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Vig, Deepika
- Gender Differences of Personality Traits in Altruistic Adolescents:A Study
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Authors
Affiliations
1 Department of HDFS, COHSc. Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of HDFS, COHSc. Punjab Agricultural University, Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 7, No 3 (2017), Pagination: 387-391Abstract
The present study was aimed to find out the gender differences in personality traits altruistic adolescents. The study was carried out in Government urban and rural schools of Ludhiana District of Punjab. The total sample comprised 240 adolescents (120 boys & 120 girls) in the age group of 14-16 years who belonging to low and middle socio-economic status. SocioEconomic Status scale. Altruism Scale and 16 Personality Factor Questionnaire was used to collect the data. The results showed that boys with moderate altruism were found more in medium level of personality traits. Which indicated that neither they were humble, expedient, shy, tough minded, trusting, group dependent, undisciplined and relaxed nor they were assertive, conscientious, venturesome, tender minded, suspicious, self-sufficient, controlled and tensed as compared to girls. Boys with moderate altruism were found more outgoing, socially aware, free thinkers and less sober Whereas, more number of girls with high altruism were found to have medium level of these personality traits as compared to boys. Boys with high altruism were found outgoing, tender minded, socially aware and were found less intelligent and humble.Keywords
Adolescents, Altruism, Personality Traits.
References
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- Locale Difference in Academic Readiness of Government School Children
Abstract Views :174 |
PDF Views:1
Authors
Affiliations
1 Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 9, No 1 (2019), Pagination: 10-16Abstract
The present study was conducted to assess locale differences in academic readiness of government school children. The study was based on 200 children (i.e., 100 rural & 100 urban) studying in Class I equally distributed across two genders. The sample was randomly drawn from five Government Primary Schools purposively selected from rural as well as urban locales of Ludhiana District. Self-Structured Academic Readiness Checklist was used to assess the academic readiness of rural and urban government school children. The checklist comprised of worksheets, activities and observations related to pre-reading, pre-writing and pre-mathematical skills of the children for each component. Results revealed non significant differences in all the domains of academic readiness, however urban children were found to be performing better than rural children.Keywords
Academic Readiness, Pre-Reading, Pre-Writing and Pre-Arithmetic.References
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- District primary education programme (2006). From schooling assess to learning outcomes: An unfinished agenda. Retrieved from: http://documents.worldbank.org/curated/en/370901468154169343/pdf/372650Schoolong0Assess01PUBLICl.pdf
- Gafoor, K. A. (2011). Elementary competencies in 3R are among upper primary pupils of Kerala: A secondary analysis. Innovations and Research in Education, 7(1), 51-68.
- Maxwell, K.L., & Clifford, R.M. (2004). School readiness assessment. Retrieved from: joumal.naeyc.org>200401> Maxwell on 25 December 2016.
- Muthen, B., Francis, D.J., & Baker, E.L. (2008). Early identification of reading difficulties using hetrogenous developmental trajectories. Journal of Educational Psychology, 100{1), 192-208. Original not seen. Cited by Gafoor, K. A. (2011). Elementary competencies in 3R are among upper primary pupils of Kerala: A secondary analysis. Innovations and Researches in Education, 7(1), 51-68.
- National Opinion Research Center (2013). Getting on track earlyfor school success. Retrieved from www.norc.org/gettingontrack
- NCERT (1996). School Readiness. Pp. 1-3 Zoom Desk Top Printers, New Delhi.
- Soni, R (2005). Little steps: A manualfor pre-school teachers. National Council of Educational Research and Training, New Delhi.
- Snow, C. E. (1977). The development of definitional skill. Journal of Child Language, 77(3), 697-710. Original not seen. Cited by Gafoor, K.A. (2011). Elementary competencies in 3R are among upper primary pupils of Kerala: A secondary analysis. Innovations and Researches in Education, 7(1), 51-68.
- Locale Difference in Developmental Readiness of Government School Children
Abstract Views :358 |
PDF Views:2
Authors
Affiliations
1 Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 9, No 2 (2019), Pagination: 52-59Abstract
The present study was conducted to assess locale differences in developmental readiness of government school children. The study was based on 200 children (i.e., 100 rural & 100 urban) studying in Class I equally distributed across two genders. The sample was randomly drawn from five Government Primary Schools purposively selected from rural as well as urban locales of Ludhiana District. Self-Structured Developmental Readiness Checklist was used to assess the developmental readiness of rural and urban government school children. The checklist comprised of worksheets, activities and observations related to cognitive, physical, socio-emotional and self-help skills of the children for each component. Results revealed significant differences across all the domains of developmental readiness except in socio-emotional skills in terms of locale differences. Urban children scored better than rural children in majority of the domains of developmental readiness.Keywords
Developmental Readiness, Cognitive, Physical, Socio-emotional and Self-Help Skills.References
- Bell, M.A., & Wolfe, C.D. (2004). Emotion and cognition: An intricately bound developmental process. Journal ofChild Development, 75(2), 366-370.
- Cohen, J., Onunaku,N., Clotheir, S., &Poppe, J. (2005). Helping your children succeed: Strategies to promote early childhood social and emotional development. National Conference ofState Legislatures, 14,2-20.
- Colby, J., & Witt, M. (2000). School readiness: A conceptual framework. Pp 4-16. United Nations Children's Fund, New York.
- Kainth, G.S. (2016). Diagnostic analysis of elementary education scheme in rural Punjab. GuruArjan Dev Institute ofDevelopment Studies. Pp 57-72.
- NCERT (2005). Early childhood education evaluation package. The World Bank, New Delhi.
- UNICEF (2012). School readiness: A conceptualframework. United Nations Children's Fund, New York. Pp 37-45.
- Impact of Educational Therapy Programme on Mathematical Skills of Rural Children
Abstract Views :137 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development & Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development & Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 9, No 3 (2019), Pagination: 140-144Abstract
The present study was an attempt to see the impact of planning and implementation of educational therapy programme on mathematical skills of school children. The sample for the study consisted of 15 teachers and30 children of class II from the rural private schools of Ludhiana district. Self Structured Cognitive Abilities Assessment Checklist were used to assess teachers' cognitive abilities to design educational therapy programme for children, Raven's Coloured Progressive Matrices (Raven, 1965) was used to assess the intellectual abilities of the children and Self Structured Mathematical Skills Checklist was used to assess different mathematical skills of children. Rural teachers who showed high level of application level of cognitive abilities were selected to plan and design educational therapy programme for children with mathematical difficulties which was implemented for three months. Pre-intervention results revealed that children were in low and medium level of mathematical skills and none of the child was in high level. Post- intervention results revealed that rural children of class II shifted to medium and to high level and none of the child remained in low level of mathematical skills. Further, dimensionwise analysis revealed that the mathematical skills were improved in each dimension indicating that children were better able to perform in number facts, place value, addition, subtraction and counting. Hence, the educational therapy programme significantly enhanced the mathematical skills of rural children..Keywords
Cognitive Abilities, Intervention, Mathematical Skills, Educational Therapy Programme.References
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- Gersten, R., Jordan, N.C., & Flojo, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293304.
- Gloria, J., Kelanang, P., & Zakaria, E. (2012). Mathematics difficulties among primary school students. Advances in Natural and Applied Sciences, 6, 1-7.
- Grissemier, D., Grimm, K. J., Aiyer, S. M .,Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46(5), 1008-1017. doi:10.1037/a0020104.
- Hein, J., Bzufka, M. W., & Neumarker, K. J. (2000). The specific disorder of arithmetic skills. Prevalence studies in a rural and an urban population sample and their cliniconeuropsychological validation. European Child Adolescent Psychiatry, 9, 87-101.
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- Legall, L.M.H. (2010). Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educationalgovernment secondary schools in North Trinidad. Master's Thesis. The University ofthe West Indies.
- Maruyama, M., Pallier, C., Jobert, A., Dehaene, S.,& Signan, M. (2012). The cortical representation of simple mathematical expression. Neuropsychology, 16, 14441460.
- National Achievement Survey (2017). District Report Cards. Educational Survey Division Coordinator, NCERT, New Delhi.
- Raven, J.C. (1969). Coloured progressive matrices. London: H K Lewis publishing Co.
- Schopman, E.A.M., Van-Luit, J.E.H., & Van de Rijt, B.A.M. (1996). Learning and transfer of preparatory arithmetic strategies among young children with developmental lag. Journal of Cognitive Education, 5 , 117-131.
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- Sylvia, K. (2009). Early childhood matters: Evidencefrom the effectivepreschool and primary education project. London: Taylor and Francis.
- Van-Luit, J. E. H., & Schopman, E. A. M. (2000). Improving early numeracy of young children with special educational needs. Remfrey is a Special Education, 21,27-40.
- Assessment of Academic Anxiety among High and Low Achievers of Senior Secondary Classes in Private Schools of Ludhiana City
Abstract Views :225 |
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Authors
Alka Dixit
1,
Deepika Vig
2
Affiliations
1 Research Scholar, Department of Human Development & Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
2 Head of Department, Department of Human Development & Family Studies, Punjab Agricultural University Ludhiana, Punjab, IN
1 Research Scholar, Department of Human Development & Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
2 Head of Department, Department of Human Development & Family Studies, Punjab Agricultural University Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 12, No 1 (2022), Pagination: 58-62Abstract
The world has become a place of great unnatural competition and academic achievements are seen as a bench mark of success in student's life. This bloodshed competition to achieve greater success and brighter future makes students more anxious, nervous worried, and sometimes extremely stressed and depressed too. Students with high levels of anxiety show passive attitude towards studies, lack of concentration and confidence, reduced memory span and poor reasoning abilities. The present study is planned to assess and the levels and found the difference in perception of academic anxiety among 240 high and 240 low achievers of class 11th and class 12th. To fulfill the purpose of the study, six private schools from two Zones of Ludhiana city were selected. Academic Anxiety Scale developed by Siddique and Rehman (2017) was used to assess the academic anxiety of selected high and low achievers.Keywords
academic anxiety, high achievers and low achieversReferences
- Bihari, S. (2014). Academic anxiety among secondary students with reference to gender, habitat and types of schools. International Journal of Education and Psychological Research,3(4),30-32.
- Bhaviskar, M., Phalke, V., & Phalke, D. (2013). Depression, anxiety and stress: A comparative study in arts, science and commerce students from a rural area of India. Global Res Analysis. Pp. 181-190.
- Huberty, T. J. (2009). Test and performance anxiety. Principal Leadership, 10(1), 12-16.
- Neelam (2013). Academic achievement of secondary school students having differential level of academic anxiety. International Journal of Behavioral Social and Movement Sciences, 2(2), 117-123.
- Thakur, S., & Kumar, A. (2015). Academic anxiety among adolescents in relation to socio-emotional school climate. International Journal of Science and Research, 4, 20-24.
- Siddiqui, M.A., & Rehman, A. (2017). Academic Anxiety Scale. H. P. Bhargawa Book House, Agra.
- Spielberger, C. D. (1983). State trait anxiety. Mind Garden Inc, California.
- School Environment as Determinant of Mental Health among Rural Adolescents
Abstract Views :99 |
PDF Views:0
Authors
Affiliations
1 M.Sc. Student, Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana Punjab, IN
2 Principal Scientist, Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
3 Professor Cum Head, Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
1 M.Sc. Student, Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana Punjab, IN
2 Principal Scientist, Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
3 Professor Cum Head, Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 12, No 2 (2022), Pagination: 108-113Abstract
The present investigation was conducted to study the school environment as determinant of mental health among rural adolescents. The study was based on 200 adolescents (i.e., 100 boys & 100 girls). The sample was purposively selected from Government Senior Schools of Fazilka District. Self-structured general information sheet was prepared to collect the general information of the adolescents. Mental Health Battery by Singh and Gupta (2000) and School Environment Scale (Misra, 2012) were used to assess the mental health and school environment of the adolescents. Results revealed that majority of adolescents had average mental health and school environment. Boys were found to be significantly better than their counterparts as well as in overall mental health except in the dimension of emotional stability where girls were found to be significantly better than boys at high level. Significant gender differences were observed in creative stimulation and permissiveness dimension of school environment where boys scored better than girls. School environment was found to be positively and significantly correlated with adjustment, autonomy, intelligence dimensions as well as overall mental health of adolescents. Cognitive encouragement of school environment contributed positively and significantly towards the mental health of the adolescents.Keywords
Mental Health, School Environment and AdolescentsReferences
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- Association of Defense Mechanisms with Anxiety Depression and Stress Among Adolescents
Abstract Views :126 |
PDF Views:0
Authors
Affiliations
1 Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
1 Department of Human Development and Family Studies, Punjab Agricultural University, Ludhiana, Punjab, IN
Source
International Journal of Education and Management Studies, Vol 12, No 4 (2022), Pagination: 288-294Abstract
The present study was undertaken to examine the association of defense mechanisms with anxiety, depression and stress among adolescents. The total sample comprised 240 adolescents studying in class +1 and +2. The sample was selected randomly from Government Senior Secondary Schools of Ludhiana district of Punjab and equally distributed across two genders (males= 120 & females=120). Aself- structured personal information sheet, Defense Mechanisms Inventory (Mrinal & Singhal, 2012) and Anxiety, Depression and Stress Scale (Bhatnagar et al., 2020) were used to collect relevant information from the respondents. The results revealed that major proportion of adolescents were at high level of using defense mechanisms and only 5 per cent were at low level. Majority of adolescents had low level of anxiety, depression and stress. Furthermore, overall defense mechanisms were found to be non-significantly correlated with overall anxiety, depression and stress except one dimension of defense mechanisms, viz.,'Turning Against Object' which was found to be significantly and positively correlated with anxiety and stress among rural boysKeywords
adolescents, defense mechanisms, anxiety, depression, stress.References
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