Indian Journal of Positive Psychology

Mandeep Sharma ¹, Sandeep Kumar ¹, Hardeep Lal Joshi ²

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

Abstract

In this competitive world, numbers of activities and pressures for adolescents have increased remarkably. These increased pressures and activities put adjustment problems among adolescents. Self-efficacy can be a potent factor to enhance adjustment among adolescents. The present study was aimed at to see group differences (high vs. low) of self-efficacy with adjustment among adolescents. The objectives of the study are to examine the relationship between measures of adjustment and self efficacy. The sample of the study involved 194 adolescents between the age range of 14 and 16 years. The adolescents were assessed with Bell's Adjustment Inventory (Hindi Adaptation), and Self-Efficacy Questionnaire. The data were analyzed by using Pearson's Product Moment method of correlation and t-test. For mean comparisons, the sample of adolescents was classified into two extreme groups' i.e. high vs. low (Mean ± 1 S.D.) on the basis of their scores on self-efficacy and adjustment scores of their respective wards. The results showed that (i) Social adjustment, family adjustment and emotional adjustment was found to be significant negative association with self-efficacy, (ii). the two extreme groups of self-efficacy (high vs. low) showed significant differences on adjustment among adolescents.

Keywords

Self-Efficacy, Adjustment.

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Hardeep Lal Joshi ¹, Mandeep Sharma ², Poonam Yadav ³

Affiliations
1 Department of Psychology, Kurukshetra University, Kurukshetra, Haryana, IN
2 Department of Psychology, KLP(PG) College Rewari, Haryana, IN
3 Department of Psychology, Kurukshetra University, Kurukshetra, IN

Abstract

This study examined the role of maternal parent interactions with child in academic achievement of school students. The purpose of the study was to determine how maternal authoritative, permissive and authoritarian parenting styles as well as parent's child relationship influence the academic achievement of students at high school level. The main objective is to find out predictors of academic achievement among high school students. The total sample (400) for the study involved 200 mothers and 200 high school students between the age range of 14 and 16 years. The parents were assessed with Parent Child Relationships scale (PCR) and Parenting Authority Questionnaire (PAQ-R). Academic achievement score of the students were taken as the average percentage of marks obtained by the students in previous two years in their annual examination conducted by their respective boards/schools. The data were analyzed with the correlation and regression (stepwise). The results showed that (i) authoritarian and permissive parenting style and academic performance have negative correlations. (ii) Parent's child relationships like Acceptance and Realistic Role Expectation have significant positive relationship with academic achievement whereas Carelessness and Lenient Standards have negative relationships with academic achievement (iii). The stepwise regression analysis found four pertinent predictors of academic achievement among high school students, i.e., permissive parenting style, authoritative parenting style, parental acceptance and over protection of parents. All four predictors jointly explained 29.6% of total variance in dependent variable.

Keywords

Academic-achievement, High School Students, Parent Child Relationship, Parenting Style.

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