Abstract:
The study aimed at identifying the differences in quality of life and academic achievement depending on level of life skills among university students in the Kingdom of Bahrain. The study sample consisted of (152) university students (66 males, and 86 females) aged between 17-26 years, with an average of 20.67. The comparative explorative method was used. For data collection, the study used the following tools: Life skills measure, and Quality of Life measure. • Life skills Scale was developed by Neill, Marsh, & Richards, (2008, and translated, and standardized by the researcher. • Quality of Life Scale (The Arabic version) was developed by Abdel Alkhalek, (2003). It consisted of four dimensions: the physical sphere, the psychological sphere, the social sphere & the environmental sphere. The following results were achieved: • There were significant differences between higher level of Life skills group and Lower level group in Quality of life (total score), in favor of higher level of life-skills group; regarding the following dimensions: (Time Management, Social Competence, Achievement Motivation Intellectual Flexibility, Emotional Control, & Self –confidence). • There were significant differences between high achievement students and low achievement students in Time Management and Motivation in favor of high achievers. • There were significant differences between female and male students in life-skills levels regarding Time Management, Social Competence, Motivation Achievement, Self-Confidence and Total Score • With regard to the effect of interaction between gender and Life-Skills levels on Total Score of Quality of Life, there was no significant positive effect. However, significant effects were found (independently) for both of gender and Life-Skills levels on Total Score of Quality of Life. • As to the effect of interaction between Academic Achievement and Life-Skills levels on Total Score of Quality of Life, there no significant positive effects. However, significant effects were observed (independently) for both Academic Achievement and Life-Skills levels on the total Score of Quality of Life. In light of those findings, some recommendations regarding life skills and quality of life awareness were given.
