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Dwivedi, Supriya
- Self-Concept and Gender
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Authors
Affiliations
1 Department of Psychology, University of Allahabad, Allahabad, Uttar Pradesh, IN
1 Department of Psychology, University of Allahabad, Allahabad, Uttar Pradesh, IN
Source
Indian Journal of Health and Wellbeing, Vol 8, No 9 (2017), Pagination: 1036-1039Abstract
The present research attempts to study self-concept as a function of gender Throughout the years, the construct of self-concept has played a significant role in understanding human development and behavior. The awareness of self comes through the gradual process of adaptation to the environment (Ptaget, 1969). Physical changes, skill developments, skill evaluations and multiple role expectations are the mam source for the development and evaluation of self Thus age and gender of a person is considered to be very important factor m self-concept. Therefore this study attempts to understand the function of gender on the self-concept. The data is collected on 140 participants (74 males & 68 females) the independent variable was gender, males, and females. The dependent variable was self-concept, measured m terms of five categories (social identity, ideological beliefs, interests, ambitions, & self-evaluations) and the number of subs- categories (e.g., self- identity, group identity, gender role). Participants were requested to write twenty statements that describe themselves responding to the question "Who 1 am?" in a free format. Findings of this study show that there is a difference m self-evaluations of both genders; male participants have made more statements related to their self-evaluation than female participants.Keywords
Self Concept, Gender, Social Identity, Ideological Beliefs, Ambition, Likes, Self-Evaluation.- Understanding the Nature of Behavioural and Emotional Problems in Adolescent Students
Abstract Views :304 |
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Authors
Affiliations
1 Department of Psychology, University of Allahabad, Allahabad, Uttar Pradesh, IN
1 Department of Psychology, University of Allahabad, Allahabad, Uttar Pradesh, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 7, No 6 (2019), Pagination: 1782-1787Abstract
The present study aimed at understanding the nature ofbehavioural and emotional problems in early-adolescents (12 to 15 years) and late-adolescents (15 to 18 years). Schools are a central context of development and can also have a significant role in the emergence of behavioural and emotional problems in students. Therefore, two schools (CBSE) were approached in order to collect data. Focus Group Discussion (FGD) was conducted with two groups of teachers. The first group consisted o f teachers of classes VI to VIII, and the second group comprised teachers of classes IX to XII. The FGDs were recorded and transcribed. Thematic analysis was used for interpreting the data. Codes were derived from the data and themes were generated on the basis of codes. Themes were defined in accordance with the nature of data. Aggression, defiance, disruptive behavior, truancy, recklessness and inattentiveness were the commonly found behavioural problems in early and late adolescent students. Fraudulence, stealing, impulsivity and lying were the behavioural problems found only in early-adolescents. Attention seeking, bullying, eve teasing and substance abuse were noticed only in late adolescents. Withdrawal, fear, shyness and sadness were the commonly found emotional problems in both the group of students. No age specific emotional problems were reported by the teachers.Keywords
Behavioural Problems, Emotional Problems, Adolescence, Focus Group Discussion, Thematic Analysis.References
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