Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles
Peer Review Status: Refereed
Title: Development and Initial Validation of the Life Skills Ability Scale for Higher Education Students
Author(s): Cronin, Lorcan
Allen, Justine
Ellison, Paul
Marchant, David
Levy, Andrew
Harwood, Chris
Contact Email:
Keywords: life skills
employability skills
transferable skills
higher education
Issue Date: 7-Oct-2019
Citation: Cronin L, Allen J, Ellison P, Marchant D, Levy A & Harwood C (2019) Development and Initial Validation of the Life Skills Ability Scale for Higher Education Students. Studies in Higher Education.
Abstract: This research developed a scale to assess the following life skills in higher education students: teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making. Study 1 adapted an existing scale for the purposes of this research and provided evidence for the factorial validity of the new scale with 445 students. Study 2 included 423 students and supported the predictive validity of the scale in relation to students’ psychological well-being, academic self-efficacy/performance, and health-related quality of life. Study 3 provided evidence for the test-retest reliability of the scale with 49 students. All three studies supported the internal consistency reliability of the scale. Combined, these studies suggest that the scale is a valid and reliable measure that researchers, policymakers and educators could use to assess and potentially enhance higher education students’ life skills. Future research directions and uses of the scale are discussed.
DOI Link: 10.1080/03075079.2019.1672641
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Studies in Higher Education on 07 Oct 2019, available online:
Notes: Output Status: Forthcoming/Available Online

Files in This Item:
File Description SizeFormat 
Cronin et al. (2019b) - Author Accepted Manuscript.pdfFulltext - Accepted Version2.4 MBAdobe PDFUnder Embargo until 2021-04-08    Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.