Indian Journal of Positive Psychology

Manjot Kaur ¹, Jatinder Kaur Gulati ¹, Parvinder Kaur ¹

Affiliations
1 College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN

Abstract

The present paper includes empirical action research. The quantitative method was used to assess the development of life skill 'Coping with Stress' among NIOS learners. It was carried out in the Ludhiana city of Punjab state. The sample was comprised of 100 female learners of Ludhiana who were enrolled with NIOS at secondary level with Home Science as one of the subjects of their curriculum. They were approached in their homes, tuition centres, academies, NIOS Accredited Institutes and their work places. The sample was further divided into two equal groups as control and experimental group. The analysis of distribution of respondents showed that during the post learning phase percentage of learners possessing average and high level of coping with stress increased to 6 6 per cent from the earlier 58 per cent and 10 per cent to 14 per cent, respectively. It was also found that coping with stress was negatively related with intelligence. A significant shift was seen in high and low stress coping skill. The percentage of respondents in high stress coping skill increased fromjust 2 per cent to 14 per cent in the post learning phase showing the difference in distribution to be significant at (p<0.05) level. The respondents with average level of intelligence had shown the highest increase in the means scores of stress coping as compared to the learners having high or low level of intelligence. Therefore, it can be concluded that after learning the study material, learners were more enabled to recognize the sources of stress, understanding its effects, evolve strategies to reduce their stress and relax without making the situation worse.

Keywords

Stress, NIOS Learners, Coping Skills, Life Skills.

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Parvinder Kaur ¹, Jatinder Kaur Gulati ¹, Prachi Bisht ¹

Affiliations
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN

Abstract

The present paper on “Emotional Autonomy as Risk or Protective Factor towards Social Adjustment of Adolescents” tries to investigate the contribution of emotional autonomy towards social adjustment of adolescents. The research was conducted on 240 adolescents (120 males & 120 females) belonging to two parent intact families. The Emotional Autonomy Scale by Steinberg and Silverberg (1986) was used to assess emotional autonomy among adolescents Social Adjustment Inventory by Deva (1990) was used for the assessment of social adjustment among adolescents. Males were found to be significantly more emotional autonomous as compared to their female counterparts. Males highly perceived their parents as people, de-idealized from their parents at lower level, were more emotionally independent and were highly individualized as compared to their female counterparts. Males were socially well adjusted and significantly more mature than females. As per the results emotional autonomy acted as a protective factor towards social adjustment of adolescents irrespective of gender. However its contribution towards social adjustment was significantly greater in males as compared to females.

Keywords

Emotional Autonomy, Social Adjustment, Protective Factor, Gender Difference.

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Parvinder Kaur ¹, Sarita Saini ¹

Affiliations
1 Department of Human Development & Family Studies College of Community Science Punjab Agricultural University Ludhiana, Punjab, IN

Abstract

The present study was conducted in urban and rural areas of Moga and Ludhiana district of Punjab in order to investigate the gender wise differences related to meta cognitive awareness among adolescents. A self-designed personal information sheet was used to document the socio-personal characteristics of the selected subjects for the study. Meta cognitive Awareness Inventory (MAI) developed by Schraw and Dennison (1994) was used to investigate various aspects of meta cognition indepth and to obtain scores for individual components/sub-components of meta cognition The results indicated that significantly more number of females were found at high level of ‘declarative knowledge’ as well as ‘evaluation’ sub-components of meta cognition. Significant gender-wise differences were observed in the mean scores of meta cognition as females scored better than male respondents. Further, across two components and eight sub-components and of meta cognition females exhibited better knowledge in both the components of meta cognition as well as ‘declarative knowledge’, information management strategies’, and ‘debugging strategies’ sub-components of meta cognition.

Keywords

Meta Cognitive Awareness, Skillfulness, Adolescents.

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