help them grow and make
perfect their affections and social skills required to be able to adapt themselves to the social
environment and constructive effective life paradigms (Sho’ari Nejad, 2013). Teahing life skills
needed by the children and adolescents has always been one of the exquisite objectives pursued
by the teaching and education formal system since growth and change can be fetched under the
shade of teaching these skills and brings about a sort of compliance and correspondence and also
the establishment of healthy and correct relations for the children and adolescents with the
individuals in their periphery, therefore, prior planning, precise objectives and goals setting and
constantly making efforts to educate and strengthen them is envisaged as being truly necessary.
In the studies performed by Martin Jones et al (2009) in relation to the life skills required for the
athletes the study methodology has been a descriptive-survey method. The study population was
comprised of the athletes out of whom 150 individuals were selected as the study sample
volume. The findings indicated that the individual skills such as social skills, respect, leadership
and so forth are among the most important skills required for them.
In the study which was undertaken by Turner et al (2008) concerning the teaching of the life
skills including problem-solving abilities and the effective communication on the adolescents it
was shown that such skills increase their abilities and competencies for solving problems and
effective making use of the social supports.
Agaliotious and Kaliva (2008) conducted a study entitled “the survey of the effect of the life
skills on the students with learning disabilities”. The study methodology has been a semiexperimental one, based on which 50 individuals were selected as the study sample volume and
they were randomly assigned to two 25-people groups. The results indicated that these students
have greater problems in nonverbal social interaction skills in contrast to the normal children.
Dehaghin et al (2014) dealt with the survey of the life skills teaching efficiency on the anxiety
and depression reductions in the individuals with physical disabilities. The covariance analysis
results indicated that teaching life skills significantly reduced the anxiety and depression
symptoms in the experimental group testees. While the control group showed no statistically
significant difference in the posttest and follow-up. Based on the findings it can be suggested that
the life skills teaching can be applied as a controlling factor for the anxiety and depression in the
individuals with physical disabilities.
Amiri Barmakoo’ee (2009) dealt with the study of the life skills teaching efficiency in reducing
the depression signs in the students. The results obtained from covariance analysis indicated that
teaching life skills decreases depression signs, social problems and mental engagement and
obsession with disease and death in a statistically significant manner, but there was not observed
any significance difference between the two groups regarding the affective reactions, feeling of
guilt, self-respect and joy and pleasure. Therefore, it seems that there is a need for a longer
period of training and teaching to fully improve the signs and symptoms.
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In another study conducted by Fattah (2006) regarding the life skills effectiveness on the
reduction of the depression symptoms it was concluded that teaching life skills is effective on the
reducing the general depression symptoms.
In another study carried out by Haghighi et al (2006) regarding the survey of the life skills
teaching effect on the psychological health and self-esteem it became evident that teaching life
skills causes the psychological health and self-esteem to increase.
Dehghanizdeh (2005) in a study dealt with the survey of the effect of the life skills teaching
effect (problem-solving and decision-making) on the enhancement of creativity and it was found
that teaching life skills causes an increase in the use of the problem-oriented methodologies in
confrontation with stress and it brings about an increase in the self-confidence and also reduces
the use of the excitement-oriented and inefficient methods.
Previous literature has mostly surveyed teaching life skills effect on the psychological variables
and seems that it has fallen short of the survey of the effect of such variables on the educational
and curriculum-related variables and there are few studies focusing on anxiety and problemsolving ability. Therefore, it seems that performing such a study is necessary. So, according to
the importance of the life skills teaching whatever the objective might be, anxiety reduction,
problem-solving and curriculum achievement in the students the necessity for undertaking
teachings such skills to the students reveal itself. According to the previously mentioned subject
matters the main issue posed by the current research is that “whether teaching life skills can be
effective on test anxiety, problem-solving ability and the curriculum achievement motivation?”
Study hypotheses:
- Teaching life skills exerts a significant effect on Shiraz first grade high school students’
problem solving ability.
- Teaching life skills exerts a significant effect on Shiraz first grade high school students’
test anxiety.
- Teaching life skills exerts a significant effect on Shiraz first grade high school students’
curriculum achievement motivation.
Study methodology:
The current is an applied research based on the objective it is trying to achieve and it is a quasiexperimental study from the perspective of the data collection method in which there has been
made use of pretest-posttest plans and a control group as well.
The study population includes all of the ninth grade students in the city of Shiraz.
The study sample volume has been selected based on a multistage clustering method. In doing
so, firstly two education districts were selected from among all of the districts and in each of the
districts two schools were selected and in each of the schools one classroom were appointed.
And 50 people were assigned to the experimental group and 50 people were assigned to the
control group. To divide the students between two study groups, test and control groups, firstly a
pretest was conducted and the students with the lowest scores were selected and were assigned to
the groups based on a random method.
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Study instrument:
1. Life skills teaching package:
After the testees were determined, completely identical conditions were insured for the
control and experimental groups.
After running the pretest, the life skills teaching courses was initiated for the
experimental group for a period of 12 weeks and the experimental group was divided into
two classes and 25 individuals for each of which a separate class was held and they were
taught for a 2-hour session once a week. Now, the offered instructional material in the
teaching course and the topics of the exercises covered in each teaching course is
presented below summarized in the form of a list.
Test anxiety inventory:
Test anxiety inventory (TAI) (Abolghasemi et al, 1996, 61-74) is comprised of 25 items
to which the testee replies based on a four-point scale (never=0, rarely=1, sometimes=2
and most often=3). The minimum score for this test was 0 and the maximum score was
75. The higher the individual’s score it will be indicative of the higher anxiety. To
evaluate the TAI’s validity, the inventory was simultaneously administered to the study
sample students along with the anxiety questionnaire (Najjaryan, Attari and Makvandi,
1996) and self-esteem scale (Kooper smith, 1967) to be verified. To assess TAI’s internal
consistency we made use of Cronbach’s alpha method (Cronbach, 1970, 1992). Based on
the results obtained, the Alpha coefficient test for the entire sample, girl and boy testees
were 0.94, 0.95 and 0.92, respectively.
2. Heppner and Petersen problem-solving scale:
Heppner and Petersen’s problem solving scale (1982) has been prepared to assess the
respondents’ perceptions of their problem-solving behaviors. It contains 35 items which
have been designed to measure the way the individuals react to their daily problems.
Three of the phrases made therein have been provided for research objectives only and
they are not scored.
Problem-solving scale has 3 separate subscale based on the factorial analysis rotation. 1.
Confidence in problem-solving with 16 phrases, attitude-avoidance styles with 16
phrases, personal control with 5 phrases.
The problem-solving scale has been designed and tested with several samples of the
participants. It has a relatively high internal consistency equal to 1.91 and for the
subscales equal to 1.85 and 1.72 and it also has a high internal consistency based on
Cronbach’s alpha coefficient (PSC, 1.85, AA.1, 1.84, PC.1, 1.72) (Heppner and Petersen,
1982). The test validity indicated that the instrument measures the constructs related to
the personality variables and they are considerably regarded as control centers (Heppner
and Petersen, 1982). The posttest reliability of the scale’s total score has been reported
within a 2-week interval ranging from 1.83 to 1.98 which is suggestive of the idea that
the problem solving scale is a reliable tool for the problem-solving assessment. Also, to
test the questionnaires’ validity we made use of the method confirmed by the reputable
consulting and supervising professors and Delphi technique, as well. Also, the
questionnaires used in the present study have been arranged based on Likert’s scale, in
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such a manner that every question contains five choices. The computed reliability for the
problem-solving scale was 0.81 which is reflective of the questionnaire’s high reliability.
3. Curriculum achievement motivation questionnaire:
The questionnaire contains 49 choices and it has been designed based on Likert’s scale
and it is supposed to assess 11 curriculum achievement motivation factors which are:
target-orientation, competitiveness, inclinations towards work and school tasks, attitudes
towards progress, social dependence, social cooperation, fame craving, financial rewards,
domineering characters, self-esteem. The questionnaire reliability has been surveyed by
the use of retest method and it has been estimated to be 80%.
Study findings:
Hypothesis 1: teaching life skills exerts a significant effect on the students’ problem-solving
ability.
Table 1: the mean and the standard deviation for the two groups regarding the problem-solving
variable
Group
Number
Pretest
Posttest
Mean
Standard
Mean
Standard
deviation
deviation
Control
50
34.37
4.22
20.08
2.29
Experiment
50
32.34
4.83
34.08
3.67
As it is observed from the results obtained from table (1), the control and experimental groups
mean does not show a great difference regarding the pretest. But there are differences in the
posttest mean scores between these two groups.
Table 2: covariance analysis (MANOVA) results for comparing the problem-solving ability
mean in the two groups
Variations
Squares sum
Degree
of Mean squares F
Significance
source
freedom
level
Training
835.77
1
835.77
13.30
0.001
effect
Error
5.354
98
0.054
Total
8.355
99
As it is observed from the results obtained from table (2) the training effect F-value has been
found equal to 13.30 which indicates that the difference between the two groups of experimental
and control is statistically significant in significance level of (P<0.05). According to the table,
the experimental group score regarding the problem-solving variable is higher than the control
group and it follows the lead of the training effect. Therefore, teaching and training for the life
skills causes the problem-solving ability to increase in the students, therefore the first hypothesis
is confirmed.
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Hypothesis 2: teaching life skills exerts a statistically significant effect on teaching the life
skills in the high school students.
Table 3: the mean and the standard deviation regarding the test anxiety variable
Group
Number
Pretest
Posttest
Mean
Standard
Mean
Standard
deviation
deviation
Control
50
26.84
3.91
72.16
14.3
Experiment
50
25.92
2.56
12.12
2.20
The results obtained from table (3) indicate that the control and experimental groups mean scores
do not differ so much in pretests. But they are showing a difference in the posttest mean scores.
And the experimental group mean in the posttest is lower regarding the test anxiety variable.
Table 4: covariance analysis (MANOVA) results for comparing the test anxiety posttest means
in the two groups
Variations
Squares sum
Degree
of Mean squares F
Significance
source
freedom
level
Training
579.44
1
579.44
16.93
0.001
effect
Error
41.26
98
41
Total
613.37
99
As it is observed from the results obtained from table (4), the teaching effect F-value has been
found to be 16.93 through controlling for the pretests and this indicates that the difference
between the two control and experimental groups is statistically significant in (P<0.05) level.
According to the table, the experimental group score in test anxiety variable is lower than the
control group and it follows the lead of the teaching effect, so teaching life skills causes the test
anxiety to decrease in the students and the second hypothesis is confirmed accordingly.
Hypothesis 3: teaching the life skills exerts a statistically significant effect on the city of
Shiraz’s first grade high school students’ achievement motivation.
Table 5: the mean and the standard deviation regarding the students’ achievement motivation
Group
Number
Pretest
Mean
Posttest
Standard
Mean
Standard
deviation
deviation
Control
50
17.52
2.91
9.36
2.23
Experiment
50
17.36
3.95
17.52
2.88
As it is indicated by the results in table (5), the control and experimental groups mean scores in
the pretests do not differ so much. But in the posttest mean scores there is a difference between
the two groups and it was found that the experimental group obtained a higher mean score
regarding the curriculum achievement motivation.
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Table 6: covariance analysis (MANOVA) results for surveying teaching life skills effect
regarding the curriculum achievement motivation in the two groups
Variations
Squares sum
Degree
of Mean squares F
Significance
source
freedom
level
Training
1150.744
1
1150.744
36.21
0.001
effect
Error
26.696
98
27
Total
1179.93
99
As it is suggested by the results obtained from table (6) it has been shown that the teaching effect
F-value is 36.21 which indicates that the difference between the two control and experimental
groups regarding teaching life skills is statistically significance in P<0.05. According to the table,
the experimental group score regarding the curriculum achievement motivation variable is higher
than the control group and it follows the lead of the teaching effect variable. Therefore, teaching
life skills causes the curriculum achievement motivation to increase in the students so it can be
stated that the third hypothesis is confirmed.
Discussions and conclusion:
Teaching life skills causes the students’ problem-solving to increase, therefore the first
hypothesis is confirmed. This finding is consistent with the findings obtained in the studies
performed by Dehghani (2012), Turner et al (2008). The objective of teaching life skills is to
enhance the psychological and social competencies and eventually preventing from the harmful
behaviors to form and enhancing the psychological health. It is expected that every individual
can obtain capabilities such as gaining self-awareness, self-esteem, establishing relations and
communications with the others, cooperation abilities, ability to cope with the psychological
emotions and pressures, the ability to express wishes and hopes after receiving the life skills. In
elaborating these findings it is worth mentioning that teaching the life skills enables the
individual to learn problem solving skills. Problem-solving skills enable the students to face their
problems in a constructive manner. In line with this finding the results obtained in the studies
conducted by Turner et al (2008) indicated that life skills teaching including problem-solving
skills is effective in solving the problems and effective utilization of the social supports. In other
words, the objective which is pursued by teaching the life skills is to show the individuals learn
how to think. This objective is a way for corroborating the reasoning faculty and the use of
personal values for making decisions regarding the problems faced with which eventually causes
the individual to be equipped with the problem-solving skills and not to show aggressive
behaviors like the individuals which do not possess such skills. In sum, the life skills can be
taken into consideration as the individual’s social-psychological ability for behaving adaptively
and effectively by the application of which the individuals learn to resist and fight with the
expediencies and their daily life issues effectively in such a way that these skills and abilities
prepare the individuals for effective confrontation with various situations and through helps
gained via the adoption of such skills the individuals can enhance their physical health and
especially their psychological heath through making practical use of the positive and consistent
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and conciliated behaviors. Therefore, teaching life skills to these age groups can elevate the
problem-solving ability level in the students and prepare them completely for the meeting with
the variegated and diverse array of the issues.
Teaching life skills can bring about a reduction in the test anxiety in the students. In elucidating
the issue it is of great help to state that teaching and training with the life skills is indirectly
effective on the test anxiety, since the anxiety comes from the lack of skills and unpredictability
of the situations. So, in teaching life skills to the students with an emphasis on the accepting the
reality, increases the awareness, self-autonomy and endurance to the psychological pressures and
therefore the anxiety vanishes little by little. In fact, successful adaptation and conciliation to the
complexities and perplexing situations necessitates the use of a wide range of confrontation
strategies such as organizing the emotions, constructive thoughts, regulation and guidance of the
behaviors and acting upon the situation in order for the perplexities source to be reduced. All of
such processes are embedded inside the confrontation strategies construct. The study evidences
have indicated that psychological health is more subject to the effect of the individual’s
confrontation with perplex and complicated situations (Izadi, 2010). On the other hand, in the
course of teaching life skills learning the daring behavior enables the individual to work to his or
her benefit and to stand on his or her feet without any sort of anxiety, and honestly express his or
her real feelings and take their own rights while observing the others’ rights. Experience has
show that such an assertion leads to the anxiety avoidance. Teaching for being assertive and
express one’s own self is a method which can be applied to the elimination of the anxieties
resulting from individual’s mutual social relations. Such a capability enables the individual to
control and curb the environment in a better manner and prevent the unreasonable stresses from
pouring out. According to the theories and subjective perspectives and the studies performed it
can be stated that teaching the life skills to the students can make them more enduring of the
problems in such a way that they could become capable of reducing the stress and anxieties in
various situations and under diverse circumstances and learn the methods for fighting back with
such stresses and stressful conditions.
Teaching life skills causes the students’ curriculum achievement motivation to be enhanced,
therefore the third hypothesis is confirmed and this finding conforms to the findings in the
studies carried out by Jamali Paghal’eh et al (2014) and Arabgol (2005) and Sobhi Gharamaleki,
Rajabi (2010). The results indicate that teaching life skills is in a statistically significant
relationship with the students’ achievement. In this way that life skills influence the curriculum
achievement. Generally scales and measures such as interpersonal relationshoips, social
problem-solving and having objectives in life and problem-solving and decision-making skills
influence the students achievement and teaching life skills besides preventing the highly risky
behaviors to take place and form in the individuals provide for the conditions for the parents and
the school’s staff to participate actively in the teaching process and therefore curriculum
performance can be improved and an appropriate environment and atmosphere can be created for
the students and generally the students’ knowledge and competencies can be increased in
confrontation with the dangers and risks threatening their lives. Teaching life skills has also been
effective on the testees’ curriculum performance in the current research. Such teachings and
trainings help the students identify their strength and weakness through fostering and flourishing
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various skills in the students. Generally speaking, the objective of the collection of the life skills
teaching is to help the individual to move from the inabilities and weaknesses towards gaining
empowering and strong and constructive skills. Since each of the life skills components
positively influence the students’ achievement and its motivation and the factors contributing to
the students’ training and education, teaching life skills is promising and useful in identifying the
situation which causes an increase in the students’ motivation for continuing education. Teaching
life skills meanwhile making the students familiar with the life skills concepts such as expressing
oneself, active listening and aggression controlling factors can contribute to the increase and
elevation of the socially favorable behaviors, enhancing the social interactions, social adaptation
and eventually it can be of great help to the psychological health in the students participating in
the life skills teaching course. According to the fundamental role played by the schools in
preparing the students for entering to the society and assuming various social roles paying
attention to the effect life skills teaching has on the students seems to be necessary.
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Persian references:
Abolghasemi, Mahdi; Mirali Rostami, Omma Kolthum; Pir Ali, Mustafa (2013), “the survey of
the factors effective on university students’ achievement in technical departments”, the seasonal
journal of the Iranian engineering education, 15(58):64-84
Atkinson (2014), “a review of Hilgard’s book of psychological background”, tr.Dr.Brahani
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