{'fraction_non_alphanumeric': 0.02547721674876847, 'fraction_numerical': 0.016317733990147784, 'mean_word_length': 5.222701149425287, 'pattern_counts': {'":': 0, '<': 4, '<?xml version=': 0, '>': 1, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Effect of Basic Life Skills Training on Adaptability and Psychological Well-Being in Married Female Students

Background: Effective communication and the establishment of a good communication model among individuals have a prominent role in adaptation and can play an essential role in creating the psychological well being of married students. The purpose of this study was to investigate the effect of basic life skills training on adaptability and psychological well being in married female students. Methods: The present study was a semi-experimental with pre-test and post-test with the control group. A sample of 40 female undergraduate students of Qaemshahr Azad University University in the academic year of 2017-2018 was selected with convenience sampling and divided into 2 experimental and control groups randomly (each group 20 student). The experimental group received eight sessions of basic life skills training in 2 sessions of 90 minutes per week. Control group received no training. In order to collect information, Bell’s adaptive scale and psychological well-being questionnaire used. Covariance analysis by SPSS-22 software was used to analyze the data. Results: results of covariance analysis showed that the training of basic skills of life increased the adaptability (P < 0.001) and psychological well-being (P < 0.001) in the experimental group compared to the control group at the post-test stage. Conclusion: According to the results of the current study, it can be used basic life skills training as an effective way to increase the psychological well-being and student adaptability.

The Effect of Basic Life Skills Training journals.sbmu.ac.ir/Neuroscience http individual and social skills that help children and teenagers to behave about self, other persons and whole society effectively. Basic life's skills are used to prevent, control and management of problems individually and by group. 8 In the last few decades, the topic, which attracted the attention of psychologists and international organizations, is the life basic skills, and it is education that has played an important role in creating a positive attitude towards the life and mental health of humans. 9 Basic life skills are the necessary skills and methods for having one healthy life. Basic life skills are known as abilities to improve a person's adaptability, positive behavior and self-efficacy, self-assurance, self-esteem and effective communication; They can regard others thoughts, feelings, and rights. By providing such goals, person's mental-social abilities are improved and cause people to take responsibility for their social roles and face the challenges and problems of life without hurting themselves and others and show healthy behaviors in their life. 10 Different studies have done about life's skills training and their effects. For example, Sharbaf and colleagues 2016 indicated that basic life skills training have been effective upon increasing social adaptability level and decreasing mental disorders. 11 Also, the study of Rahmati and colleagues in 2010 showed that life skills training have a positive effect on the social adaptability of female students. 12 Moreover, Hossaini Motlagh et al indicated that basic life skills training had an important effect in improving mental health and marital adaptability in the experimental group than the control group. 13 Adaptability or nonadaptability subject among students in social, affective and occupational situations are essential among young persons. Nonadaptability is effective upon all dimensions of life and decreases their performance; on the other side, increasing students, adaptability may effect upon their psychological well-being. It seems that cognition of adaptability dimensions and adaptability increasing ways and improving psychological wellbeing among young persons are essential for educational systems. Therefore, executing basic life skills training sessions to improve adaptability and psychological wellbeing among young persons is the benefit. The purpose of this study was to investigate the effect of basic life skills training on adaptability and psychological well-being in married students.

Methods
The present study was a semi-experimental with pretest and post-test with the control group. A sample of 40 female undergraduate students of Qaemshahr Azad University in the academic year of 2017-2018 with a low level of psychological well-being and adaptability were selected with convenience sampling and randomly divided into two experimental and control groups (each group 20 student). At first, the pre-test has done. After that, the experimental group received eight sessions of basic life skills training in 2 sessions of 90 minutes per week. The control group received no training. After finishing the therapy period, all two groups participated in the posttest. Inclusion criteria consisted of female sex and being married, marriage time more than 2 years, low score in adaptability & psychological well-being questionnaire, informed satisfaction to participate at research, and exclusion criteria consisted: Having a severe physical illness, neurological and psychiatric disorders, recent participation at similar interventional program and being absent more than 2 sessions. The participants were provided with explanations about the research objectives and also assured them that the information would be confidential. Informed consent obtained from all the subjects. In order to collect information, the bell's adaptive scale and psychological well-being questionnaire used. In this research, Covariance analysis and SPSS-22 software were used to analyze the data.

Bell's Adaptive Questionnaire
This questionnaire designed by the bell in 1961 and consists of family adaptability, occupational adaptability, health adaptability, effective adaptability, and social adaptability. The test has 160 questions with three choices (Yes/No/I do not know). Yes, the choice item has one score, and no choice item has o score. The whole acquired score is used to show the general situation of adaptability. High scores indicate no favorite adaptability and lower scores mean optimal compatibility. Test-retest reliability at guidance has been 0.70-0.93, and internal consistency coefficient has been 0.74-0.93. 14 Validity coefficient for family adaptability, health adaptability, effective adaptability, occupational adaptability and for all test have been reported 0.91, 0.81, 0.88, 0.91, 0.85 and 0.94 by bell orderly. 14 Also, this scale has indicated high validity to identify standard groups from neurotic groups. Michaeli and Emamzadeh have stated this test reliability and its validity 0.84 and 0.80 orderly. 15 Ryff Psychological Well-Being Scale Ryff designed this scale in 1980. The basic form consists of 120 questions, but at later studies shorter forms 84 questions, 54 questions, and 18 questions have been prepared. Eighteen questions form used in this research. Responding to each question is identified upon one 6 degrees scale (from completely disagree (6) to completely agree (1)). Higher scores indicate better psychological well-being and vice versa. 16 In the current study, testretest reliability method showed its reliability and was 85% by Cronbach α that indicates acceptable validity and reliability.

Results
The frequency of subjects' age included that: 19 persons  Table 2.
The Kolmogorov-Smirnov test was used to test the distribution of variables, and the results showed that the distribution of scores in both experimental and control groups was normal (P > 0.05). Also, Levin test results to study the presumption of two groups variances equality for adaptability variable (F = 0.29; P = 0.58) and psychological well-being (F = 0.25; P = 0.62) indicated variances equality presumptions correctness.
Covariance analysis was used to study the effect of life skills training upon adaptability, and psychological wellbeing of subjects and its results presented in Table 3. Regarding table 3, there is a significant difference between the experimental and control group (P < 0.001). On this basis, we can state that there is a significant difference between two groups at least in one of the dependent variables (adaptability and psychological well-being). ANCOVA analysis was executed to study this difference. Its results have presented in Table 4.
According to presented means and significance level, we can state that life skills training may increase adaptability and psychological means at post-test. This difference was significant for experimental and control groups (P < 0.001). This training is effective upon adaptability and psychological well-being among subjects in experimental groups. The effective rate upon adaptability and psychological well-being were 0.81 and 0.69 orderly. In other words, 81% adaptability variance and 69% psychological well-being variance were a result of life skills training.

Discussion
The purpose of this study was to investigate the effect of life basic skills training on adaptability and psychological well-being in married female students. The present study results indicated that basic life skills training have been effective upon married women adaptability increasing. This result is consistent with Joseph, 17 Kacker & Chhadva, 18 Yadav & Iqbal, 19 Mirdrickvand et al, 20 and Hatami & Kavousian. 21 We can state that one of the most important results life skills increasing is helping to person's adaptability. Adaptability is effective communication with the environment, and two processes occur simultaneously: (1) Making coordinating self with situations, and (2) Situations change to adapt to needs. 22 Therefore, this training help to identify effects and feelings, to appraise them carefully, understand logical and illogical thoughts and finally they find that effective and ineffective thoughts, positive and negative effects control them. When subjects understand that their imaginations affect upon emotions and positive & negative effects, therefore they control them with learned skills and effective adaptability is created. We can state that better affective adaptability at posttest is a successful result of this function. 21 Basic life skills training in improving social adaptability has been effective. Life skills training help people to understand many of their psychological characteristics. Also, in the process of skills training, persons are informed that there are differences between them and others that should be accepted and continue with these differences. Group conformity with life skills helps to have a peaceful life. 20 It seems that students in the experimental group have been evaluating their mental beliefs during their education and these training help them to adapt successfully to their environment and inner world. They may control their stress by these skills, identify self-better, understand problems, and select fit solves. They finally adapt with others and follow actual goals in life. Finally, they have a healthy and consistent personality and pursue the real and rational goals of life. Also, the present study results indicated that life skills training had had an important effect on improving student's psychological well-being. The results of this study are consistent with Sidwell et al 2018, 23 Marhamati et al, 24 Ghasemian and Kumar, 25 Hossaini Motlagh et al, 13 Solati, 8 Khodabandeluo et al, 26 , and Khaledian. 27 In explaining these results, it can say, life skills training results in learning assertive and skill of feeling by married students. Assertive express of feeling makes intimacy couples with each other and helps to express their feeling toward his/her spouse that results in improving mental health and well-being for both of them. 28 Also, couples with learning the decision-making skills and problem-solving, when they faced the problems in their marital life or when they require very important decision-making, they can adopt more appropriate strategies, and they were satisfied from their high living standards. Learning problem-solving skill by couples and using different situations help to deal with their problems instead of retirement from them. Therefore, these couples are less likely to suffer from mental disorders. 29 We can state that life skills training results in having a positive feeling, higher self-acceptance, better communication among self and others or environment and finally believe in developing individually. Also, these abilities increase their control upon the environment and finally using these skills result in their individual growth. 30

Conclusion
Although generalizing this study results needs to more researches, but we can state that basic life skills training may increase a person's abilities significantly that may prevent behavioral and emotional disorders positively; therefore we suggest that basic life skills training should be important for educational specialists.