CHAPTER 2

REVIEW OF LITERATURE

2.1 OVERVIEW

There should be an existing awareness base to conduct a research study.

Researchers often undertake a literature review to acquaint themselves with that

knowledge base, which helps the researcher in many ways by providing a source of

research ideas; giving orientation to what is already known, providing a conceptual

context into which the problem fits. A literature review provides a basis for further

investigation justifies the replication, throws lights on the study's feasibility and data

collection constraints. It also relates the finding from one study to another with the

hope to establish a comparative body of scientific knowledge in a professional

discipline in which valid and pertinent theories may be developed.

A review of related literature is an integral part of theses. It may also be a

required part of research proposals/synopsis. “The main purpose of a review of

related literature is to analyze scientific works by other researchers that used for

investigation critically. A literature review discusses published information in a

particular subject area within a certain period. A literature review can be just a

simple summary of the sources, but it usually has an organizational pattern &

combines both summary & synthesis.” A summary is the recap of important

information sources, but a synthesis is the reorganization or reshuffling of that

information. It might give a new interpretation of old factual or trace the field's

intellectual progression, including significant debates & depending on the situation.

The literature review may evaluate the sources & advise the researcher on the most

relevant or appropriate factors. In this task, the researcher has to fuse the field's
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available knowledge in a unique way to provide his study's rationale.

2.1.2 OBJECTIVES OF REVIEW OF LITERATURE

There are the following objectives of review of related literature:

 It helps in selecting an appropriate & new problem.

 It also helps formulate the most probable hypotheses by providing a

standard based on previous studies.

 It provides the appropriate method, procedure medium of facts & related

statistical technique for the problems' solution.

 It locates comparative data and findings useful in the interoperation and

discussion of results. The conclusions drawn in the related studies may be

significantly compared and may be used as the subject for the study's

findings.

 It contributes towards the accurate knowledge of the evidence or literature

in one`s area of activity is a promising avenue towards making oneself.

 It helps in avoiding the most expected error & faults. It provides the controls

of error sources to minimize error & maximize reliability & validity.

 Reviewing the related literature is to know about previous research

recommendations for further research, which they have listed in their

studies.

 It indicates whether the evidence already available solves the problem

adequately without requiring further investigation. It avoids replication and

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 hence minimizes the wastage of time, money & energy.

In the present study Review of related Literature presented in three

subheadings.

a) Social Intelligence and

b) Emotional Intelligence

c) Life skills and their effects.

2.2 STUDIES ON SOCIAL INTELLIGENCE

Kaur, Harpreet, and Ashu Kalaramna (2004) assess the existing inter-

relationship levels between home environment, social intelligence, and socio-

economic status across various age levels and two sexes. The data were collected from

randomly selected four high schools in the villages of Ludhiana –block of Ludhiana

district. The home environment was assessed using Mishra’s Home Inventory. Social

Intelligence was assessed using Chadha and Genesan’s (1986) Social Intelligence

Scale and socio-economic status, Kulhreshta’s Socio-Economic Status Scale (1981)

was used. Results revealed that socio-economic status had got an effect on social

intelligence. The home environment also showed a positive impact on social

intelligence.

Nooerje et al. (2008) compared the effects of social intelligence and cognitive

intelligence, as measured by academic achievement, on adolescent popularity in two

school contexts”. The study revealed that: perceived approval was significantly related

to social intelligence, but not to academic achievement, in all contexts. Socio-metric

fame was predicted by an interaction between academic achievement and social

intelligence, further qualified by school context. At the same time, college-bound

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students gained socio-metric popularity by excelling socially as well as academically.

Vocational students benefited from doing well either socially or academically, but not

in both cases. Therefore, it was concluded that some social skills training might

improve adolescents' position in the peer group and reduce the problems that result

from being rejected. Promoting social intelligence may also improve academic

performance and have a positive influence on further development.

Srivastava and Mallick (2009) compare social intelligence with high and low

emotionally intelligent students and found a significant variance between high and low

emotionally intelligent students' social competencies. High emotional intelligent

students are more socially competent. The reason for this may be that they can control,

manage, and understand their own and others' emotions. This ability makes them

competent to handle social situations and interpersonal relationships successfully. It

concludes that the coefficient of correlation between emotional intelligence and social

competence is significant and positively correlated and even in respect of males and

females.

Sharma, Kanchan (2009) conducted a correlational Study of Self-esteem,

Emotional Maturity, Social Intelligence, and Parental Involvement of Adolescents. She

found the relationship between self-esteem and emotional maturity, social intelligence;

between social intelligence and parental involvement. The findings were; (i)

significant relations were found between self-esteem and social intelligence; emotional

maturity and social intelligence but (ii) negative correlations were found between

parental involvement and social intelligence, (iii) girls were found more socially

intelligent than boys, but no significant difference between rural and urban adolescents,

(iv) adolescents studying in private schools were found more socially intelligent than

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those studying in government schools.

Nikose (2010) investigate the social intelligence of pre-service teachers at the

primary level. For this purpose, the sample of 150 male and female student teachers

was selected by applying a random sampling method from urban and rural elementary

colleges ([Link].) in Gondia District of Maharashtra state. Findings were: (i) significant

differences were found among the student teachers, (ii) the male students have high

social intelligence than female student teachers, and (iii) rural student teachers have

high social intelligence than urban student teachers.

Gnanadevan, R (2011) found the higher secondary students' social intelligence

related to their socio-economic status. The social intelligence scale by Chadha and

Gananesan was administered to a random sample of 400 higher secondary students.

Social Intelligence of higher secondary students was found to be high. Higher

secondary students' scores differed significantly with respect to caste, mother’s

education, and parent’s income. Differences in gender, father’s education, and

mother’s occupation were not significant.

Maltesea, A. et al. (2012) found that: i) Social intelligence has a significantly

positive correlation with self-esteem and significantly negative relationship with

proactive excuses. ii. Positive self-worth has a pivotal role in one’s general well-being

and adaptation degree to its social context. iii. Socially intelligent adolescents with

greater self–esteem can analyze others' social behavior, recognize their motives and

cognitive, and produce adequate behavior for its social context. Males have higher

self-esteem than females.

Sembiyan, R and Visvanathan, G. (2012) conducted a study on college

students' social intelligence. They proposed to find out the social intelligence of college
30
students in Cuddalore, Villupuram, Nagapattinam, Tanjore, Vellore, and

Thiruvannamalai Districts of Tamil Nadu, India. A sample of 1050 college students

was taken using Random Sampling Technique and Mean, Standard Deviation and ‘t’

value were calculated to analyze data. Findings were: (i) there was a significant

difference in male and female college students' mean social intelligence. It was inferred

that the female students had more level of social intelligence than male students. (ii)

No significant difference in urban and rural college students' social intelligence and

college students belonging to the nuclear and joint family was found. (iii) There was a

significant difference in private and government college students' social intelligence,

and the government students have more level of social intelligence than private

students. (iv) There was no significant difference in social intelligence even though

they study in arts & science and [Link]. college students (t=0.482), and it was inferred

that the [Link] students have more level of social intelligence than the Arts & science

students

Kamal Preet Kaur Toor (2013) compared social and emotional intelligence

among secondary school teachers with gender and school type. The study found no

significant difference in the social intelligence of male and female secondary school

teachers. There is a significant difference in government and private secondary school

teachers' social intelligence, private secondary school teachers being significantly

more socially intelligent than government secondary school teachers. 3. There is a

significant mean difference in the emotional intelligence of male and female secondary

teachers, male secondary school teachers being more emotionally intelligent than

female secondary school teachers. 4. Government secondary school teachers are

significantly more emotionally intelligent than private school teachers. 5. These results

of main effects of gender and type of school are interdependent, as: (i) Male secondary

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school teachers are more emotionally intelligent than female secondary school

teachers, only in case of private schools. (ii) Government secondary school teachers

are more emotionally intelligent than private secondary school teachers, only in the

female group.

Parto Eshghi et al. (2013) examine social intelligence and its sub-scales among

physical education expertise in Isfahan education organizations: the study of gender

differences. For this purpose, 48 physical education expertise in Isfahan education

organizations participated in this research. There were 37 men and 11 women, and

their ages ranged from 35-46 years-old to data collection, all subjects filled in the

Silvera Social Intelligence Scale (2001) and a demographic questionnaire. The results

showed that the differences between overall social intelligence scores and sub-scales

with gender (men and women) were significant at the level of P<0.05. Furthermore,

men in these variables obtained higher scores than women.

Thakur, Sharma, & Pathania (2013) conducted a study on “Social Intelligence

of Adolescents: A study of Himachal Pradesh.” They have found out that most males

47 and females showed an optimistic response regarding dimensions such as “patience,

cooperativeness and confidence level.” On the other hand, a higher percentage of males

and females showed negative responses regarding dimensions such as recognition of

social environment, tactfulness, and sense of humor. However, both males and females

showed an affirmative relationship with memory. Further, a significantly positive

correlation was found between social intelligence dimensions and ecological variables

of respondents.

Hassan Aminpoor (2013) reports the relationship between social intelligence

and happiness among male and female Payame Noor university students. Two hundred

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twenty-six students (96 male and 130 female) were selected randomly. Social

Intelligence Questionnaire (SIQ) and the Oxford Happiness Inventory (OHI) were used

to carry out the study. The study results showed that there is a significant positive

relationship between social intelligence and happiness. Thus, it is essential to use post

hoc tests. Post hoc test results showed that the technical engineering group is higher

than the primary sciences group in social intelligence.

Prakash Alex (2013) explores the relationship between Social Intelligence and

ten Core Life Skills at the Higher Secondary School level. The study results interpreted

a significant relationship between the scores of Social Intelligence and Problem

solving skills of Higher Secondary school students. There is a significant relationship

between higher secondary school students' Social Intelligence and Decision-making

skills. There is no significant relationship between the scores of Social Intelligence and

Higher Secondary school students' Self-esteem skills. There is no significant

relationship between higher secondary school students' Social Intelligence and

Empathy skills. There is a significant relationship between higher secondary school

students' Social Intelligence and Interpersonal skills. There is a significant relationship

between the scores of Higher Secondary school students' Social Intelligence and

Interpersonal skills. There is a significant relationship between Higher Secondary

school students' Social Intelligence and Critical Thinking skills. There is a significant

relationship between Higher Secondary school students' Social Intelligence and

Creative Thinking skills. There is no significant relationship between the scores of

Social Intelligence and Coping of Higher Secondary school students' emotional skills.

And there is no significant relationship between the scores of Social Intelligence and

Coping of stress skills of Higher Secondary school students.

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 Vikash Kumar (2014) found gender differences among adolescents on social

intelligence. For this purpose total of 35 boys and 35 girls were selected. In this study,

a t-test was used. This study revealed that the boy’s students have better social

intelligence than the girl’s students.

Vipinder Nagra (2014) conducted a study on social intelligence level and

adjustment levels of secondary school students concerning the type of school and

gender. The results revealed average levels of social intelligence and adjustment in

these students. Insignificant differences were observed in social intelligence and

adjustment with the type of school and gender.

Ramesh Singh & Anuj Rai (2016) investigates the relationship between

academic stress and social intelligence. For this purpose total of 200 School going male

and female adolescents were selected. The study results show no significant gender

differences in academic stress and social intelligence among rural and urban

adolescents; male and female students experienced the same amount of academic

stress. A significant correlation was found between academic stress and social

intelligence of rural and urban adolescents.

Sowmyashree & Sreenivas Muniyappa (2019) conducted a study on private

and government secondary school boy students' social intelligence. The study focused

on finding the difference between private and government school boys on social

intelligence. The study results revealed a significant difference among Government

school boys and private school boys on social intelligence. Further, the study indicated

that private schoolboys are higher on social intelligence compared to government

school boys.

Sowmyashree & Sreenivas Muniyappa (2019) conducted a study on the impact

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of life skills training on social intelligence among private school adolescents. Results

revealed a significant effect on life skills training on social intelligence among private

school adolescents. Further study shows that life skills training has impacted and seen

as they were more socially adjusted and developed more social skills and competency

required having a successful social life. Leadership skills increased after life skills

training.

Ali Asghar; et al. (2019) compared male and female university students' social

intelligence mean. Secondly, it explores the effect of age and locality on social

intelligence through a cross-sectional research design. But there was a significant

relationship related to age. The findings of this study demonstrated that social

intelligence increases with age.

Sowmyashree & Sreenivas Muniyappa (2019) conducted a study on “social

intelligence among rural and urban secondary school girls and discovered a significant

difference among rural and urban secondary school-going girls on social intelligence.

And also found that urban Girls have obtained higher mean values than rural girls.

Sowmyashree & Sreenivas Muniyappa (2019) conducted a study on “social

intelligence among adolescent boys and girls.” The study indicated there is a

significant difference among adolescent boys and girls on social intelligence.

Adolescent Girls have obtained higher mean values than adolescent Boys.

Traditionally, emotional intelligence has been considered a feminine trait, while men's

brains are perceived as more suited to practical or creative tasks.

2.3 STUDIES ON EMOTIONAL INTELLIGENCE

Schutte et al. (2001) studied Emotional intelligence and interpersonal

35
relations. For this study, a sample of teenage students was taken to test emotional

intelligence with empathy and self-monitoring, social skills cooperation, relation

with others, and marital satisfaction. The findings showed that emotional

intelligence had been associated with higher empathetic perspective-taking and self-

monitoring in a social situation, higher social skills, and more cooperative responses

towards partners, and more loving and affectionate relationships

Chu (2002) revealed that males have a high level of emotional intelligence than

females. The probable reason for the present finding might be that emotional

intelligence primarily deals with managing and expressing once emotions and social

skills.

Summiya Ahmad et al. (2009) investigated Emotional Intelligence among

males and females. The research sample comprised one hundred and sixty subjects (N

= 160) categorized into two groups. Emotional Quotient Inventory (EQ-i) was used to

determine the level of emotional intelligence among the subjects. Gender difference

in the Emotional Quotient Inventory reveals that Males have high emotional

intelligence as compared to females.

Abraham and Lalhriatpuii (2011) explore the relationship between Life Skills

and Emotional Intelligence: Exploring the Relationship.” They found that Life Skills

of higher secondary students are significantly correlated to Emotional Intelligence.

Ramesh K. Adsul (2013) compared the emotional intelligence and adjustment

of urban and rural students. The study results indicate that (1) there was a significant

difference between urban and rural students in different emotional intelligence areas.

The ‘t’ ratios of intra-personal awareness 3.06 (p<.01), inter-personal awareness 2.96

(p<.01), intra-personal management 2.22 (p< .05), inter-personal management 1.22

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(NS). It means that urban students have better emotional intelligence than rural

students. (2) There was a significant difference between urban and rural students in the

different areas of adjustment. The ’t’ ratios of home 2.34 (p <.05), health 2.84 (p<.01),

social 1.20 (NS), emotional3.78 (p<.01). It means that urban students have better

adjustment than rural students.

Joseph (2014) explored life skills training on enhancing emotional intelligence

of adolescents in XI standard. Data was collected from 503 students from six higher

secondary schools in Chennai City. Effect of Life skills Training on Resilience among

School Adolescents 30 Inventory by Mangal and Mangal (2009) was used to identify

the measure of emotional intelligence. ‘t’-test was used to analyze the results. The

findings indicated that life skills’ training has a significant effect on improving

emotional intelligence in adolescents. The study further shows that life skills have an

effect on self-efficacy, self-confidence, and self-esteem and well-being.

Jyothi Rathi (2015) conducted a study on adolescent students' emotional

intelligence with the type of school. The study was conducted on one hundred

adolescents (50 boys 50 girls) studying in senior secondary schools selected

purposively from the Sirsa district of Himachal Pradesh. Intact classes of XI and XII

were taken from the two schools. Results indicated that Government and private

secondary school students differ significantly on emotional intelligence, but gender-

wise and area wise students do not differ significantly on emotional intelligence.

Sowmyashree & Sreenivas Muniyappa (2019) conducted a comparative study

on emotional intelligence among secondary school boys and girls. The study's obtained

result revealed a significant difference among secondary school boys and girls on

emotional intelligence, and boys have obtained higher scores on the emotional

37
intelligence scale than girls.

Sowmyashree & Sreenivas Muniyappa (2019) compared Emotional

intelligence between government and private Institution adolescents. The study's

obtained result revealed a significant difference between government and private

institution adolescents on emotional intelligence.

Sowmyashree & Sreenivas Muniyappa (2019) conducted a study on emotional

intelligence among rural and urban secondary school girls. The study's obtained result

revealed a significant difference among adolescent rural and urban girls on emotional

intelligence. Rural school girls found to be had more emotional intelligence compare

to urban school girls.

Sowmyashree & Sreenivas Muniyappa (2019) conducted a study on

“emotional intelligence among adolescent boys. The obtained result revealed that there

is no significant difference among adolescent boys in emotional intelligence.

Samruddhi Karnik & Shradha Sakatkar (2019) conducted a study on the

Emotional Intelligence of rural and urban school-going adolescents. Four schools

comprising rural and urban children were chosen, and 200 adolescents, 100 from two

rural schools (Jatt village, Sangli, Maharashtra) and 100 from two urban schools (Pune,

Maharashtra) the sample. The Emotional Quotient Inventory by Bar-On was

administered. Findings of the study revealed that rural students were high on Total

Emotional Intelligence than their urban counterparts.

Neha Das (2019) conducted a comparative study on adolescents' emotional

intelligence in rural and urban settings. Results showed a significant difference

between the emotional intelligence of urban and rural adolescents. The mean of urban

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adolescents was higher than the rural sample, which meant that urban adolescents were

highly emotional intelligent than rural adolescents.

2.4 STUDIES ON LIFE SKILLS

Deskeo (2002) found that life skills education in the school curriculum will

make youth more constructive in the thought process. It would help them soon after

completing schooling, choosing their profession, choosing their life partner, and

solving further life problems.

Zollinger et al. (2003) evaluated the Life Skills Training impact on middle

school students' knowledge, attitude, and ability to make the right lifestyle decisions.

From 1997 to 2000, students in level six to eight in the study schools received the Life

Skills Training. The results were compared against those who were not exposed to the

program and showed tobacco use behavior and attitudes. Students completing the Life

Skills training were well-informed about the ill health effects of smoking. Life skills

training programs differed between male and female students.

Botvin, G.J., Griffin, K.W., Paul, E., and Macaulay, A.P (2003) examined the

effectiveness of a substance abuse prevention program in preventing tobacco and

alcohol use among elementary school students in grades 3 through 6. The prevention

program teaches social resistance skills and general personal and social competence

skills. Rates of substance use behavior, attitudes, knowledge, normative expectations,

and related variables were examined among students (N=1090) from 20schools who

were randomly assigned to either receive the prevention program (9 schools, n=426) or

serve as a control group (11 schools, n=664) who did not. Data were analyzed at both

the individual-level and school-level.

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 Sharma.S. (2003) conducted a study on “Measuring adolescent life skills in a

secondary school Kathmandu; an experience.” This study's objectives were to develop

a scale to measure life skills and assess life skills levels in adolescents of a secondary

school at Kathmandu. Maternal education was significantly associated with higher life

skills levels in adolescents. Connectedness and family support were other important

factors influencing the level of life skills in adolescents.

Albertyn et al. (2004) life skills training enhance critical thinking abilities,

further impacting living life actively, being responsible in the job, and future planning.

Ramesh and Farshad (2004) study proved the effectiveness of life skills training

in increasing mental and physical health, pro-social behavior, and decreasing

behavioral, social problems &self-destructive behaviors.

Francis (2007) revealed that life skills education is a primary learning need for

all adolescent people and will empower adolescents in demanding situations. Various

skills, like interpersonal communication, empathy, self-esteem, etc., extend their

maximum level if they practice effectively. The researcher further insists on creating

life skills education programs compulsory for youth.

Kord-Noghabi and Sharifi (2008) report that teaching self-awareness skills to

students are useful in advancing their necessary skills. The results further mentioned

that skills such as self-awareness, effective communication, and interpersonal

relationship, coping with stress, decision-making, problem-solving, critical thinking,

and creative thinking are essential skills for all adolescent groups’ across cultures.

Jessy John (2009). Studied on Impact of Life Skills Development Programme

on the Behavioural Aspects of Children in need of care and protection. The researcher

40
studied the significant levels of changes that a life skills development program brought

out in juveniles' behavior in juvenile homes and emphasized skills development. This

study finds out the significant changes that a life skills development program brings to

juveniles' behavior components and problem behaviors in juvenile homes.

Yadav & Iqbal (2009) contemplated “Impact of Life Skills Training on Self-

esteem, Adjustment, and Empathy among Adolescents.” The present study aimed to

see the impact of /training on self-esteem, adjustment, and empathy among adolescents.

They found a significant positive influence on life skills training on self-esteem,

emotional adjustment, educational adjustment, total adjustment, and empathy. The

findings also revealed that empathy and interpersonal sensitivity could be utilized as

successful ‘tools’ for changing delinquent or disturbed youngsters to school.

Bharath Srikala & Kishore Kumar (2010) reports Empowering Adolescents

with Life Skills Education in Schools – School Mental Health Program: Does it work?

The researcher raises the question regarding Mental Health Promotion among

adolescents in schools using life skills education (LSE) and teachers as life skills

educators. He also recommended LSE introduction into the school curriculum with the

help of resources of schools and teachers. The assessment showed improvement in

adjustment of the adolescents with teachers, school. It helped increase pro-social

behavior, coping, and self–esteem, as there was a significant difference between the

program groups. Findings reveal that the inclusion of life skills in the curriculum will

promote psychosocial competence and reduce adolescents' problem behaviors.

Kaur (2011) reports on “A Study of Impact of Life Skills Intervention Training

on Emotional Intelligence of College Adolescents.” The study inspected the effects of

an intervention program on the emotional intelligence of college adolescents. The

41
study's findings revealed that life skills-based intervention programs would

significantly impact adolescents' emotional intelligence.

Rao et al. (2011) analyzed the importance of Life Skills Education (LSE) in

adolescent delinquents' behavior modification. Results demonstrate that the life skills

program helped them to fortify their identities. Behavioral changes are happenings

among the boys who were prepared, and criminal inclination descended, and ethical

quality expanded.

Mohammadi (2011) reveals that life skills training leads to increased

satisfaction of life among adolescents. After the training, individuals were changed in

their relationship with others, and the growth of empathy was accompanied by

enhancement of psychological well-being.

Teymore et al. (2011) showed a significant relationship between the total score

of life quality and the total score of life skills. The increase in the awareness of the life

skills among the students led to the improvement of their life quality

Vranda & Rao (2011) investigation depicts the zone of life skills often used the

ideas, for example, emotional insight, social capability, and social aptitudes; these are

synonymous ideas reflective of life skills where there is an awesome cover among these

developments. It was presumed that the adolescent needs to plan for a worldwide

fruitful grown-up life of rivalry and independent functioning, which is conceivable just

through improving their mental abilities through life skills training.

Raymond et al. (2011) studied “Interrelationships among Teacher Care,

Students’ Life Skills Development and Academic Achievement: Implications for

School Guidance Work.” The study's findings disclosed that this is the first study in

42
Hong Kong to inspect the impact of instructor mind on junior secondary students’ life

skills development and their academic accomplishment. This study's findings provide

preliminary help to the positive, powerful impacts of teacher care for junior secondary

students’ life skills development and their academic accomplishment. This study

mirrors that the foundation of a more customized instruction condition drives the

students toward success in academic accomplishment and trust in life skills

development.

Maryam et al. (2011) found that life skills training leads to a significant increase

in adolescent students' self-esteem. It can be taken that life skills training had a vital

role in improving various skills like social and life skills among the student population.

Reza Fallachai (2012) examines the effectiveness of instruction of academic and

life skills on the freshmen academic achievement. Research procedures used semi-

experimental with pre-test and post-test design with control groups. A sample of 170

first-year students was randomly selected and assigned to experimental and control

groups. An examination consisted of three stages: administering pre-test, applying

variables, and administering post-test. Throughout the examination process, all the

experimental group members were first trained in sessions of 90 to 120 minutes for 9

weeks, and finally post –test was administered for both experimental and control

groups. The administering variables consists of teaching academic study and life skills

such as studying and learning method, note taking techniques, stress management,

problem solving, decision making, communication skills, critical and creative thinking.

Analysis was conducted to determine whether there was any difference between the

two groups. Primary result shows that the experimental group shows higher

43
performance than the control group. This arrived at the conclusion that the students‟

who had received academic and life skills training.

Khera & Khosla (2012) investigated the relationship between self-concept and

core life skills in randomly selected 500 adolescents studying in secondary classes of

Sarvodaya schools situated in south Delhi who had experienced Yuva School Life

Skills Program (SLP). They suggested that there is a positive connection between core

affective Life-Skills and self-concept of adolescents which implies the individuals who

have these essential skills have better confidence in all angles. The consequences of

this study indicate that self-concept have enhanced both core effective life skills and

core cognitive life skills

Mousami et al (2012) explored the impact of life skills training on early

adolescence. They found a significant relationship between positive well-being in early

adolescence and life skills training. The finding also proves gender difference exist

while utilizing generic life skills. Furthermore the study found socio-economic

differences exist that upper middle class and below poverty line class has showed

difference in impact of life skills training in early adolescence.

Mostafa (2013) examined the relationship between learning life skills and

academic achievement. The main purpose of this study is to determine the effectiveness

of teaching life skills on educational achievement and social acceptance of middle

school (Grade VI-IX) students of Boukan town, Iran. The aim of the project is to

enhance psychological, social abilities and prevention from causing harmful behaviour

for health and safety. Research was conducted to assess the effectiveness this program.

Method of feedback with two groups of experiment and certification of sample amounts

619 people in each group were selected. Research tools consist of questionnaires of life

44
skills, social acceptance and questionnaire of individual and personal background

information. The findings indicated that the skills of knowing oneself and excitements

have influences on students‟ educational achievement. Teaching communication skills

was effective on problem solving among the students and in return it improves their

academic achievement, whereas a decision making skills has effect on the academic

achievement of the students. In general, the result shows that teaching life skills leads

to improvement of educational performance among students.

Puspakumara J. (2013) reports that life skills training was effective in

preventing a wide range of problems such as substance abuse, teenage pregnancies,

violence Bullying & to promote self-confidence and self- esteem among the

adolescents.

Niaraki and Rahimi (2013) conducted a study the on the effect of life skills

training on self -esteem of high school female students in Iran, using experimental and

control group design. Results showed that significant improvement on all the

dimensions of self-esteem between pre and post-test.

Roodbari, Sahdipoor and Ghale (2013) explored the effect of life skills training

on social development, emotional and social compatibility of adolescent female

students. Results indicated that life skills’ training has a positive effect on social

development, emotional and social adjustment of female adolescents.

Savoji and Ganji (2013) investigated the effectiveness of life skills training

program on mental health of university students. Results found overall improvement in

mental health of students. However, it was found that female students were found to be

more benefited than male students

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 Anuradha, K. (2012) assess the life skills and self-concept of adolescents

studying 9th standard in Tirupati town. One hundred students were selected randomly

from four high schools (50 boys and 50 girls) using systematic, stratified random

sampling technique. The results revealed that adolescents were having moderately good

life skills and scored moderate in self-concept scores. Moderate association was found

between life skills and father’s education and self-concept score and family income.

Nanda (2013) conducted a study on behaviour modification through family and

life skills education of adolescents. For the implementation of the intervention, a

statistically viable sample of 171 non-migrant, unmarried adolescent girls in the age

group of 11-18 years belonging to low socio-economic background was purposively

selected from 8 villages of Pinjore block of Panchkula district of Haryana. The girls

were divided into two age groups i.e. early adolescent girl (11-15 years) and later

adolescent girl (16-18) for analysing the impact of intervention on behaviour

modification. These girls were given family and life skills education at the Anganwadi

centres of their respective village during initial orientation in the first month and

continuing education in subsequent months for one year. After the pre-test and post-test

analysis the result revealed positive gains in skills acquisition with improved social

behaviour, decision making skills, problem solving skills and adjustment to life

challenges.

Jose et al. (2014) evaluated a group of life skills trainers in undertaking life

skills training among girl children residing at Abhayabala. The author and his team

administered life skills training spanning 14 sessions through the medium of social

group work, for 43 girl children, in the age group 11-19, hailing from difficult

circumstances, sheltered and rehabilitated at Abhayabala. The CDC self-esteem scale

46
was used to be pre and post intervention assessments of the girl children and the same

was evaluated to ascertain the effectiveness of the life skills training in enhancing self-

esteem and equipping them to live a life of self-worth and dignity. The findings of the

study revealed that the intervention had helped to improve self-esteem improvement in

self-esteem generated better self-awareness, enhancing self-image, assertiveness,

critical thinking and reflection about oneself and entitlement learning to trust as well as

develop interpersonal relationship, etc.

Agric (2014) observed that in the pre-test majority of the adolescent girls

encountered a medium level of creative thinking (55 %) and empathy (76.7%). Around

77.5 percent had a high level of critical thinking, coping with stress (70.9%) and

problem solving ability (65.8%). None of them were seen in a low level of classification

except for creative thinking (9.2%). Post-test led after an intervention showed that

majority of adolescent girls had a high level of critical thinking (94.16 %) trailed by

coping with stress (79.12 %), problem solving ability (70 %), creative thinking (50 %)

and empathy (57.5 %). The findings recommend that there is a significant difference

between pre-test and post test scores of adolescent girls with regard to problem solving,

coping with stress and empathy. Further, the mean scores showed that life skills

development was significantly better on post-test over the pre-test.

Mandeep Kaur (2014) assesses the life skills among school going adolescents

in relation to gender, locale, parental education and parental occupation. The sample

consisted of 200 school going adolescents studying in government and private schools.

The findings revealed that female and rural school going adolescents possess more life

skills than their counterparts.

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 Gulhane (2014) found that life skills based education through school

educational programs encourages the students to adopt a positive approach to secure

themselves and to promote health and meaningful social relationship life skills to

encourage a total and incorporated improvement of an individual to function effectively

do social being.

Movallali et al., (2014) investigated the effectiveness of life skills training on

the social skills of hearing impaired students. The results showed that life skills training

had a significant effect on the social skills (cooperation, assertiveness and self-control).

It was found that life skills training can improve the social skills of hearing impaired

students.

Kazemi, Momeni and Abolghasemi (2014) studied on the effectiveness of life

skills training on the self-esteem and communication skills of students with dyscalculia.

Results showed a significant improvement in the self-esteem and communication skills

among the experimental group students.

Anand et al., (2014) explored the impact of life-skills training on the level of

physical activity amongst adolescents. Results noted a significant increase in physical

activity and stretching exercises in the experimental group due to skills based life skills

training approach.

Joshi D. & Indrajeeth Dutta (2014) study conducted in the urban settings

wherein 246 students from public and private-funded institutions participated. The

result indicated that female students have higher emotional intelligence in comparison

to their male counterparts whereas the type of school does not act as a significant factor

in differentiating emotional intelligence

48
 Gerami et al (2015) studied on “Life Skills Training and Its Effectiveness: A

Systematic Review”. The purpose of this study was to enable individuals to

comprehend themselves better and have proper and compelling interpersonal

relationships, emotional control, and better administration of unpleasant circumstances

and take care of the problems of the individuals. In this study, a comprehensive review

of the assortment of life skills and effectiveness in order to give techniques to enhance

harms inside the family by a more extensive view. The study proves that students can

maintain balance between feeling and cognition and between independence and

dependence necessary for self-unmistakable and stable individual personality by

learning life skills.

Parvathy and Renjith (2015) carried out in the coastal area school at

Karunagapally, Kerala. An experimental study method involving pre- post design is

conducted with experiment delayed group. A sample size of 57 is taken with 30 samples

in experimental group and 27 samples in experiment delayed group. The result of the

study shows that the experimental and experiment–delayed groups were found similar

in their socio-demographic status. The study has revealed significant impact of life

skills education training on adolescents.

Rathore & Mishra (2015) conducted “A comparative study of Adjustment and

Social Intelligence of Urban Higher Secondary School Students in Relation to their

Gender”. The study revealed the female students are better adjusted as well as possess

higher social intelligence as compared to the male students. Singh (2015) studied on

“Strategies for Development of Life Skills and Global Competencies”. The purpose of

the study is to enable students to know and comprehend themselves better, live life

more intentionally and purposely, accomplish personal satisfaction and fulfilment and

49
achieve their goals, personally and academically. The result revealed an educators and

policy makers should concentrate on the need of students and global competencies in

helping students develop a perfect fit, since progress is immaculate fit.

Vashishtha (2015) explored into “Impact of Life Skills on Leadership

Development”. The study aims to see the impact of life skills sessions on problem

solving and decision making attitude of school level pioneers. For this reason, 150

students were selected from 10 different schools. The age group extends between 16-

18 years. The results have shown a significant improvement in the skills of decision

making and problem solving in the pioneers.

Nitin, K., (2016) compare interactional strategy based on life skills of problem

solving between pre-test and post-test of class VIII students of Raja Ram Sehani higher

secondary schools, Indore. The method was experimental in nature and the pre-post-

test in single group was done for this study. The sample was done purposively by

selecting thirty students (15 boys and 15 girls) from class VIII. The data was collected

by using self-developed tool namely achievement test and reaction scale. Analysis of

the research shows that the t-value of 11.325 for achievement is significant at 0.01 level

with df 29. It indicates that the mean achievement scores of the students before the

treatment differ significantly from that after the treatment. Thus, the Instructional

Strategy on life skills was found to be effective in terms of achievement of students on

criterion test.

Bardhan (2016) examined on “Life Skills Education: A Strategy for Handling

Adolescents’ Risk Behavior”. In this study, the analyst has influenced an endeavour to

comprehend whether and how school students learned life skills through their persistent

contribution with school specialist, their classmates and instructors and its effect in

50
adjusting their behavior. The study was conducted among the adolescent school

students with risky behavior. The study proved that with continuous life skills training

along with organized counselling helped in creating positive changes among the

students with problem behavior. It has likewise enabled the children to develop friendly

relationship with instructors, peers and guardians.

Chakra A. (2016) investigated “Influence of Personal Variables on Core

Affective Life Skills of Adolescents”. This study was conducted to find out the

influence of personal variables on core affective life skills of adolescents. The sample

was comprised of 544 adolescents, including 292 girls and 252 boys. The result

revealed that the order of birth and family income has significant influence on

interpersonal relationship dimension of life skills. The study showed gender, number

of skin and family compose has no significant influence on core affective life skills.

Jaleel & Prema chandran (2016) conducted a study on “A Study on the

Metacognitive Awareness of Secondary School Students”. The aim of the study is to

prepare children to be lifelong learners, and enable students to become aware of

themselves as learners and to take control of their own exercises. The study analysed

that the vast majority of students precipitously gets metacognitive information and

skills to a specific degree from their folks, their peers and particularly from their

instructors. In any case, students show a considerable variation in their metacognitive

capacity and students frequently demonstrate an expansion in self-confidence when

they manufacture metacognitive abilities. Self-adequacy enhances inspiration and

additionally learning achievement. The study shows that Gender, Locality and Type of

Management do not influence the Metacognitive ability of students.

51
 Kalaiyarasan & Soloman (2016) performed a study on “Importance of Self

Awareness in Adolescence – A Thematic Research Paper”. The study here describes

that self-awareness is very much needed to adolescence because without

acknowledgement and notice his/her on claim self they cannot do any work effectively.

The researcher further inferred that, adolescence must comprehend his/her own true self

and acknowledge, watch their level of self-awareness at each minute of his/her life and

must acknowledge and should be aware of their level of self-awareness before

beginning any work and doing any activity.

Muthulakshmi & Pamela (2016) reported on “Life skills in relation to

achievement in genetics among eleventh standard students”. The present study

highlighted how life skills training advance achievement among the adolescence

students. The objective of the present study was to investigate the effectiveness of life

skills training on academic achievement and achievement in genetics among eleventh

standard students. The sample comprised of 64 students from Government school. The

life skills are instructed with various techniques selected by the investigators. The

experimental group received pre-test with life skills treatment and control group was

not given the treatment and pre-test. Post-test was given to both the groups. The result

revealed that the ‘treated group’ has scored superior than the control group on

Academic achievement and Achievement in Genetics with the influence of pre-test.

Findings also supported that there is a significant difference in mean scores of

achievement in genetics and academic achievement among the pupils given ‘Life skills’

training with pre-test and the pupils who were not given the life skills training and pre

test.

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 Monteiro & Shetty (2016) conducted a study on “Introduction f Life Skills

Education in Curriculum for Creative and Positive Social Functioning among Young

Students”. One of the major objectives of adolescence education is to develop life skills

to empower youngsters to react to the real life situations in positive and capable ways.

The study comprises of 210 students (105 girls and 105 boys) 12 to 21 years Mangalore

city of Dakshina Kannada, Karnataka State, India. The participants of this investigation

were from High schools, PU and degree colleges in Mangalore city were randomly

selected. The investigation surveyed that the large portion of the adolescents is having

absence of confidence in students acquired life skills. The study suggests that

implementing adolescent education is mandatory for schools and colleges. In addition,

it was found that there is a significant difference between self-esteem and life-skills

scores acquired by students. It also shows that those who have low self-esteem have

low life skills and those who have normal range of self-esteem have high levels of life

skills.

Pujar & Patil (2016) conducted a study to know the life skills development

among rural adolescent girls and effect of intervention on life skills. The sample for the

study contained 120 adolescent girls studying in 8th and 9th standards. The girls

belonging to age range of 13 to 15 years were randomly selected for the investigation.

Agendas were utilized to collect the data regarding various life skills such as problem

solving ability, creative thinking, critical thinking, coping with stress and empathy. The

results of the study revealed that at pre-test, the majority of the adolescent girls

experienced a medium level of creative thinking (55%) and empathy (76.7%). Around

7.5 percent had a high level of critical thinking, coping with stress (70.9%) and problem

solving ability (65.8%). After the mediation, majority of adolescent girls had a high

level of critical thinking (94.16%) followed by coping with stress (79.12%), problem

53
solving (70%), creative thinking (50%) and empathy (57.5%). Thus, the mediation on

life skills education is useful for the rural adolescent girls to take positive activities and

enhancing their coping skills of stress and problem solving ability.

Dangle.K.J. (2016) conducted a study on Life Skills: A Research Based Model.

Study reported that Key Life Skills include psychosocial competencies and

interpersonal skills that help people make informed decisions, solve problems, think

critically and creatively, communicate effectively, build healthy relationships,

empathize with others, and cope with managing their lives in a healthy and productive

manner. The present article highlights the research findings on the core life skills. Based

on the mentioned research findings, a model of life skills is developed and which shows

the correlation between the core life skills as suggested by the world health

organisation. The Life skills model describes that how one core skills is related with

other life skills and development of one skills leads to the development of other related

skills.

Vijendra kumar & Krishnamurthy (2016) reports the impact of life skills

training on the psychological well-being of adolescent boys and girls. The results

indicated that girls had higher scores in the psychological well-being than boys in the

intervention group.

Liu et al., (2016) investigate the effect of life skills training on behavior

problems in left-behind children (LBC) in rural China. It was found that the life skills

training brought an appreciable change in the behavior of adolescents in the left-behind

children in rural China.

Jamali et al., (2016), reported that life skills training had a considerable effect

on mental health parameters, given the significant importance of mental health in

54
modern societies and particularly in adolescents. It was suggested that, life skills

training should be incorporated in school curriculums and held workshops for parents

to improve the mental health of the adolescents.

Ghasemian & Venkatesh kumar (2017) found that life skills’ training was

effective in decreasing psychological distress among adolescent students. Gender has

no influence on reducing psychological distress due to life skills training.

Dhingra & Chauhan (2017) conducted a study on “Assessment of life-skills of

adolescents in relation to selected variables”, the objectives of the study is to evaluate

the life-skills of the chose adolescents and to decide the variety in their life-skills with

their SES and instruction of guardians. Major life skills include problem solving,

decision making, creativity and critical thinking, effective communication,

interpersonal skills, empathy, and self-awareness, coping with stress and emotions.

These life-skills have additionally been grouped as; Thinking skills, Social skills, and

Emotional skills. Dimension wise analysis revealed that they scored slightest in the

dimension of coping with stress, pointing to the need for more emphasis on the

acquisition of this skill to deal with the ever demanding requirements of everyday life.

Based on the findings the Life-skills of adolescents are influenced by different

elements, socio-economic status and instruction of guardians being some of them. The

results showed that there was a highly significant correlation found between parental

instruction and levels of life-skills of adolescent additionally strengthen the thought that

education plays a crucial role in making guardians aware of the needs of their

youngsters.

Hilta & Kumar (2017) studied the “Effect of Life Skills Training on Emotional

Distress: A Comparative Study between Adolescent Boys and Girls”. The study

55
investigated the Effect of Life Skills Training on Adolescent boys and girls with high

Emotional Distress. The major findings of the study indicate that Life Skills training

has significant impact in diminishing emotional distress and enhancing emotional well-

being in adolescents. It was also found highly significant in girls as compared to boys.

The results revealed that of positive and negative feelings in terms of interaction effect

between group and gender show different trends. On positive emotions, there is no

significant communication impact between gender and group, while this is found to be

significant for negative emotions.

Kumar (2017) study on “Morality and Life skills: The need and importance of

life skills education”. This study concerned with the necessary life skills, their impact

on adolescent improvement and the method for utilization of life skills education during

schooling. Thus, the researcher investigated that imparting life skills education to the

adolescents is useful to address the necessities of adolescents, helps in motivating,

providing practical, intellectual, emotional, social and self-administration skills for life

adjustments.

Prajapati et al (2017) conducted a study on “Significance of Life Skills

Education”. The study was conducted with the aim of studying the application and

proper implementation of life skills training. Imparting life skills training to the students

can be useful as it particularly addresses the requirements of adolescence, helps in

motivating, providing practical, intellectual, emotional, and social and self-

management skills for life adjustments. It was showing positive consequences of

imparting life skills education to students and acquiring the change in adolescent’s

attitude, thought and behavior by providing a steady situation to them.

56
 Gayatri, et al (2017) conducted an intervention study on life skills education

among high school children. Study intended to observe the efficacy of life skills

education program among high school children, who were referred for academic

backwardness. Result of the study indicated that there was significant improvement in

critical thinking, creative thinking and self-awareness scores when compare to post

intervention. Study insists to incorporate life skills as part of academic curriculum.

Saxena (2017) Study focuses on the problems faced by the rural adolescence

and how life skills education helps these students to face problems of everyday life with

a positive attitude to go about with their everyday task effectively especially when they

face prejudice and discrimination because of the rural background and when they transit

to higher education

Dange et al (2018) conducted a study to measure and analyse the level of life

skills among male and female post-graduate Students of Kuvempu University. And also

to study the correlation between the different Life skills of Kuvempu University post-

graduate students. For this study descriptive survey method was used by adopting the

simple random sampling technique to select the sample of 200 post-graduate students

from different departments of Kuvempu University, Karnataka state, India. The study

found that female post-graduate students have life skills at high level when compared

to male students. There exists a significant relationship among different life skills.

Sowmyashree & Sreenivas Muniyappa (2019) conducted study on effect of life

skills training on government school adolescents. Data collected pre and post of life

skills training and result of the study indicates there is effect or increase in the life skills

score in post test compare to pre-test.

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 Sowmyashree & Sreenivas Muniyappa (2019) conducted a study on “effect of

life skills training on emotional intelligence among adolescent girls”. Result of the

study revealed that there is an effect of life skills training on emotional intelligence

among adolescent girls in after training and before training. Adolescent girls have

obtained higher mean values in post-test than pre-test on emotional intelligence which

shows that life skills training had impact on emotional intelligence.

Sowmyashree & Sreenivas Muniyappa (2019) reports the “Effect of Life Skills

Training on Private Secondary School Adolescents: An Exploratory Study”. Privates

school adolescents have obtained higher mean values in post-test than pre-test on life

skills scale, which shows that life skills training had influenced on private secondary

school adolescents.

Exploring the literature, the researcher moves to the frontiers of knowledge to

evaluate new findings in his fields, gaps in knowledge, contradictory findings and

identifying needed research. He will be familiar with methods and bibliographies that

may prove useful in his research. The acquaintance with the related literature in any

problem area helps the investigator know that work has already been done to avoid

duplicity.

The review of related literature will help see what has already been done

concerning the problem at hand. It provides the problem at hand. It provides the

researcher up to date information in the concerned field. This review of previous

literature bridges the gap between new and old knowledge, and the new researcher will

not feel that he is doing his work systematically and correctly. No researcher can even

think of understanding a study without acquainting himself with the contributions of

previous investigations. The literature review is essential to the development of the

58
problem and derivation of an effective approach to its solution. The literature must be

systemic and thorough, or else it will produce inadequate results. At the same time,

ensuring complete coverage of what is relevant will help the researcher classify his

problem and avoid duplication. The related literature may provide a significant

problem, explanatory hypothesis and helpful orientation for definition. It promotes a

greater understanding of the problem and its crucial aspects.

In the light of the above studies presented, it becomes clear that there are

studies on life skills and many variables like emotional intelligence, psychological

distress, behavioural problems, self-esteem, communication skills, and a clear lacuna

in the Indian context for the studies. Not many studies about life skills training having

an impact on emotional as well as social intelligence. In this background, there is a

need to conduct studies to understand life skills training on emotional intelligence

and social intelligence among adolescent students. Hence, the present study was

undertaken.

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