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Kaur, Jagpreet
- Family Environment as a Predictor of Psychological Hardiness among Adolescents
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Authors
Affiliations
1 Department of Education, Punjabi University, Patiala, IN
1 Department of Education, Punjabi University, Patiala, IN
Source
Indian Journal of Positive Psychology, Vol 4, No 3 (2013), Pagination: 407-411Abstract
Over the past 20 years, the psychological hardiness construct has emerged as a buffer in the relationship between stressors and illness and has been shown to enhance performance, conduct, and morale The present study examined the relationship between psychological hardiness and family environment of adolescents in a sample of 300 adolescents from Sangrur district of Punjab. The results of correlation analysis revealed that psychological hardiness among adolescents is significantly related to all the eight family environment components as well as total family environment. A stepwise multiple regression analysis was run to examine the extent to which the various dimensions of family environment contributed to the variability in psychological hardiness among adolescents. The results indicated that that family environment emerged as a significant predictor of control and challenge dimension of psychological hardiness and as well as total psychological hardiness among adolescents. However, none of the family environment components or total family environment emerged as a significant predictor of commitment dimension of psychological hardiness among adolescents. These results of the study have implications for counsellors, teachers and parents.Keywords
Psychological Hardiness, Family Environment, Adolescents- The role of family and school environment in developing coping skills among adolescents
Abstract Views :274 |
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Authors
Affiliations
1 Department of Education, Panjabi University, Patiala, IN
1 Department of Education, Panjabi University, Patiala, IN
Source
Indian Journal of Positive Psychology, Vol 4, No 2 (2013), Pagination: 311-314Abstract
Coping skills are those methods which are meant to cope with stress. The ultimate goal of these skills is a balanced life, with time for work, relationship, relaxation etc. The purpose of the present study was to explore the impact of family and school environment on coping skills viz. coping with emotions and stress in a sample of 500 adolescents from Patiala district of Punjab. The results of correlation analysis revealed a positive and significant relationship of these coping skills with cohesion, expressiveness, acceptance and caring, independence, active recreational orientation, organization and control dimensions of family environment among adolescents. However, a negative and significant relationship of these coping skills with conflict dimension of family environment among adolescents was observed. Also, coping skills among adolescents was found to be positively and significantly related to cognitive encouragement, permissiveness, acceptance and control dimensions of school environment. However, coping skills among adolescents were found to be negatively and significantly related to rejection dimension of school environment. A stepwise multiple regression analysis was run to examine the extent to which the various dimensions of family and school environment contributed to the variability in coping skills among adolescents. The results indicated that independence, expressiveness and acceptance and caring dimensions of family environment and rejection and control dimensions of school environment were the significant predictors of coping with emotions among adolescents. However, coping with stress was found to be significantly predicted by conflict, independence and control components of family environment and rejection component of school environment. Together these family and school environment components explain 12.1 % of the variance in coping with emotions and 20.5 % of the variance in coping with stress. These implications of the results of the study are discussed.Keywords
Coping Skills, Family Environment, School Environment, Adolescents- Life Skills as Predictors of Risk-Taking Behaviour Among Prospective Teachers
Abstract Views :260 |
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Authors
Affiliations
1 Department of Education & Community Service, Punjabi University, Patiala, IN
2 Department of Education and Community Service, Punjabi University, Patiala, IN
1 Department of Education & Community Service, Punjabi University, Patiala, IN
2 Department of Education and Community Service, Punjabi University, Patiala, IN
Source
Indian Journal of Positive Psychology, Vol 7, No 2 (2016), Pagination: 244-248Abstract
In the present study, an attempt was made to explore life skills as predictors of risk-taking behaviour among prospective teachers. The data were collected from 200 prospective teachers of Moga district of Punjab, studying in B.Ed. colleges affiliated with Panjab University, Chandigarh through Life Skills Assessment Scale (LSAS) and Adolescent Exploratory and Risk Behavior Rating Scale. The results of the study revealed significant gender differences in life skills among prospective teachers. Further, female prospective teachers were found to possess significantly higher life skills than their male counterparts. The results also revealed that there was significant and positive correlation of 'effective communication' and 'problem solving' dimensions of life skills with risk-taking behaviour among prospective teachers. There was significant and negative correlation of 'self-awareness' 'empathy', 'critical thinking', 'decision making', 'coping with emotions' and 'coping with stress' dimensions of life skills as well as total life skills with risk-taking behaviour among prospective teachers. Further, there was no significant correlation of 'interpersonal relationships' and 'creative thinking' dimensions of life skills with risk-taking behaviour among prospective teachers. The results of step-wise multiple regression analysis revealed that total life skills and 'effective communication' dimension of life skills emerged out to be the most significant predictors of risk-taking behavior among prospective teachers. Implications of the results have been discussed.Keywords
Life Skills, Risk-Taking Behavior, Prospective Teachers.- Psychological Capital and Stress among School Students
Abstract Views :441 |
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Authors
Affiliations
1 Department of Education & CS, Punjabi University, Patiala, Punjab, IN
2 Department of Education & Community Service, Punjabi University, Patiala, Punjab, IN
1 Department of Education & CS, Punjabi University, Patiala, Punjab, IN
2 Department of Education & Community Service, Punjabi University, Patiala, Punjab, IN