Indian Journal of Health and Wellbeing

Priyanka Shukla ¹, Madhurima Pradhan ²

Affiliations
1 City College of Management, Lucknow, UP, IN
2 Department of Psychology, Lucknow University, Lucknow, UP, IN

Abstract

HIV among young people has become a major health problem in recent decades. Despite having been discovered in the early 1980s only, it has rapidly developed into an epidemic that has caused the death of millions of people. NFHS III data (2005-06) shows that now HIV/AIDS is not the problem of urban society only but it is spreading in rural areas as well. Recent studies of sexual, drug and alcohol outcome expectancies suggest that the beliefs and perceptions of young people play a critical role in their decisions to initiate and to maintain the high risk behaviors. This paper attempts to assess HIV risk behavior and risk beliefs of young adults and also to explore the relationship between risk beliefs and HIV risk taking behaviours across gender and locale. Sample of the present study included 200 young adults (100 urban and 100 rural) comprising of 50 males and 50 females for each group between the age range of 19-26 years. To assess the participants HIV risk behaviors and risk beliefs, checklists were developed by the researchers on the basis of HIV/AIDS related literature and opinion of experts. The findings of the present study reveal that male respondents are higher in HIV risk behaviors and risk beliefs than female respondents and urban young adults are significantly higher in HIV risk behaviors and risk beliefs than rural young adults. Moreover, present paper also reveals that risk beliefs are positively and significantly correlated with HIV risk behaviours among all the four groups. These findings suggest that cognitive behavioral interventions may be an effective way to modify the risky beliefs of young adults so as motivate them to refrain from risky behaviours for slowing down the spread of HIV infection.

Keywords

HIV Risk Behaviours, Risk Beliefs, Urban-Rural, Male-Female, HIV/AIDS, STIs.

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Kirti Madnani ¹, Madhurima Pradhan ¹

Affiliations
1 Department of Psychology, Lucknow University, Lucknow, IN

Abstract

This study examined self efficacy as a predictor of academic stress among senior secondary students. The sample comprised of one hundred twelfth class students of different private schools of Lucknow district. All the students were from CBSE and ISC board with science (Physics, Chemistry & Math) stream. Self efficacy was assessed by Bandura's Multidimensional Scale of perceived self efficacy having 57 items in nine dimensions (i.e. Enlisting social resources self efficacy, Academic achievement self efficacy, Self regulated learning, Leisure time skill and extracurricular activities, Self regulatory efficacy to resist peer pressure, Meet others expectations, Social self efficacy, Self assertive efficacy, Enlisting parental and community support). Academic Stress scale was developed by the researchers having 46 items. Results revealed a significant negative correlation between self efficacy and academic stress. Regarding the correlation of academic stress with different dimensions of self efficacy, all the dimensions were found to have significant negative correlation with academic stress except leisure time skill and extracurricular activities, self regulatory efficacy to resist peer pressure and academic achievement self efficacy. The results of stepwise regression revealed that self regulated learning, meet other's expectations, leisure time skill & extracurricular activities and enlisting parental & community support predicted 25% variance in academic stress. These findings imply that promoting these variables in senior secondary students might help them experience lesser academic stress.

Keywords

Academic Stress, Self-Efficacy, Students.

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Nehashree Srivastava ¹, Madhurima Pradhan ²

Affiliations
1 Department of Psychology, National P.G College, Lucknow, IS
2 Department of Psychology, University of Lucknow, Lucknow, IN

Abstract

India the largest democracy and second most populous country in the world has millions of disabled people. According to Census of India, 2011 approximately 20.3% disability is due to movement, which is higher than all disabilities. The researcher decided to work on adolescents especially who have difficulty in movement. If the person is adolescent and orthopedically challenged too, then the problems related to different areas like personal, social, emotional and vocational etc. become more complex. Such pressures may result in withdrawal, complete destruction of self, mental illnesses, drug abuse or enormous hostility etc. “Emotional intelligence refers to the capacity of recognizing our own feelings and those of others, for motivating ourselves and for managing emotion well in us and in our relationships” (Goleman, 1998).The purpose of this study is to compare the profile of orthopedically challenged and non-challenged adolescents on emotional intelligence and its various dimensions. The study was conducted on 120 orthopaedically challenged and 120 non-challenged adolescents (11-18 years) from different rural/urban area of Uttar Pradesh. Hindi version of the emotional intelligence scale for adolescents (Sharma, 2011) was used to assess emotional intelligence having five dimensions, i.e., self-awareness, managing emotions, self-motivation, empathy, handling relationship. The results shows that on the basis of profile analysis there is a average difference among orthopaedically challenged and non-challenged adolescents on emotional intelligence and its dimensions.

Keywords

Emotional Intelligence, Orthopaedically Challenged Adolescents, Disabled People.

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Priyanka Gautam ¹, Madhurima Pradhan ¹

Affiliations
1 Department of Psychology, University of Lucknow, Lucknow, Uttar Pradesh, IN

Abstract

Stress reactions occur when an environmental event taxes one's ability to cope. The study investigated the relationship of stress with conduct and achievement. A sample of 60 students (14-18 years) from Government schools was incidentally selected. Stress was measured with the help of a scale by (Tubesing&Tubesing, 1983) which assesses symptoms of physical, emotional and mental stress. Conduct was assessed in terms of the judgment of class teacher on a bipolar adjective checklist developed by the researcher about different behaviours of the student like punctuality, perseverance etc. Average marks obtained by a student throughout one academic session was used as a measure of academic achievement. The results revealed higher level of stress, specially emotional stress among male adolescents as compared to females; better conduct and academic achievement by females. Mental stress was found to be negatively correlated with achievement for both but with conduct for females only. Overall stress was found to be significantly negatively correlated with achievement in females; positive correlation between conduct and academic achievement was found. The study implies that out of different forms of stress, mental stress has more deleterious impact on academic achievement of adolescents; although females have been found to be higher in good conduct, mental stress undermines it too. Findings suggest a need for training of teachers and parents to help their wards in developing the skills to manage mental stress.

Keywords

Stress, Conduct, Achievement, Adolescent Students.

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