Mechanisms of Life Skill Development and Life Skill Transfer: Interconnections and Distinctions Among Socially Vulnerable Youth

2021 ◽  
pp. 000-000
Author(s):  
Tarkington J. Newman ◽  
Dawn Anderson-Butcher
Keyword(s):  
Skill Development ◽  
Skill Transfer ◽  
Life Skill ◽  
Vulnerable Youth ◽  
Life Skill Development

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

Learning to Lead? Race and Perceived Effects of College on Life Skill Development Among Sportswomen

2020 ◽  
Vol 37 (1) ◽  
pp. 57-67
Author(s):  
Rachel Allison
Keyword(s):  
Racial Differences ◽  
Time Management ◽  
Campus Climate ◽  
Work Ethic ◽  
Skill Development ◽  
Life Skill ◽  
Positive Effects ◽  
Life Skill Development ◽  
Perceived Effects ◽  
Nationally Representative

Integrating the Student-Athlete Climate Study conceptual framework with critical race and intersectionality theories, I examine racial differences in the perceived effects of college on life skill development among college sportswomen. I use nationally representative data from the NCAA’s 2006 Growth, Opportunity, Aspirations, and Learning of Students in College (GOALS) survey to examine whether team and/or campus climate mediate racial differences. I find small, but statistically significant differences whereby sportswomen of color report less positive effects of college on leadership, teamwork, time management, and work ethic compared to white sportswomen, but more positive effects of college on their understanding of people of other races. Campus climate, but not team climate, partially mediates racial differences in the perceived effects of college on leadership, teamwork, time management, and work ethic.

scholarly journals The perceived impact of the national junior angus show and conference on youth leadership and life skill development

2017 ◽  
Author(s):  
◽  
Ben S. Weikert
Keyword(s):  
Youth Development ◽  
Skill Development ◽  
Target Population ◽  
Youth Leadership ◽  
Life Skill ◽  
Psychological Constructs ◽  
Electronic Survey ◽  
Development Organization ◽  
Life Skill Development ◽  
Perceived Leadership

The purpose of this study was to identify the relationships between participating in the National Junior Angus Show and perceived gain in youth leadership and life skill development, as well as to describe a relationship between 4-H participation, FFA participation, and demographic characteristics with youth leadership and life skill development. The target population for this study was youth who participated in the 2016 National Junior Angus Show and Conference (n= 851). An overall response rate of 50.8 % was attained in this study (n= 127). Youth provided their perceived gain in of youth leadership and life skill development, indicated which of 23 youth development activities they participated in, indicated their participation in 4-H, FFA, or other youth development organization, and also responded to basic demographic questions following the administration of an electronic survey instrument. Based on findings from this study, it was concluded that the 2016 National Junior Angus Show and Conference did have a perceived positive change on youth's leadership and life skill development. The researcher also concluded that age was a significant predictor of youth's perceived leadership and life skill development. Overall dosage of youth development activities showed significance across three psychological constructs The researcher also found that two of the 23 activities accounted for a significant perceived gain in youth leadership or life skill development across five psychological constructs. Further research is recommended through a qualitative lens to elicit more descriptive information on the experiences and growth that youth develop as the result of their participation in National Junior Livestock Shows and Conferences.

Stakeholders’ Perceptions of Social-Emotional and Life Skill Development Issues Characterizing Contemporary High School Sports

2009 ◽  
Vol 2 (1) ◽  
pp. 20-44 ◽  
Author(s):  
Daniel Gould ◽  
Sarah Carson ◽  
Angela Fifer ◽  
Larry Lauer ◽  
Robert Benham
Keyword(s):  
High School ◽  
Skill Development ◽  
Life Skill ◽  
High School Sports ◽  
Inappropriate Behaviors ◽  
Coaching Education ◽  
School Sports ◽  
Life Skill Development ◽  
Consensus Procedure ◽  
Group Interviews

This study was designed to identify issues and concerns involved in contemporary school sports that are perceived as influencing sports’ potential to achieve educational and developmental objectives (e.g., psychosocial and life skill development). Eleven focus group interviews involving 67 participants were conducted with key constituency groups involved in high school athletics (coaches n=14, athletic directors n=20, school principals n=11, parents of current high school athletes n=11, and student-athletes n=21). Results were content analyzed using a three-person inductive consensus procedure and triangulated across constituency groups. Issues identified as concerns included: inappropriate behaviors in high school sport, increased expectations for success, ramifications of over-commitment, health issues, coaching and administrative issues, and unmet affiliation needs of athletes which impact the motivation. Findings are discussed relative to the professionalization of scholastic sports and threats to its developmental and educational potential. Implications for coaching education are emphasized.

An exploration of life skill development through sport in three international high schools

2015 ◽  
Vol 7 (5) ◽  
pp. 759-775 ◽  
Author(s):  
Laura A. Hayden ◽  
Meredith A. Whitley ◽  
Amy L. Cook ◽  
Alise Dumais ◽  
Meghan Silva ◽  
...  
Keyword(s):  
High Schools ◽  
Skill Development ◽  
Life Skill ◽  
Life Skill Development
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