A COMPARATIVE STUDY OF LIFE SKILLS AND HAPPINESS OF SECONDARY SCHOOL STUDENTS IN LUCKNOW

Abstract

This study examined gender differences in Life Skills and Happiness among secondary school students and compared overall levels of these constructs. A sample of 200 students (100 boys and 100 girls) completed standardized measures of Life Skills and Happiness. Descriptive statistics indicated that girls scored higher than boys in both domains. For Life Skills, boys (M = 124.14, SD = 13.05) scored lower than girls (M = 137.88, SD = 15.88), and for Happiness, boys (M = 112.96, SD = 11.51) scored slightly lower than girls (M = 116.60, SD = 8.82).

Independent samples t-tests revealed significant gender differences. For Life Skills, t(198) = -6.683, p < .001, with a mean difference of -13.74 (95% CI [-17.80, -9.69]), and for Happiness, t(185.38) = -2.510, p = .013, with a mean difference of -3.64 (95% CI [-6.50, -0.78]). A paired samples t-test comparing Life Skills and Happiness within participants indicated that Life Skills (M = 131.01, SD = 16.05) were significantly higher than Happiness (M = 114.78, SD = 10.39), t (199) = 12.749, p < .001, mean difference = 16.23 (95% CI [13.72, 18.74]).

Findings suggest that gender significantly influences Life Skills and Happiness, with girls outperforming boys in both areas. The larger difference in Life Skills highlights the potential role of socialization and school-based skill development, whereas Happiness appears influenced by broader emotional and contextual factors. The higher Life Skills relative to Happiness scores indicate that skill acquisition does not automatically translate into greater well-being, underscoring the importance of interventions targeting emotional and psychological development alongside Life Skills training.

Educationally, the study emphasizes integrating structured Life Skills and well-being programs in schools, with gender-sensitive approaches to address observed disparities. Policy-wise, teacher training in social-emotional learning and student-centered strategies is recommended, alongside inclusive programs balancing academic achievement with mental health and emotional development.

Limitations include the regional sample, cross-sectional design, and reliance on self-report measures. Future research should employ longitudinal and mixed-method designs and assess intervention effectiveness. Overall, the study highlights the importance of fostering both Life Skills and Happiness to support holistic adolescent development.