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Saini, Sarita
- Adjustment Patterns of Newly Admitted Children in Laboratory Day Care Centre
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Authors
Affiliations
1 Department of Human Development, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
Asian Journal of Home Science, Vol 8, No 1 (2013), Pagination: 320-323Abstract
The investigation aimed at studying the time differentials, non-adjustment reactions and strategies adopted by parents and care providers to facilitate the adjustment of children in the Laboratory Day Care Centre. The study was based upon a sample of 32 (15 male and 17 female) children admitted in April,2009&April,2010 sessions in Laboratory Day Care Centre, Department of Human Development, PAU, Ludhiana as well as Care Providers (n=3) and Parents of the sample children (n=32). Observationcum- Interview method was used for data collection for the study. Based on their non-adjustment reactions, the children were divided into two categories, viz., 'Early adjusting children' and 'Late adjusting children'. The subjects displayed non-adjustment reactions in varying frequencies and intensities. The three children who took longest to adjust were the subjects of the case studies taken up in the Laboratory Day Care Centre. These case studies presented in detail the dynamics of parent-child attachment and the adjustment reactions of newly admitted children in Laboratory Day Care Centre. The analysis indicated that overprotective or over- possessive behaviour of parents or other family members, parental over-indulgence, lack of socialization experiences and irregular attendance at Centre contributed to poor adjustment of the child to the Laboratory Day care centre.Keywords
Laboratory Day Care Centre, Care Providers, Non-adjustment Reactions, Early Adjusting, Children, Late Adjusting Children
References
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- Dimensional Analysis of the 'Belonging component' of Quality of Life of Elderly across Varying Support
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Authors
Affiliations
1 Department of Human Development, College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development, College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
Asian Journal of Home Science, Vol 8, No 2 (2013), Pagination: 367-372Abstract
A study was undertaken to assess the various dimensions of the 'Belonging component' of the quality of life of elderly (65 years and above) living in various types of support systems.'Belonging component' refers to how one fits in with people and places and is known to strongly impact the quality of life of an individual. The study comprised a sample of 400 subjects from Ludhiana city, equally drawn from four support systems viz., elderly living with sons, living with daughters, living alone, and living in institutions. The sample was further divided over the two sexes. A quality of life profile, senior's version prepared and published by quality of life research unit, University of Toronto, Canada (2000) was administered to measure the 'Belonging component' of quality of life (QOL) of the subjects across various support systems. The 'Belonging component' of the QOL was studied under three dimensions viz., 'Physical belonging' pertaining to how one fits in with the physical aspects of his environment, 'Social belonging' relating to how one fits in with the people around one's life and 'Community belonging' referring to the nexus between an individual and the resources that are typically available to most members of one's community. The study revealed that there were significant gender differentials across different dimensions of the 'Belonging component' of the QOL of aged living across different support systems. It was found that very few elderly females compared to males were enjoying 'Very good quality of life' with respect to the 'Belonging component'. The results revealed that 'Social belonging' dimension was significantly weaker for females living across all support systems except those 'living with daughters'. However, the 'Physical belonging' and 'Community belonging' dimensions were found to be significantly weaker for females 'living alone or in institutions'. Comparatively, the picture was far more encouraging for their male counterparts.Keywords
Quality of Life (QOL), Belonging Component of QOL, Support Systems, ElderlyReferences
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- Age and Gender: Determinants of Metacognition among Rural Adolescents
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Authors
Affiliations
1 Department of Human Development, College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development, College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
Asian Journal of Home Science, Vol 8, No 2 (2013), Pagination: 490-495Abstract
The present study was undertaken to investigate the age and gender differentials in metacognition of rural adolescents (13-16 years). The study was carried out in rural schools of block-I, Ludhiana district. The sample comprised of 240 rural adolescents equally distributed over four grades (7th, 8th, 9th and 10th grade), two sexes and two socio-economic groups i.e. middle and low socio-economic group. Metacognitive skills of the subjects were assessed using a self-structured questionnaire adapted from Metacognition Inventory (Govil, 2003) and Metacognitive Awareness Inventory (Schraw and Dennison 1994). Results revealed significant gender differentials in metacognitive skills of rural adolescents with major proportion of female respondents having high level of metacognition as well as better mean scores as compared to their male counterparts.Keywords
Metacognition, Knowledge of Cognition, Regulation of Cognition, Academic Performance, AdolescentsReferences
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- Gender Differentials in the Impact of Learning Styles on Metacognitive Skills of Rural Adolescents
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Authors
Affiliations
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 13, No 1 (2018), Pagination: 151-157Abstract
Metacognition has been described as a reaction to one’s own cognitive activity.. It also encompasses the methods employed to control one’s own cognitive processes; and an enlightenment of how one coordinates, plans, and monitors cognitive processes.Where metacognition is “thinking about thinking”, learning styles simply represents “thinking about learning”. Learning style can be defined as a preferred way of thinking and processing information and it is unique to the learner.Therefore, the current research focusedon exploring the gender differentials in the impact of learning styles on metacognitive skills of rural adolescents. The sample comprised 200 rural school going adolescents (grade 9th and 10th) drawn from the selected Government Senior Secondary Schools of the randomly selected village of Ludhiana-I Block. The subjects were equally distributed across both the grades (grade 9th =100 and grade 10th =100) as well as genders (males= 100 and females =100).VAK Learning Styles Self Assessment Questionnaire (Chislett and Chapman, 2005) and Metacognitive Awareness Inventory (Schraw and Dennison, 1994) were used to collect data.The results indicated that gender had no significant impact on the correlation between metacognition and learning styles of rural adolescents. Further, the sub-component wise analysis of metacognition and learning styles revealed a significantly positive correlation between ‘Kinaesthetic learning style’ and the ‘procedural knowledge’, ‘conditional knowledge’ and ‘evaluation’ sub-components of metacognition in adolescent boys whereas in girls, a significant positive correlation was found between ‘Auditory learning style’ and ‘conditional knowledge’, ‘information management strategies’ and ‘comprehension monitoring’ sub- components of metacognition.Keywords
Metacognition, Learning Styles, Procedural Knowledge, Conditional Knowledge, Evaluation, Information Management Strategies, Comprehension Monitoring.References
- Chislett, V. and Chapman, A. (2005). VAK visual auditory kinaesthetic learning styles test questionnaire. Retrieved from:http://www.businessballs.com/vaklearningstylestest.htm.
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- Narang, D. (2012). Gender analysis of academic performance of rural adolescents. M.Sc. Thesis, Punjab Agricultural University, Ludhiana (Punjab) India.
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- Self-Regulation and Metacognitive Skillfulness Among Adolescents
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Authors
Affiliations
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 13, No 2 (2018), Pagination: 494-501Abstract
The present study aims to investigate the relationship between varying dimensions of self-regulation and the two components of metacognition. Metacognition and self-regulation should be explored as a serious issue in the educational context as both aim at helping learners to think about their own learning more explicitly. The sample for this study comprised 400 adolescents studying in class +1 and +2, exclusively drawn from the Government Senior Secondary Schools of rural and urban areas of Ludhiana and Moga districts of Punjab. The subjects were randomly selected and equally distributed over gender (males=200 and females=200) and locale (urban=200 and rural =200). Metacognitive Awareness Inventory (Schraw and Dennison, 1994) and Self-Regulation Questionnaire (Brown et al., 1999) were used to assessthe metacognition and self-regulation of adolescents, respectively. Irrespective of gender and locale, the results of Pearson Correlation analysis revealed a significant positive correlation between overall self-regulation and the components of metacognition (Knowledge about Cognition and Regulation of Cognition) as well as overall metacognition. Similar results were also observed in case of female respondents as well as the rural respondents, where a significant positive correlation was found between self-regulation and metacognition.Keywords
Adolescents, Metacognition, Self-Regulation.References
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- Status of Writing Readiness of Urban School Children With Poor Handwriting
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Authors
Affiliations
1 Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 13, No 2 (2018), Pagination: 615-622Abstract
The present study was designed to identify urban school children with poor handwriting in English and explore their level of writing readiness. A sample of 60 children from grade 3 in the age group of 7-9 years was drawn from two public schools of Ludhiana city with average or above average intellectual abilities. Raven’s Coloured Progressive Matrices (Raven, 1965) was used to identify the intellectual abilities of children. Occupational Therapy Screening Test (Lilley, 2006) Set A was used to assess the handwriting skills of the children. Writing Readiness Assessment Tool was used to assess different pre-writing skills. Finding of the study revealed that more than half of the children with poor handwriting skills were found to have poor writing readiness skills followed by average and good level. It was further found that in all the dimensions of writing readiness, major proportion of children had poor level of performance. Out of all the dimensions of writing readiness, ‘Moving from freedom to confinement’ was found to be poorest skill in children with poor handwriting.Keywords
Poor Handwriting, Writing Readiness, Moving From Freedom to Confinement.References
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- Enhancing Metacognitive Skillfulness of Adolescents
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Authors
Parul Kalia
1,
Sarita Saini
1
Affiliations
1 Department of Human Development and Family Studies, College of Community Science, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Human Development and Family Studies, College of Community Science, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 15, No 1 (2020), Pagination: 38-43Abstract
Metacognition refers to one’s “thinking about thinking” and is often defined by its accompanying skills such as monitoring and evaluation. Often researchers use metacognition as an overarching umbrella term but cognitive and educational theorists argue as to whether metacognition is a single construct or made up of distinct, differentiable factors. Metacognition has also been acknowledged as an abstract thinking ability known to enhance learning outcomes. The present research has made an attempt to assess the metacognitive skills among the students of the constituent colleges of PAU Ludhiana. The sample included 200 college students, in age range of 17-18 years. Metacognitive Awareness Inventory developed by Schraw and Dennison (1994) was used to measure the metacognitive skillfulness of the selected subjects and subsequently an attempt was made to prepare guidelines for parents and teachers to create a metacognitive environment since early years through daily interventions to strengthen their learning outcomes.Keywords
Metacognition, Planning, Evaluation, DebuggingReferences
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