Structural modeling of the relationships between systems intelligence, self-vitality, and life skills among students of the Faculty of Education, Minia University

The study aimed to develop a structural model of the relationships and the direct and indirect effects among systemic intelligence, subjective vitality, and life skills, and to empirically validate this model. It also sought to examine gender (male/female) and academic major (theoretical/practical) differences in systemic intelligence, subjective vitality, and life skills. The sample consisted of 534 male and female students from the Faculty of Education, Minia University. Three measurement scales (systemic intelligence, subjective vitality, and life skills), developed by the two researchers, were administered. To achieve the study objectives, the descriptive, correlational, and causal-comparative design was employed, as it aligns with the research goals. The results indicated high levels of systemic intelligence, subjective vitality, and life skills among the students. Furthermore, the study found significant positive correlations between systemic intelligence and both subjective vitality and life skills, as well as between subjective vitality and life skills. The findings revealed no statistically significant differences in systemic intelligence, subjective vitality, or life skills based on gender or academic major. The empirical data supported the validity of the proposed structural model for the mutual relationships and the direct and indirect effects among systemic intelligence, subjective vitality, and life skills among the study sample. In light of the findings, the researchers proposed several recommendations and suggestions for future research.