Life Skills and Academic Achievement among Higher Secondary Students: Influence of Gender and Locale

Abstract

Life skills education has emerged as a core dimension of holistic schooling, particularly during adolescence when cognitive, emotional, and social competencies undergo rapid development. The present study investigated the level of life skills among higher secondary students and examined their relationship with academic achievement, gender, and locale. Using a descriptive survey design, data were collected from 250 Class 11th students selected through simple random sampling from government and private schools in Samba District. Life skills were measured using the standardized Life Skills Scale developed by Chandra Kumari and Tripathi (2010), while academic achievement was assessed through previous-year percentage scores. Statistical analysis included percentage distribution, Pearson’s product–moment correlation, and independent sample t-tests. Results revealed a strong positive correlation (r = 0.83, p < 0.01) between life skills and academic achievement, indicating substantial shared variance (r2 = 0.69). Significant gender and locale differences were observed. Female students demonstrated significantly higher academic achievement and life skills compared to male students. Urban students scored significantly higher than rural students in both life skills and academic performance. The findings underscore the predictive relevance of psycho-social competencies for scholastic success and highlight structural disparities associated with geographic context. The study recommends systematic institutional integration of structured life skills education, particularly in rural settings, to promote equitable academic outcomes. The results further emphasize the need for multidimensional educational frameworks that incorporate emotional and social competencies alongside cognitive performance indicators.