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This study compared how life skills education and acceptance and commitment influence happiness and responsibility among physical education students. A semiexperimental pre-test/post-test design involved two experimental and one control group. The results assessed Oxford Happiness Questionnaire and California Psychological Responsibility Scale scores using MANCOVA, showing significantly higher post-test gains in the acceptance and commitment group and also in the life skills group versus control.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/african-educational-research-journal-special-issue-101-full-length-research-paper-comparison-of-the-effect-of-life-skills-education-and-acceptance-and-commitment-on-happiness-and-responsibility-of-physical-education-students/591193/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/african-educational-research-journal-special-issue-101-full-length-research-paper-comparison-of-the-effect-of-life-skills-education-and-acceptance-and-commitment-on-happiness-and-responsibility-of-physical-education-students/591193.png","ImageObject",300,407,{"name":42,"@type":43},"eBook King","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the study purpose?","Question",{"text":63,"@type":64},"To compare the effects of life skills education and acceptance and commitment on students' happiness and responsibility in physical education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted?",{"text":68,"@type":64},"A semiexperimental pre-test and post-test design used two experimental groups and one control group. 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Therefore, the present study aimed to compare the effect of life skills education and acceptance and commitment on the happiness and responsibility of physical education students. A semiexperimental design was conducted (pre-test and post-test) with two experimental and one control group.\u003Cbr>45 female physical education and sports teaching departments students in Kilis (Turkiye) with lower scoreson the Oxford Argyle (1990) Happiness Questionnaire and the California Psychological Responsibility Scale (CPI-R), were selected by convenience sampling and randomly divided into two experimental groups (15 people in each group) and one control group (15 people) . For the first group, life control education (8 sessions; week 2 one-hour session) and the second group, Acceptance and Commitment Therapy (8 sessions; week 2 one-hour session) was applied and the control group did not receive any education. Prior and after the education, the subjects completed the Argyle (1990) Oxford Happiness Questionnaire and the California Psychological Responsibility Scale (CPI-R) . Multivariate analysis of covariance (MANCOVA) was used to analyze the data. The results showed that the mean scores of students' happiness and responsibility in the acceptance and commitment group compared to the life skills education group and in the life skills education group compared to the control group in the post-test increased significantly (p \u003C 0.05) . In conclusion, the results showed that commitment and acceptance education is more effective than life skills education in increasing the responsibility and happiness of physical education students.\u003Cbr>Keywords: Life skills, acceptance and commitment therapy , happiness, responsibility, physical education students. |\n| --- |\n| E-mail: [yunusgur123@gmail.com](yunusgur123@gmail.com). |\n\nINTRODUCTION  \nToday's societies consider the school system responsible for the continuation of social life and the promotion of the individual within the expectations of society, and today almost all societies shape their education with global perspectives and based on the needs of society (Türkkahraman, 2015) . Students are one of the most valuable assets of any community, and their performance throughout their education and life is essential to the health and performance of a community. One of the most important factors affecting the success of students is their  \nresponsibility and means making informed choices without compulsion in determining their own behavior and how they behave and how they treat others in social relationships (Carreres-Ponsoda et al. , 2021) . Responsibility is important in different levels of education, especially in the first year of high school, which is associated with adolescence. Behavioral problems and disorders adolescents often develop profound social, emotional, and psychological disabilities, which often lead to poor school performance and academic achievement.  \nAfr Educ Res J S8  \nOne of these problems is the lack of responsibility in adolescents. Responsibility as a multidimensional attribute refers to a sense of conscientiousness, accountability and commitment (Tauginiene and Urbanovič, 2018) .  \nBelieve that increasing responsibility in individuals increases altruism and interpersonal communication and consequently their happiness (Chia, Kern and Neville, 2020) . Happiness is one of the important indicators of mental he","cbCaiqNcMYHE0Zvc","https://ap.wps.com/l/cbCaiqNcMYHE0Zvc","pdf",184070,"English","# Abstract\n## Introduction\n## Keywords","[{\"question\":\"What was the study purpose?\",\"answer\":\"To compare the effects of life skills education and acceptance and commitment on students' happiness and responsibility in physical education.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A semiexperimental pre-test and post-test design used two experimental groups and one control group. The education program lasted 8 sessions with one-hour meetings twice per week.\"},{\"question\":\"Which intervention showed stronger results?\",\"answer\":\"Acceptance and commitment education was more effective than life skills education in increasing the responsibility and happiness of physical education students, with the post-test gains significant at p \\u003c 0.05.\"}]","African Educational Research Journal Special Issue 10(1) - Full Length Research Paper - Comparison of the effect of life skills education and acceptance and commitment on happiness and responsibility of physical education students | PDF",1792071307]