The Impact of Life Skills Training on Emotional Intelligence and Mental Health of College Students in South Punjab

Abstract

This study used a quantitative research approach to examine the impact of life skills training on emotional intelligence and mental health among college students. A quasi-experimental pretest–posttest control group design was used. The study included 300 college students (150 in the experimental group and 150 in the control group), aged 18–22 years, selected through purposive sampling. During the pretest, participants were assessed using the Life Skills Assessment Scale (LSAS), the Trait Emotional Intelligence Questionnaire (TEIQue), and the Warwick–Edinburgh Mental Well-Being Scale (WEMWBS). During the posttest, the Youth Life Skills Scale (YLSS), the Wong and Law Emotional Intelligence Scale (WLEIS), and the WHO-5 Well-Being Index were administered. The experimental group received a Higher Education Department (HED) module-based life skills training program consisting of 15 sessions covering interpersonal, social, cognitive, wellness, and digital skills, while the control group received no intervention. The findings indicated that the experimental group showed significant improvements in life skills, emotional intelligence, and mental health compared with the control group. The study concludes that life skills training is an effective intervention for promoting emotional intelligence and mental health among college students. Policy implications and future recommendations have been provided.
Keywords: Life Skills Training, Emotional Intelligence, Mental Health, College Students