Introduction:
World Health Organization has defined life skills as "the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life” (WHO 1997). Life Skills is an excellent program under the World Health Organization (WHO) leadership in collaboration with different non-governmental organizations (NGOs) and other social development organizations (1).
One of the essential central developmental tasks in adolescence is acquiring emotional control and developing the necessary skills for maintaining good interpersonal relationships. In youth, exploration of self and newfound independence results in feelings of stress, anxiety, and uncertainty. Due to the lack of skills necessary for coping with the adolescents' developmental tasks, most adolescents are involved in high-risk activities like alcohol, tobacco, drug abuse, delinquency, poor academic performance, dropping out, and suicidal attempt (2)
The National Curriculum Framework (NCF) 2005 has emphasized constructive learning experiences and the development of an inquiry-based approach, work-related knowledge, and broader life skills. Central Board of Secondary Education (CBSE), in 2005, introduced life skills education as an integral part of the curriculum through a continuous and comprehensive evaluation (3).
In a changing environment and to meet the challenges of every day, adolescents need to have life skills and self-esteem to deal with stress and frustration with modern life. Very few studies had been conducted to assess life skills, self-esteem, and lifestyle practices among adolescents in India so far though some studies were conducted on these areas in other countries. As life skills increase self-esteem increases which helps to face the challenges of changing life situations improving adolescents’ quality of life. Hence, the current study aimed to assess life skills, self-esteem, and self-reported lifestyle practices among adolescents and find the correlation between life skills and self-esteem to understand the existing situations that need to be addressed appropriately. The study hypothesis was: that there is a significant relationship between life skills and self-esteem.
Materials and Methods
A descriptive correlational study was conducted to assess life skills, self-esteem, and lifestyle practices among 422 adolescents from three selected schools (Gopalpur R K Vidyalaya, Kadihati Kalinath Mukherjee High School, and Raigachi High School) under Bidhannagar Municipal Corporation, Kolkata, West Bengal, from January to March 2020. The data were collected from adolescents aged between 13 to less than 18 years of age, both genders, able to follow English or Bengali language and willing to provide required information were included in the study.
Sampling technique and sample size
Multistage cluster sampling technique (Fig 1) was adopted to select a sample for the study. Bidhannagar Municipal Corporation has six Boroughs (I, II, III, IV, V, VI). Three Boroughs (III, IV, V) were selected randomly from six Boroughs. Then one high school from each Borough was selected randomly where permission had been granted after listing all high schools in these three Boroughs. Total students of class VII to XII standard of three schools namely Gopalpur R K Vidyalaya, Kadihati Kalinath Mukherjee High School, and Raigachi High School were 846, 1389, and 593 respectively.
 |
Figure 1: Schematic representation of Multistage Cluster Sampling |
The sample size was determined based on the anticipated prevalence of low life skills among adolescents as 33% as it was the most important outcome variable in the study using the following formula where confidence level and anticipated margin of error (d) were 95% and 0.05 respectively(4). The calculated sample size was 420 assuming a 25% non-response rate. The final study sample was 422 comprised of 15% students from each school by using systematic random sampling.
Ethical considerations
The study was approved by the Institutional Ethics Committee (IEC No 805/2019) and registered in the Clinical Trial Registration of India (CTRI/2020/01/022857). Administrative permission was obtained from the concerned authorities of the selected schools. The study process was explained to the participants, and written informed consent from parents was obtained 2 days before the data collection. Assent forms from participants were obtained on the day of data collection before giving the questionnaire to them. Anonymity and confidentiality were maintained throughout the study.
The following tools were used to collect data from adolescents.
Description of the data collection instrument
The data were collected by structured socio-demographic proforma, life skills scale, self-esteem scale, and self-reported lifestyle practices questionnaire. The demographic proforma consisted of 10 items like age, gender, type of family, religion, parents’ education and occupation, area of living, and birth order. The Life skills of adolescents tool is divided into 10 dimensions of basic life skills such as decision making (Ten items), problem-solving (Thirteen items), Empathy(Twelve items), self-awareness (Ten items), communication skills (Ten items), interpersonal relationship (Eighteen items), coping with emotions (Nine items), coping with stress(Nine items), creative thinking skills (Fourteen items), critical thinking skills (Ten items) as mentioned by WHO were measured by life skills scale developed by Vrinda M N, NIMHANS(2009). The life skills scale consisted of 115 items, and those were declarative statements that had five responses "Never, Rarely, Sometimes, Usually, and Always". Items were measured on a five points scale from one to five. So the minimum score was 115, and the maximum score was 575. The exact cut-off scores of the original scale at the 33rd percentile and 66th percentile were 397 and 437, respectively. Thus three levels of life skills scores include low life skills (less than 397), moderate life skills (397-437), and high life skills (438 and above)(4). Rosenberg’s Self-esteem Scale measured self-esteem and consisted of 10 items on a four-point scale from strongly agree to disagree strongly. All items were declarative statements dealing with general feelings about self. Each item was measured on a 4-point scale such as Strongly agree (Three), Agree (Two), Disagree (One), and Strongly disagree (Zero). Thus the possible minimum score is zero, and the possible maximum is thirty. It is categorized into three levels: Average self-esteem (15 to 25); Below average self-esteem (0 to 14); Above average self-esteem (26 to30) (5). The information about lifestyle practices was collected by structured questionnaires comprised of eight items: food habits, physical activity, sleep hours, recreation, academics, spirituality, internet use, and substance use. There was no scoring for the items in this tool. Only ‘yes’ and ‘no’ options were provided. To ensure the content validity, the questionnaires were given to seven experts, and the reliability of the life skills scale and self-esteem scale (since it is translated to the Bengali language) were established by Cronbach’s alpha (a = 0.94 & 0.96 respectively) and self-reported practices by test-retest method (r =0 .92).
Statistical Analysis
Obtained data were organized and analyzed by using SPSS software (version 20.0). Frequencies and percentages were computed for sample characteristics, levels of life skills, self-esteem, and self-reported lifestyle practices among adolescents. Mean and standard deviation of life skills and self-esteem were calculated, and their significant relationship was determined by Pearson correlation.
Results
Results show that out of 422 adolescents, most of them belonged to the age group of 13 to 14 years in both genders, 74.4% of adolescents were girls and most of them were residing in urban (47%). It also shows that majority of adolescents were the first children (37.7%) of their parents. Regarding their mothers' education, most of the mothers had primary education (45.26%), and only a few mothers (1.66%) were graduates and were homemakers. Most of the adolescents' fathers had their primary education level (48.82%) and were businessmen (58.06%).
| Table 1: Frequency and percentage distribution of life skills and self-esteem levels among adolescents [N=422] |
Variables |
Frequency |
Percentage |
Life Skills |
Low Skills |
221 |
52.4 |
Moderate Skills |
128 |
30.3 |
High Skills |
73 |
17.3 |
Self-esteem |
Below average |
148 |
35 |
Average |
270 |
64 |
Above average |
4 |
1 |
Regarding life skill scores, 52.4% of adolescents had low life skills,30.3% of adolescents had moderate life skills, and 17.3% had high life skills. It indicates that most of the adolescents had low life skills and few adolescents had high life skills. High life skills were observed more among boys than girls. It also shows that the majority of adolescents (64%) had average self-esteem, few adolescents (35%) had below-average self-esteem and only one percent of adolescents (1%) had above average self-esteem (Table 1). The domain-wise comparison of the Life Skills Score (LSS) with the original score is depicted in Table 2.
| Table 2: Dimension Wise Comparison of Mean and Standard Deviation of Life Skills Scores as Responded by Sample Adolescents and Original LSS Scores [N=422] |
| Dimensions of Life Skills |
Mean ± SD |
Min
Score |
Max Score |
Sample |
LSS |
Sample |
LSS |
Sample |
LSS |
Decision Making |
32.77±5.12 |
35.89 ± 5.51 |
17 |
14 |
50 |
49 |
Problem Solving |
45.62±7.10 |
46.69 ± 7.11 |
20 |
23 |
61 |
65 |
Empathy |
42.74±7.29 |
45.23 ± 6.99 |
25 |
21 |
60 |
60 |
Self - Awareness |
37.03±6.82 |
38.34 ± 5.69 |
17 |
20 |
50 |
50 |
Communication Skills |
33.85±5.16 |
35.62 ± 5.13 |
16 |
21 |
46 |
50 |
Interpersonal Relationships skills |
63.63±9.04 |
68.99 ± 9.14 |
34 |
42 |
82 |
89 |
Coping With Emotions |
31.45±5.66 |
31.59 ± 5.89 |
13 |
12 |
45 |
45 |
Coping With Stress |
28.81±5.49 |
30.65 ± 4.51 |
15 |
14 |
45 |
44 |
Creative Thinking Skills |
48±8.80 |
50.05 ± 7.89 |
22 |
27 |
70 |
70 |
Critical Thinking Skills |
34.40±6.22 |
37.17 ± 6.12 |
15 |
17 |
50 |
50 |
| LSS: Life Skill Score, SD: Standard Deviation |
Regarding self-reported lifestyle practices, 52.4% of adolescents eat homemade food during break time at school, and 51.7% of them eat fast food more than twice a week. Related to physical activity, 64.7% responded that they play outdoor games. Adolescents self-reported that they do physical exercises daily in the form of walking (52.6%), cycling (52.1%), swimming (21.8%), and worldwide yoga day celebration is going on, and still, only 17.8% of adolescents were practicing yoga; this has to be emphasized among adolescents for a healthy life. In regard to sleep, 72.3% of adolescents responded that they sleep 6 – 8 hours regularly. It also depicts that they keep them engaged in listening to music (43.4%), dancing (28.4%), watching television (43.1%), drawing (36.3%), reading (40.5%), surfing mobile (46.7%). Total 88.2% of adolescents responded that they like their academic works in school, and 65.6% of adolescents do it on time. Regarding spirituality, adolescents reported that 44.5% of them visit religious places weekly, 49.5% of adolescents read holy books, and 28.9% of adolescents offer puja/namaz/prayer daily. The data also shows that 51.9% of adolescents had smartphones that they were using for academic purposes (55.7%), to play games (35.5%), for entertainment 19.9%), for news (19.2%), and for others (18.7%). Only 5.2% of adolescents responded that they were using tobacco during their free time (Table 3).
| Table 3: Frequency and percentages distribution of self-reported lifestyle practices of adolescents related to food habit, physical activity, sleep, recreation, academics, spirituality and uses of internet and substances. [N= 422] |
| Variables |
Yes |
No |
|
f |
% |
f |
% |
Food Habits |
|
|
|
|
Do you eat homemade food in break time at school? |
201 |
47.6 |
221 |
52.4 |
Do you eat fast food more than twice a week? |
218 |
51.7 |
204 |
48.3 |
Physical Activity |
|
|
|
|
Do you play outdoor games? |
273 |
64.7 |
149 |
35.3 |
Do you do physical exercise daily in the form of
Walking |
222 |
52.6 |
200 |
47.4 |
Cycling |
220 |
52.1 |
202 |
47.9 |
Swimming |
92 |
21.8 |
328 |
77.7 |
Yoga |
75 |
17.8 |
347 |
82.2 |
Sleep |
|
|
|
|
Do you have 6 – 8 hours of sleep at night regularly? |
305 |
72.3 |
117 |
27.7 |
Recreation |
|
|
|
|
Do you spend your leisure time by doing : |
|
|
|
|
Listening to music |
183 |
43.4 |
239 |
56.6 |
Dancing |
120 |
28.4 |
301 |
71.3 |
Watching television |
182 |
43.1 |
240 |
56.9 |
Drawing |
153 |
36.3 |
267 |
63.3 |
Reading |
171 |
40.5 |
250 |
59.2 |
Surfing mobile |
197 |
46.7 |
225 |
53.3 |
Others |
38 |
9 |
384 |
91 |
Academics |
|
|
|
|
Do you like your regular academic work? |
372 |
88.2 |
50 |
11.8 |
Are you able to complete your academic work every day on time? |
275 |
65.6 |
147 |
34.8 |
Spirituality |
|
|
|
|
Do you visit religious places weekly? |
188 |
44.5 |
234 |
55.5 |
Do you read holy books (spiritual-related)? |
208 |
49.5 |
214 |
50.7 |
Do you offer puja / namaz/ prayer daily? |
122 |
28.9 |
300 |
71.1 |
Internet Use |
|
|
|
|
Do you have smartphone? |
219 |
51.9 |
203 |
48.1 |
If Yes, the reasons for using the internet: |
|
|
|
|
Academic |
235 |
55.7 |
187 |
44.3 |
Playing games |
150 |
35.5 |
272 |
64.5 |
Entertaining |
84 |
19.9 |
338 |
80.1 |
News/information |
81 |
19.2 |
341 |
80.8 |
If others, Specify |
79 |
18.7 |
343 |
81.3 |
Substance Use |
|
|
|
|
Do you personally use any kind of substance? |
22 |
5.2 |
400 |
94.8 |
| f: Frequency, %: Percentage |
Further study findings show that the mean and standard deviation of life skills score and self-esteem score were 394.21 and 47.28, respectively. It indicates that the mean score of life skills was closer to the average life skills score and SD denoted a wide dispersion of life skills scores. It could be due to obtained scores of different dimensions of life skills of adolescents. It also depicts that the mean and standard deviation of self-esteem scores were 17.6 and 3.6, respectively. It indicates the mean score was nearer to average self-esteem and SD denoted a mild dispersion of scores. To find the relation between life skills and self-esteem; a correlation coefficient analysis was computed. Life skills showed a positive correlation with self-esteem (r= 0.289, p<0.01). Hence it was interpreted that, as life skills increase, self-esteem increases (Table 4).
| Table 4: Mean, SD and Coefficient correlation between life skills scores and self-esteem scores of adolescents and its significance [N=422] |
Variables |
Mean |
SD |
Pearson coefficient correlation |
Significance |
Life skills |
394.21 |
47.28 |
0.289 |
0.01 |
Self-esteem |
17.6 |
3.6 |
Discussion
In the present study, 52.4% of adolescents had low life skills, 30.3% had moderate life skills, and only 17.3% had high life skills, and the overall mean and standard deviation of life skills scores were 394.21 and 47.28, respectively. Dimension wise mean and standard deviations of life skills such as decision making, problem-solving, empathy, self-awareness, communication skills, interpersonal relationships, coping with emotions, coping with stress, creative thinking skills, and critical thinking skills scores among adolescents were found 32.77±5.12, 45.62±7.10, 42.74±7.29, 37.03±6.82, 33.85±5.16, 63.63±9.04, 31.45±5.66, 28.81±5.49, 48±8.80, 34.40±6.22 respectively in the present study. These findings were nearer to findings in problem-solving, empathy, self-awareness, communication, coping with emotions, coping with stress, and creative thinking skills dimensions in the study by Dr. Vranda (2009). These little variations might be due to geographical and cultural differences (4).
The study by Subasree and Radhakrishnan Nair (2014) showed means and standard deviations of life skills dimension wise such as decision making, problem-solving, empathy, self-awareness, communication skills, interpersonal relationships, coping with emotions, coping with stress, creative thinking skills, and critical thinking skills scores among adolescents were 38.34±5.05, 35.04±4.77, 40.77±5.15, 38.84±4.91, 30.31±4.77, 39.43±4.89, 36.51±5.24, 25.74±4.59, 29.22±4.37, 40.99±5.56 respectively. Findings in the dimension of self-awareness, empathy, and communication skills were nearer to the present study’s findings. Variations in other dimensions might be due to geographical and cultural differences and the use of different instruments to measure skills (6).
The study by Dhingra and Chauhan (2017) revealed that means and standard deviations of life skills dimension wise such as decision making, problem-solving, empathy, self-awareness, communication skills, interpersonal relationships, coping with emotions, coping with stress, creative thinking skills, and critical thinking skills scores among adolescents were 37.75±4.78, 32.88±5.92, 39.05±6.52, 38.03±5.75, 28.17±5.22, 37.35±5.37, 33.35±5.91, 22.25±6.39, 27.63±4.18, 39.15±6.43 respectively. Findings in the dimension of self-awareness, empathy, and coping with emotion were nearer to the present study’s findings. Variations in other dimensions might be due to geographical and cultural differences and the use of different instruments to measure skills (7).
In the present study regarding self-esteem, 64% of adolescents had average self-esteem, 35% of them had below-average self-esteem and only 1% had above average self-esteem. The mean and standard deviation of self-esteem scores of adolescents measured by the Rosenberg scale were 17.6 and 3.6 respectively and it ranged from below-average self-esteem to above-average self-esteem. These findings are consistent with the study conducted by Mathew and Krishnan (2020) in Kerala who also used the same instrument for measuring the self-esteem of adolescents (8). Ahmed et.al (2016) conducted one study in Macau among adolescents aged 11- 21 years and the results revealed that most of the participants belonged to average self-esteem and mean and standard deviation of self-esteem scores were 22.87 and 3.27 respectively. The author justified for little difference from the present study could be geographical, cultural differences, and age also (9).
In the present study, the Pearson coefficient correlation(r) between life skills scores and self-esteem scores was found 0.289 at 0.01 level of significance indicating a positive correlation. This result is supported by the study conducted by Niaraki and Rahimi (2013) among 60 students in Iran and Yadav and Iqbal (2009) among 60 students in Delhi. Results of these studies revealed that as the life skills of adolescents increased, self-esteem also increased (10-12).
With regard to self-reported lifestyle practices, in the present study, more than fifty percent of adolescents (52.4%) take homemade food during break time at school, 51.7% of adolescents take food from outside, and most of them reported that they do physical exercises daily in a different form. The findings are supported by Knox and Muros (2017) in Granada among adolescents, who also revealed that diet patterns and physical activity had a direct effect on adolescents' self-esteem (13). About spirituality, using smartphones, and using substances, the study result is supported by the studies conducted by Braig et al. and Sharma and De Sousa (2016) (14-15). Singh A P & Misra G (2012) identified some of the lifestyle practices among adolescents with inappropriate dietary practices more on fast food consumption, cold drinks, low fruit and vegetable intake, and adolescent irregular sleeping habits and sedentary activities (16-17).
In the present study, the Pearson coefficient correlation between life skills scores and self-esteem scores was found r= 0.289 at 0.01 level of significance, indicating a positive correlation. This result is supported by the study conducted by Niaraki and Rahimi (2013) among 60 students in Iran and Yadav and Iqbal (2009) among 60 students in Delhi. Results of these studies revealed that as the life skills of adolescents increase, self-esteem also increases (18-19).
A pseudo-experimental study which accomplished on 160 students in Karaj city. Subjects of the study were selected randomly from the list of students in all of the schools in Karaj; then they were divided randomly into two groups. Trained counselors taught the life skills to students of the study group, and 80 reminder subjects were assigned as a control group. After educating the training program, subjects were administered the Cooper Smith self-esteem questionnaire (58-items version). Findings of the study indicated that life skills training lead to a significant increase in self-esteem in a study group in contrast to control group subjects (20).
The present study found that adolescents had relatively low life skills and self-esteem indicating the need for ongoing life skills education program for them in the regular school curriculum. Further, the study findings may be helpful in restructuring curriculum programs to integrate life skills education programs by the school authority.
Conclusion
Adolescents aged 10–19 years constitute about one-fourth of India's population. Development in adolescence is multidimensional, and that is, the period is associated with various challenges. The adolescence period is a vital stage in life for individuals' development. Learning life skills would facilitate adolescents to improve self-esteem and healthy lifestyle behaviors during their developmental stages.
Acknowledgment: We appreciate the Head Masters of selected schools, adolescents, and parents for their support in this study.
Conflicts of interest: There are no conflicts of interest among the authors.
Funding: The authors did not receive any funding.
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