Designing and Validating a Life Skills Training Model for Elementary Students

The purpose of this study was to design and validate a model for teaching life skills to elementary students. This research in terms of applied development goals and in terms of the type of study and the nature of research in the field of exploratory quality and quantitatively cross-sectional survey and the statistical population in the quantitative section of primary teachers teaching in Rafsanjan include 1457 people using the formula Cochran estimated the number of samples to be at least 304 and selected using a simple random sampling method. In order to better explain the results and reveal the neglected cases in the quantitative phase, 13 in-depth interviews in the qualitative section were conducted using purposive sampling method in the form of snowballs. Data collection tool on life skills training components and triangular factors, a researcher-made questionnaire whose validity was measured by confirmatory factor analysis as well as face validity and reliability by calculating Cronbach's alpha with values of 0.830 and 0.81, respectively. And the research model were analyzed using data collected through a questionnaire as well as descriptive statistics, inferential statistics and structural equation modeling. Research model with 15 components of life skills including communication skills, deliverable skills, self-responsibility, work ethic, management, healthy living skills, critical thinking, collaboration, decision making, creative thinking, self-awareness, goal setting, problem solving, attention to others, Self-esteem and 10 components of three-pronged factors including textbook, television, workshop, family, peers, community, cyberspace, counselor, non-textbook and school are presented.Life skills training promotes self-esteem, health, self-responsibility, self-awareness and critical thinking in elementary students.