Correlation Between Knowledge And Attitudes Towards Life Skills Among Adolescents In Protective Care

Abstract

Adolescence is a critical developmental phase characterized by rapid physical, emotional, and psychosocial changes. Equipping adolescents with life skills—including decision-making, problem-solving, interpersonal communication, and coping mechanisms—enhances resilience and prepares them for productive adulthood. However, adolescents in protective care settings such as juvenile homes and rehabilitation centers often face compounded vulnerabilities including disrupted family support, exposure to adverse life experiences, and lack of consistent guidance. These factors may impede their ability to acquire and practice essential life skills. The present study was undertaken to examine the correlation between knowledge and attitudes towards life skills among adolescents in protective care, with the objective of identifying gaps and recommending interventions to strengthen psychosocial support.

A cross-sectional descriptive design was adopted and the study was conducted in a protective care institution in Gujarat, India. A total of 100 adolescents aged 10–18 years were selected using snowball sampling. Data were collected using a structured questionnaire developed from the Central Board of Secondary Education (CBSE) Life Skills Manual and validated by experts. The instrument consisted of three sections: demographic profile, multiple-choice knowledge questions, and a five-point Likert scale assessing attitudes towards life skills. Descriptive and inferential statistics, including Mann-Whitney U test, Kruskal-Wallis test, and Spearman correlation, were applied using SPSS version 23 at a 95% confidence level.

Findings revealed that the majority of participants (94%) had poor knowledge of life skills, while only 1% demonstrated adequate knowledge. Attitudinal assessment showed that 93% of adolescents exhibited a negative outlook towards life skills, with very few expressing positive perspectives. A statistically significant difference was found between genders regarding attitude (p < 0.05), whereas no significant differences emerged in knowledge scores across gender or religion. Age was found to influence attitudes but not knowledge levels. Importantly, a moderate positive correlation (r = 0.44, p < 0.01) was identified between knowledge and attitude, suggesting that adolescents with better knowledge tend to exhibit more favorable attitudes.

The study highlights the urgent need to integrate structured life skills training into protective care institutions to empower adolescents. Tailored interventions addressing gender and age-specific needs, coupled with participatory teaching methods, may improve both knowledge and attitudes. Policymakers, educators, and caregivers must recognize that life skills are not merely add-on activities but core components of adolescent development, particularly for those in vulnerable circumstances. Ensuring access to life skills education within protective care is a crucial step toward fostering resilience, promoting psychosocial well-being, and preparing youth for independent and responsible adulthood.