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MINERVA PEDIATRICA

A Journal on Pediatrics, Neonatology, Adolescent Medicine,
Child and Adolescent Psychiatry


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Minerva Pediatrica 2016 Dec 22

Copyright © 2016 EDIZIONI MINERVA MEDICA

language: English

Evaluating self-esteem modifications after a Life Skills Based Education (LSBE) intervention

Francesca ZANGIROLAMI 1, Diego IEMMI 1, Valentina VIGHI 1, Alberto PELLAI 2

1 School of Hygiene and Preventive Medicine, Università degli Studi di Milano, Milan, Italy; 2 Department of Biomedical Sciences for Health, Università degli Studi di Milano, Milan, Italy; 3 Azienda Sanitaria Locale di Sondrio, Sondrio, Italy


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BACKGROUND: A satisfactory level of self-esteem has been recognized as crucial factor contributing to healthy lifestyle, especially among children and adolescents. We performed an analysis of the impact of Life-Skills Based Education (LSBE) in a cohort of pupils in a Primary School of Sondrio (Northern Italy) and we made a comparison with a control group in a Primary school of the same province where no intervention was performed.
METHODS: Changes in levels of self-esteem were assessed through Italian version of the Multidimensional Self-concept Test of Bruce Bracken – T.M.A. For research purpose we used four of the six scales of the Italian version of the Multidimensional Self-esteem Test – T.M.A.
RESULTS: The questionnaire was handed out to a total of 318 pupils: 132 students had received a LSBE intervention and 186 hadn’t received any intervention. Median and interquartile range are in the normal range, both for the intervention and control groups. The four subscales showed an improving trend from the beginning (T1) to the end (T2) of the school year, both for the intervention and control groups. Regarding the intervention group, we found statistically significant changes in the subscales of quality of interpersonal relationships (p=0.003) and emotional competencies (p=0.02); regarding the control group, we found statistically significant changes in all the subscales analyzed. Considering the variable “sex”, we found a statistically significant improvement only for male students and for the subscale “quality of interpersonal relationships” (p=0.007).
CONCLUSIONS: The population trend observed suggests an improvement in competencies and levels of self-esteem in the cohort subjected to a LSBE intervention. Data analysis revealed significant differences in the subscales of quality of interpersonal relationships and emotional competencies, suggesting that LSBE interventions have an higher impact on males than on females. A longer follow-up could be useful in order to provide more reliable and significant data about LSBE programs’ real efficacy.


KEY WORDS: Health promotion - Adolescent health - Self-esteem - Life-skills based education

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Cite this article as

Zangirolami F, Iemmi D, Vighi V, Pellai A. Evaluating self-esteem modifications after a Life Skills Based Education (LSBE) intervention. Minerva Pediatr 2016 Dec 22. 

Corresponding author e-mail

francesca.zangirolami@virgilio.it