Refine your search
Collections
Co-Authors
Journals
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Kaur, Parvinder
- Gender Based Emotion Recognition Using Speech Signals:A Review
Abstract Views :81 |
PDF Views:0
Authors
Affiliations
1 Department of Electronics and Communication Engineering, Punjabi University, Patiala, IN
1 Department of Electronics and Communication Engineering, Punjabi University, Patiala, IN
Source
Research Cell: An International Journal of Engineering Sciences, Vol 20 (2016), Pagination: 50-54Abstract
Emotion recognition using speech signals has been a rising area in the recent years. The emotion recognition system discussed is gender based which is capable of recognizing six emotions (happiness, anger, surprise, disgust, sadness and fear) and neutral state. The above said system has two sub systems: 1) gender recognition 2) emotion recognition. If the gender of the speaker is known before finding the emotions of the speaker then it gives higher accuracy as mentioned in one of the papers. It also improves the humancomputer interaction (HCI) which can be useful in giving feedback in real time applications. In this paper literature on emotion recognition through speech using different databases and different features is presented. Different models of classifiers are discussed here for their accuracy with respect to emotion recognition.Keywords
Gender Recognition, Emotion Recognition, Pitch, Support Vector Machine.Full Text
- Self-Regulation and Metacognitive Skillfulness Among Adolescents
Abstract Views :208 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana (Punjab), IN
Source
Asian Journal of Home Science, Vol 13, No 2 (2018), Pagination: 494-501Abstract
The present study aims to investigate the relationship between varying dimensions of self-regulation and the two components of metacognition. Metacognition and self-regulation should be explored as a serious issue in the educational context as both aim at helping learners to think about their own learning more explicitly. The sample for this study comprised 400 adolescents studying in class +1 and +2, exclusively drawn from the Government Senior Secondary Schools of rural and urban areas of Ludhiana and Moga districts of Punjab. The subjects were randomly selected and equally distributed over gender (males=200 and females=200) and locale (urban=200 and rural =200). Metacognitive Awareness Inventory (Schraw and Dennison, 1994) and Self-Regulation Questionnaire (Brown et al., 1999) were used to assessthe metacognition and self-regulation of adolescents, respectively. Irrespective of gender and locale, the results of Pearson Correlation analysis revealed a significant positive correlation between overall self-regulation and the components of metacognition (Knowledge about Cognition and Regulation of Cognition) as well as overall metacognition. Similar results were also observed in case of female respondents as well as the rural respondents, where a significant positive correlation was found between self-regulation and metacognition.Keywords
Adolescents, Metacognition, Self-Regulation.
References
- Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. Eur. Psychol., 1: 100-112.
- Brown, J.M., Miller, W.R. and Lawendowski, L.A. (1999). The Self-Regulation Questionnaire. In: L. Vande Creek and T. L. Jackson (Eds.), Innovations in clinical practice: A source book, pp. 281-289. Sarasota, FL: Professional Resource Press.
- Cornoldi, C., Vecchia, R. Dalla and Tressoldi, P. E. (1995). Visuo-spatial working memory limitations in low Visuo-spatial high verbal intelligence children. J. Child Psychol. & Psychiatry, 36 (6): p. 1053-1064. https://doi.org/10.1111/j.14697610. 1995.tb01350.x.
- Cornoldi, C. (2010). Metacognition, intelligence and academic performance. In: H.S. Waters and W. Schneider (Eds.), Metacognition, strategy use, and instruction, pp. 257-277. New York, NY, US: Guilford Press.
- Dignath, C. Buettner, G. and Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programs. Edu. Res. Rev-neth., 3: 101-29.
- Dunlosky, J. and Thiede, K.W. (1998). What makes people study more? An evaluation of factors that affect people’s selfpaced study and yield “labor-and-gain” effects. Acta. Psychol., 98 : 37–56.
- Elliot, A.J., McGregor, H.A. and Gable, S. (1999). Achievement goals, study strategies, and exam performance: a meditational analysis. J. Edu. Psychol.,91: 549-63.
- Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. Am. Psychol., 34 : 906-915.
- Fox, E. and Riconscente, M.M. (2008). Metacognition and selfregulation in James, Piaget and Vygotsky. Educ. Psychol. Rev., 20 : 373-389.
- Kanfer, F.H. (1970a). Self-monitoring: Methodological limitations and clinical applications. J Consult Clin Psych., 35 : 148-152.
- Kanfer, F.H. (1970b). Self-regulation: Research, issues and speculation. In: C. Neuringer and J. L. Michael (Eds.) Behavior modification in clinical psychology, pp. 178-220. AppletonCentury-Crofts, New York, U.S.A.
- Luwel, K., Torbey, J. and Verschaffel, L. (2003). The relation between meta-strategy knowledge, strategy use and task performance: findings and reflections from a tuberosity judgment task. Eur. J. Psychol. Edu.,18: 425-447.
- Novak, J.D. and Gowin, D.B. (1989). Learning how to learn. M.A: M.I.T. Press Cambridge, New York, U.S.A.
- Paris, S. and Oka, E. (1986).Children’s reading strategies, metacognition and motivation. Dev. Rev., 6: 25-56.
- Pintrich, P.R. and DeGischolar_main, E. (1990). Motivation al and selfregulated learning components of classroom academic performance. J. Edu. Psychol., 82: 33-40.
- Schraw, G. and Dennison, R.S. (1994). Assessing metacognitive awareness. Contemp. Educ. Psychol.,19: 460-475.
- Schunk, D.H. and Zimmerman, B.J. (1994). Self-Regulation in Education: Retrospect and Prospect. In :D. H. Schunk, & B. J. Zimmerman (Eds.) Self-regulation of learning and performance. Issues and Educational Applications. Hillsdale, NJ: Erlbaum.
- Sindhwani, A. and Sharma, M.K. (2013). Metacognitive learning skills. Educationia Confab, 4 : 68-79.
- Sperling, R.A., Howard, B.C., Staley, R. and Dubois, N. (2004). Metacognition and self-regulated learning constructs. Edu. Res. Eval., 10: 117-139.
- Wolters, C.A. (2004). Advancing achievement goal theory: using goals structures and goal orientations to predict students’ motivation, cognition and achievement. J. Edu. Psychol., 96: 236-250.
- Zimmerman, B.J. (1989). A social cognitive view of selfregulated academic learning. J. Edu. Psychol., 81: 329-339.
- Zimmerman, B.J. and Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex and giftedness to self-efficacy and strategy use. J. Edu. Psychol., 82 : 51–59.
- Cornoldi, Cesare, Dalla, Vecchia R. and Tressoldi, P. E. (1995). Visuo-spatial working memory limitations in low visuo-spatial high verbal intelligence children. J. Child Psychol. & Psychiatry, 36 (6): https://doi.org/10.1111/j.1469-7610.1995.tb01350.x
- Metacognition, Self-Regulation and Learning Environment as Determinant of Academic Achievement
Abstract Views :370 |
PDF Views:1
Authors
Affiliations
1 Department of Human Development and Family Studies, College of Home Science Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development and Family Studies, College of Home Science Punjab Agricultural University, Ludhiana, Punjab, IN
Source
Indian Journal of Health and Wellbeing, Vol 9, No 5 (2018), Pagination: 735-739Abstract
The present study intends to investigate the interplay among metacognition, learning environment and selfregulation as determinant of adolescent academic achievement. Metacognition, self-regulation and favourable learning environment are being acknowledged to have potential impact on the academic achievement of learners. Therefore, it is worthwhile to investigate these components in educational context and explore their contribution towards the academic performance of adolescents. The statistical population of this research consisted of 400 respondents (equally distributed over gender & locale) drawn trom randomly selected Government Senior Secondary Schools of urban and rural areas ofLudhiana and Moga districts ofPunjab. Metacognitive Awareness Inventory (Schraw & Dennison, 1994); Dundee Ready Education Environment Measure (Rolf et al., 1997); and Self-Regulation Questionnaire (Brown et al., 1999) were used to collect the relevant information from the respondents as per the objectives of the study. The results revealed that metacognition, self-regulation and perceptions pertaining to overall learning environment were significantly positively contributing towards the academic achievement of respondents.Keywords
Adolescents, Academic Achievement, Learning Environment, Metacognition, Self-Regulation.References
- Adeyemo, S. A. (2011). The effect of teachers perception and students perception of physics classroom learning environment on their academic achievement in senior secondary schools physics. International Journal of Education Research and Technology, 1,74-81.
- Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96, 523535.
- Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The self-regulation questionnaire. In L. VandeCreek and T. L. Jackson (Ed.), Innovations in clinical practice: A source book (pp. 281-289). Sarasota, FL: Professional Resource Press.
- Dunlosky, J., & Thiede, K. W. (1998). What makes people study more? An evaluation of factors that affect people's self-paced study and yield “labor-and-gain” effects. Act a Psychologica, 98,37-56.
- Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Sciences, 12, 83-87.
- Gagne, F., & St Pere, F. (2002). When IQ Is controlled, does motivation still predict achievement?20, 71-100.
- Gamer, R., & Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24, 143-158.
- Gottfredson, L. S. (2002a). Highly general and highly practical. InR. J. Sternberg and E. L. Grigorenko (Ed.), The generalfactor of intelligence: How general is it? (pp. 331380). Mahwah,NJ, US: Lawrence Erlbaum Associates Publishers.
- Gottfredson, L. S. (2002b). Where and why g matters: Not a mystery. Human Performance, 15, 25-46. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
- Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1), 148-161.
- Lavasani,M. G.,Mirhosseini,F. S.,Hejazi, E.,&Davoodi,M. (2011). The effect of selfregulation learning strategies training on the academic motivation and self-efficacy. Procedia Social and Behavioral Sciences, 29, 627-632.
- Narang, D (2012). Impact of metacognition on academic performance of rural adolescents. M.Sc. thesis, Punjab Agricultural University, Ludhiana, India.
- Peterson, K. D. (1988). Mechanisms of culture building and principals' work. Education andurban Society, 20(2), 250-261.
- Rahman, F., Jumani, N. B., Chaudry, A. M., Chisti, H., & Abbasi, F. (2010). Impact of metacognitive awareness on performance of students in chemistry. Issues in Education Research, .5(10), 39-44.
- Roff,S.,McAleer,S.,Harden,R. M.,Al-Qahtani,M.,Ahmed,A.U.,&Deza,H. (1997). Development and validation of the Dundee ready education environment (DREEM). Medical Teacher, 19, 295-299.
- Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19,460-475.
- West, C. A. (1985). Effects of school climate and school social structure on student academic achievement in selected urban elementary schools. The Journal of Negro Education, 54,451-461.
- Winnie, A., & Perry, L. (2006). Constructing scientific knowledge in the classroom. Educational Research, 25(7), 5-12.
- Development of 'Coping with Stress 'Life Skill among NIOS Learners
Abstract Views :167 |
PDF Views:0
Authors
Affiliations
1 College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN
1 College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
Indian Journal of Positive Psychology, Vol 10, No 1 (2019), Pagination: 24-28Abstract
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.References
- Asheema, S. (2014). Quality in school education: Issues and concerns. New Delhi, Shipra Publications.
- Banu, N., & Yashoda, K. (2012). Impact of life skill education programme on rural adolescent girls and young mothers. International Recognition Multidisciplinary Research Journal, 3, Issue 2.
- Dubat, K., Punia, S., & Goyal, R. (2007). A study of life stress and coping styles among adolescent girls. .Journal of Social Science, 14, 191-94.
- Dumont, M., & Provost, M. A. (1999). Provost resilience in adolescents: Protective role of social support, coping strategies, self-esteem, and social activities on experience of stress and depression. Journal of Youth andAdolescence, 25(3), 343-363.
- Elgara, J., Arlettb, C., & Grovesb, R (2003). Stress, coping, and behavioural problems among rural and urban adolescents. .Journal of Adolescence, -26(5), 577-88.
- Grour, M. W., Thomas, S. P., & Shoofner, D. (2007). Adolescent stress and coping. A longitudinal study. Research in Nursing and Health, 75(3), 209-217.
- Ji, H., & Zhang, L. (2011). Research on college students' stresses and coping strategies. Asian Social Science, 7(10), 30-34.
- Lundqvist, A., Linnros, H., Orlenius, H., & Samuelsson, K. (2010). Improved self-awareness and coping strategies for patients with acquired brain injury a group therapy programme. Brain Injury, 24(6), 823-832.
- Mathew, C.P. (2017). Stress and coping strategies among college students. IOSR Journal of Humanities and Social Science, -22(8), 40-44.
- Nair, M. (2005). Family life and life skills education for adolescents: Trivandrum Experience. .Journal of Indian Associationfor Child and Adolescent Mental Health, 7,4.
- Roodbar, Z., Sahdipoor, E., & Ghale, S. (2013). The study ofthe effect of life skill training on social development, emotional and social compatibility among first-grade female high school in city. Journal of Fundamental and Applied Life Sciences, 5(3), 382-390.
- Shaikh, B. T., Kahloon, A., Kazmi, M , Khalid, H , Nawaz, K , Khan, N., & Khan, S. (2004). Students, stress and coping strategies: A case of Pakistani medical school. Educationfor Health Abingdon Carfax Publishing Limited, 77(3), 346-353.
- Yankey, T., & Biswas, U.N. (2011). Life skills training as an effective intervention strategy to reduce stress among Tibetan refugee adolescents. Journal of Refugee Studies, 25(4), 514-536.
- Emotional Autonomy as Risk or Protective Factor towards Social Adjustment of Adolescents
Abstract Views :151 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development and Family Studies, College of Home Science, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
Indian Journal of Positive Psychology, Vol 11, No 3 (2020), Pagination: 213-217Abstract
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.- Gender Differences in Meta-Cognitive Skillfulness among Adolescents of Moga and Ludhiana
Abstract Views :126 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development & Family Studies College of Community Science Punjab Agricultural University Ludhiana, Punjab, IN
1 Department of Human Development & Family Studies College of Community Science Punjab Agricultural University Ludhiana, Punjab, IN
Source
Indian Journal of Positive Psychology, Vol 11, No 4 (2020), Pagination: 319-325Abstract
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.- Health and Hierachy among Spouses of Deployed Army Personnel
Abstract Views :149 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development, Punjab Agricultural University, Ludhiana, Punjab, IN
2 Department of Home Science, DSB Campus, Kumoan University, Nainital, Uttarakhand, IN
3 HDFS, PAU, Ludhiana, IN
1 Department of Human Development, Punjab Agricultural University, Ludhiana, Punjab, IN
2 Department of Home Science, DSB Campus, Kumoan University, Nainital, Uttarakhand, IN
3 HDFS, PAU, Ludhiana, IN