Indian Journal of Health and Wellbeing

Satish Kumar ¹, Amrita Yadava ¹, Nov Rattan Sharma ¹

Affiliations
1 Department of Psychology, Maharshi Dayanand University, Rohtak, Haryana, IN

Abstract

Executive functions are cognitive abilities that allocate for more goal-oriented and self-directed behavior. It is well established fact that these higher cognitive control abilities are associated with lower levels of negative emotion and allocate positive states. The objective of this piece of research was to examine the associations between positive psychological characteristics i.e. well-being, forgiveness and empathy with executive functions. The sample consisted of 100 post postgraduates who are taken from Maharshi Dayanand University, Rohtak by using incidental sampling technique. The age range of the sample varies from 20 to 30 years. The participants are administered Subjective Well-Being Inventory (SUBI), Heartland Forgiveness Scale (HFS), Interpersonal Reactivity Index (IRI) and Executive Functions Index (EFI). The data were subjected to correlational analysts in order to assess the relationship between the variables. Further regression analysts was applied to identify positive psychological characteristics which predict executive functions. Results indicated that forgiveness, empathy and well-being seem associated with executive functions. Regression analysis indicated that three variables i.e. forgiveness dimensions i.e. Self and Situation and well-being total accounted for 32% of the variance in executive functions. Thus, it is evident that positive psychological attributes related to forgiveness (self & situation) and well being played a significance in executive functions.

Keywords

Forgiveness, Empathy, Well-Being, Executive Functions.

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Satish Kumar ¹, Amrita Yadava ¹, Nov Rattan Sharma ¹

Affiliations
1 Department of Psychology, Maharshi Dayanand University, Rohtak, Haryana, IN

Abstract

Executive functions are cognitive abilities that allocate for more goal-oriented and self-directed behavior. It is well-established fact that these higher cognitive control abilities are associated with lower levels of negative emotion and allocate positive states. The objective of this piece of research was to examine the associations between positive psychological characteristics i.e. well-being, forgiveness and empathy with executive functions. The sample consisted of 100 postpostgraduates who are taken from Maharshi Dayanand University, Rohtak by using incidental sampling technique. The age range of the sample varies from 20 to 30 years. The participants are administered Subjective Well-Being Inventory (SUBI), Heartland Forgiveness Scale (HFS), Interpersonal Reactivity Index (IRI) and Executive Functions Index (EFI). The data were subjected to correlational analysis in order to assess the relationship between the variables. Further regression analysis was applied to identify positive psychological characteristics which predict executive functions. Results indicated that forgiveness, empathy and well-being seem associated with executive functions. Regression analysis indicated that three variables i.e. forgiveness dimensions i.e. Self and Situation and well-being total accounted for 32% of the variance in executive functions. Thus, it is evident that positive psychological attributes related to forgiveness (self & situation) and well being played a significant role in executive functions.

Keywords

Forgiveness, Empathy, Well-Being, Executive Functions.

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Suman ¹, Amrita Yadava ¹

Affiliations
1 Department of Psychology, M.D. University, Rohtak, Haryana, IN

Abstract

Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in school, college, and university. The performance of a student is influenced by multitude of cognitive and non-cognitive factors. In the present article, the relation between cognitive factors (metacognition & executive functions) and academic achievement was studied. For this purpose a sample of 100 middle school students were selected. Metacognition (Meta-Cognition Awareness Inventory) and executive functions (Executive Function Index) of the students was assessed. Academic performance record (marks obtained in the preceding class) of the students was obtained from the school record. The obtained data was analysed by computing correlation and regression in order to examine the relation between the cognitive variables and academic performance and identify the significant predicators. Results indicated that a dimension of executive function, motivation, was the strongest predictor of academic performance. Two other dimensions, organization (executive functions) and information management (metacognition) also emerged as predictors.

Keywords

Cognitive Functions, Executive Function, Motivation, Academic Performance, Students.

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Nidhi ¹, Amrita Yadava ¹

Affiliations
1 Department of Psychology, Maharshi Dayanand University, Rohtak, Haryana, IN

Abstract

Mathematical items are found to be an integral part of a number of intelligence tests. Although, genetically no gender differences exist in cognitive ability, gender differences in mathematics have been reported to surface with increase in age, which have been attributed to gender stereotype and experiences. The present study aims to examine whether mathematical performance is influenced by intelligence and gender in children. Samples of 140 students (70 boys & 70 girls) from 1 st, 3rd and 5th class (age range of 5-11 years) were taken for the study. Mathematical performance and intelligence tests were administered to all the students. Two way analysis of variance revealed that gender had no significant effect on mathematical performance of primary level students while intelligence played an important role. However, this difference was observed only in the extreme groups, i.e. low and high intelligence groups, while no differences were observed when mathematical performance of these groups were compared to the moderate intelligence group.

Keywords

Mathematical Performance, Intelligence, Gender, Primary School Students.

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