IAHRW International Journal of Social Sciences Review

Namita Mohanty ¹, Jitendra Mohanty ², Prabhudarsan Sahoo ³, Kalpana Sahoo ⁴

Affiliations
1 Department of Psychology, Utkal University, Bhubaneswar, Odisha, IN
2 Department of Management, KSOM, KIIT University, Bhubaneswar, Odisha, IN
3 Department of Psychology, Nayagarh Autonomous College, Nayagarh, Odisha, IN
4 XIMB, Bubaneswar, Odisha, IN

Abstract

World Health Organization has viewed well-being as a state of equilibrium at the physical, mental, social and spiritual domains. "How" aspects or dynamics of well-being based on theoretical framework help us to understand the process nature of well-being. These ideas are extremely helpful in developing well-ness enhancement programmes. Intentional activity theory suggests that volitional activities where energy is spent increases well-being. Telic or end-point theories posit that well-being is gained when goal or need is reached and persistence of unfulfilled needs are responsible for unhappiness. According to Bottom-up theory happy life is the accumulation of happy moments. In contrast, top-down theory advocates for a global propensity to experience things in a positive manner. Cognitive approach to Associationistic theories suggests that events attributed to internal and stable factors bring in maximum well-being. Judgment theories based on comparison views that people experience well-being when they find themselves to be better off than others. According to Adaptation theory recent changes produce happiness and unhappiness. But people eventually adapt to the overall level of events and restore happiness. Proactive theory predicts that the greatest happiness is experienced by those who have negatively skewed distribution of events. Another popular form of judgment theory advocates that the less the discrepancy between the actual condition and aspiration the greater is the happiness. Thus, there are different theoretical routes to understand the process nature of well-being. A crucial examination of their relative strengths is a challenging task before the researchers.

Keywords

Wellbeing, Happiness, Theoretical Perspective.

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Namita Mohanty ¹, Swagatika Mohapatra ¹, Jitendra Mohanty ², Prabhudarsan Sahoo ³

Affiliations
1 Department of Psychology, Utkal University, Bhubaneswar, Odisha, IN
2 Department of Management, KSOM, KIIT University, Bhubaneswar, Odisha, IN
3 Department of Psychology, Nayagarh Autonomous College, Nayagarh, Odisha, IN

Abstract

The present study examined the effects of cultural identity and gender on academic anxiety, self-concept and academic performance of high school tribal and non-tribal adolescent students. The research adopted a 2 (Cultural identity) x 2 (Gender) factorial design. The sample consisted of 200 subjects, 100 tribal and 100 non-tribal high school students. There were 50 boys and 50 girls each from the tribal and non-tribal category. Results revealed that girls experienced higher academic anxiety than boys and non-tribal students had better self-concept than their tribal counterparts. In academics boys performed better than the girls. Moreover, a significant positive relationship between academic anxiety and self-concept of tribal students indicated that in spite of having higher self-concept, tribal students experienced greater academic anxiety. Results were interpreted in terms of differential exposure and experiences to socio-cultural as well as educational practices prevalent in tribal andnon-tribal societies.

Keywords

Cultural Identity, Gender, Academic Anxiety, Self-Concept, Academic Performance.

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