Indian Journal of Health and Wellbeing

Ira Das ¹, Poonam Sharma ¹

Affiliations
1 Department of Psychology, Dayalbagh Educational Institute, Deemed University, Agra, Uttar Pradesh, IN

Abstract

It was hypothesized that there is no significant relation between the Myers Briggs psychological types and stress among university students. Hence, correlation design was made to see the relationship of Myers Briggs psychological types: Extrovert-introvert, sensing-intuition, thinking-feeling, judging-perceiving and stress on 120 university students in the age range of 20-26 years. The sample consisted of randomly selected 60 male and 60 female university students of arts, science, commerce and education faculties. Out of the sample of 120, 80 were under graduate or graduate and 40 were post graduates. Psychological types were measured by Myers Briggs Type Indicator Scale by Myers and Briggs. Stress was measured by ICMR Psychosocial Stressor Questionnaire by Srivastav. Coefficient of correlation for psychological types (extrovert-introvert, sensing-intuition, thinkingfeeling, and judging-perceiving) and stress scores indicated no significant relationship. Multiple regression analysis shows that highest contribution was of thinking psychological type (b value is 1.053) in the determination of stress and second highest contribution was of judging psychological type (b value is −0.925) in the determination of stress. Introvert and intuition psychological type has negligible contribution in the determination of stress.

Keywords

Psychological Types, Stress, Students.

Full Text

     

Kranti Sihotra ¹, Poonam Sharma ²

Affiliations
1 Govt. M.A.M College, Jammu, IN
2 Department of Psychology, Jammu University, Jammu, IN

Abstract

The present study will try to find out the gender issues in access of children to secondary education, the performance and academic achievement motivation of girls and boys and the underlying self esteem. Gender equality in education is the basic human right. Human capital is defined as the stock of knowledge and personal abilities an individual possesses, and is perceived as a factor of production that can be improved through education, training and experience. A normative survey method was used. Stratified random sample of school going children were part of the study (N=104). 52 boys and 52 girls were part of the study. Rosenberg self esteem scale and Sharma academic achievement motivation test (AAMT) were used as measuring instruments. The data obtained was analysed statistically. The results indicated that gender plays a significant role in access of enrolment of girls in secondary education but there is no significant difference in human capital.

Keywords

Gender, Acess, Human Capital.

Full Text