تحلیل وضعیت مهارتهای زندگی شهروندان تهرانی با تأکید بر مقایسه مهارتهای زنان و مردان

 
The aim of this study was to analyze the status of life skills among Tehran citizens, focusing on the 18 individual skills and comparing the skills of men and women. The present study is applied research with a descriptive-survey method, and the measurement tool used was a questionnaire. The statistical population included all citizens living in Tehran, and the research questionnaires were distributed among a sample of 396 people via Google Forms. The findings showed that the best life skills among Tehran citizens, respectively, were interpersonal relationships, data collection, and public participation skills. However, the skills related to understanding the principles of freedom, justice, and equality, human communication, and creative thinking skills were found to be in lower status. Overall, the general status of life skills among Tehran citizens had an average of 3.33, which was slightly above average. Regarding the comparison and examination of differences in the skills of male and female citizens, the results of the t-test showed that in problem-solving skills, public participation skills, critical thinking, understanding the principles of freedom, justice, and equality, and participation in activities that improve interests, the situation of women and men differed. Women performed better in problem-solving skills and public participation skills, but in understanding the principles of freedom, justice, and equality and in participating in activities that improve benefits, as well as in skills related to observing and applying safety tips, men were in a higher position than women.
 
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Keywords




Life Skills, Citizens, Women, Men.
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‌Introduction
Considering the increasing changes and complexities in society and the expanding social relations, it is necessary to prepare individuals to face difficult situations. Life skills are a set of abilities that provide the foundation for positive and useful behavior. This ability enables individuals to deal with daily desires, expectations, interpersonal problems without harming themselves or others and accept their social responsibilities. (Karimzadeh et al., 2018; Momeni Mahmouni et al., 2012)  Given the significance of acquiring and improving various skills, especially life and social skills, in the lives of citizens, and the substantial role these skills play in creating knowledge, attitudes, values, emotional, psychological and social abilities, etc., it is essential to identify the level of citizens’ life skills to strengthen and improve these skills and take necessary steps to prevent potential harm from the lack of these skills. Although differences exist in biological, social, and communicational aspects between women and men, it appears that their communication skills, social skills, and life skills may also differ. While men are generally more active in society, women spend more time at home with their family. Given women's significant role in the family and society, it is crucial to pay attention to their life skill levels. These skills, when present, enable women to raise more capable children and establish a stronger family unit. The present research aims to analyze the life skills of Tehran citizens by evaluating 18 different life skills while emphasizing the comparison of skills between men and women. Therefore, the primary inquiry of this research is to determine whether there is a difference in the amount and level of life skills between male and female citizens?.
 
Methodology
The current research is an applied and descriptive-survey study that uses a questionnaire as its measurement tool. The statistical population consists of all citizens living in Tehran city, which has a population of 8,693,706 people according to the last census of 2015 and statistics available on the website of the Iran Statistics Center. The sample size was determined as 384 people using the Morgan table. The standard questionnaire of life skills developed by Saatchi et al. (2009) was used in this research. Due to the coronavirus pandemic, the questionnaires were distributed among people via Google Forms, and they were asked to forward the questionnaires to others after completing them. This snowball sampling method continued until the completed questionnaires were sufficient. In total, 402 questionnaires were returned to the researchers, of which 396 questionnaires were complete and suitable for analysis.
 
Findings
According to the results of the t-tests, there are differences between the status of men and women in several skills, including problem-solving, public participation, critical thinking, understanding the principles of freedom, justice, and equality, participating in activities that enhance one’s well-being, and using safety measures when using the internet. Specifically, women outperformed men in problem-solving and public participation skills. However, men performed better in skills related to understanding the principles of freedom, justice, and equality, participating in activities that enhance one’s well-being, and using safety measures when using the internet.
 
Result
The findings indicate that there are gender differences in several life skills, including problem-solving, public participation, critical thinking, understanding the principles of freedom, justice, and equality, participating in activities that enhance one's interests, and practicing safety measures. Women have better performance in problem-solving and public participation skills, while men score higher in understanding the principles of freedom, justice, and equality, participating in activities that enhance one's interests, and practicing safety measures. These discrepancies highlight the need for effective interventions to promote life skills among citizens.
The theoretical background of the research suggests that life skills can be learned, and Bandura's social learning theory supports the notion that people learn behaviors and skills by observing the behavior of others, particularly parents and peers. Therefore, it follows that implementing effective interventions at various levels and scales can help teach these skills to individuals.
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