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2010 - 201722
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Subject: Human Development and Family Studies × End date: 2017 × Start date: 2010 ×
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    ThesisItemOpen Access
    Multiple intelligence in young adolescent boys
    (CCSHAU, 2017) Renu; Chhikara, Sudha
    There is challenge in the education field regarding the variation of student progress. No two individuals are alike in the universe. If any student wants to reach his or her goals or aims he or she has to meet many challenges like cognitive ability, efficient methods of learning, concentration, memory, intelligence, learning environment and the students progress. Children differ immensely in intelligence. Intelligence refers to capacity to learn with speed and accuracy, capacity to solve problems and capacity to adjust in the society. The study examined the level of Multiple intelligence in adolescent boys and related ecological factors. The present study was conducted in rural and urban area of Mahendergarh districts of Haryana state on 200 adolescent boys comprising 100 from rural and 100 from urban areas. Multiple intelligence level was assessed by using the multiple intelligence tool developed by Kaur, and chhilara (2006) Most of the respondents were found in average level of linguistic and musical intelligence. Majority of respondents were in above average level in the existential intelligence. Family type was found to be significantly associated with intrapersonal intelligence. Stay of grandparents had significant impact on interpersonal, intrapersonal, and existential intelligences. Area wise significant differences were observed for linguistic, existential intelligence. Some aspects of multiple intelligence-bodily kinesthetic, musical logical, interpersonal were significantly associated with caste, family size, family type. Variables of macrosystem namely exposure to mass media, discipline by parents and cultural settings were highly significant associated with linguistic, logical, bodily kinesthetic intelligence. There existed a significant difference in the level of intelligence among the students of both the areas. It was found that good home and school environment contributed in the development of multiple intelligence among adolescents. Significant association was found between family type, family size, family income, areas, mother and father education, caste of the adolescents which means that these factors contributed in the development of intelligence. Significant differences were observed in the pre and post testing scores of knowledge of parents regarding interpersonal intelligences.
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    ThesisItemOpen Access
    Depression among senior citizens residing in different living arrangements
    (CCSHAU, 2017) Rana, Shamli; Chandrakala Singh
    Ageing is the natural and inevitable phenomenon. Our society is undergoing rapid changes because of irreversible phenomenon of globalization, industrialization and rapid urbanization which eventually leading us towards family disintegration. The increasing number of nuclear families led to the ignorance towards our elderly in home. Depression occurs at old age as a result of isolation and emotional insecurity. It refers to a heterogeneous set of phenomenon ranging from simple mood swings to severe affective state. The study examined the level of depression among elderly residing in different living arrangements like living with family, without family and in institutional setting for e.g. old age home etc. The study was conducted in two districts namely Hisar and Bikaner from Haryana and Rajasthan respectively. The total sample consisted of 180 respondents i.e. 90 from each district. 30 respondents were selected from each living arrangements in both the districts. The Beck Depression Inventory was used to record the responses on depression occurrence. It was found that majority of respondents were economically dependent on their children followed by pension holders. The leisure time utilization was high among elderly residing in institutions and those living with family. Very few cases of borderline depression were found during the study. The health status of majority of respondents was average. The results reveal that elderly male is more likely to suffer depression as compared to female counterparts. The results related to correlation of depression with personal and socio-economic variables revealed that the living arrangements and age are significantly and positively correlated with depression, whereas gender and education status are significantly and negatively correlated with depression from personal variables. The media exposure variable is positively correlated with depression, that is, as the economic dependency and family support system increases, it decreases the depression. The study concludes that in respondents living without family there were high incidence of low leisure time utilization and high depression as compared to those residing in institutions or living with family.
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    ThesisItemOpen Access
    Temperament, interpersonal competence and sociometric status of 6-8 years old children
    (CCSHAU, 2011) Shahi, Veena; Balda, Shanti
    The present investigation was conducted in Hisar city of Haryana state. From Hisar city, two schools affiliated to CBSE and two schools affiliated to HBSE were selected at random. From each school 40 children were randomly selected. Total sample constituted of 160 children, their mothers, class teachers and classmates. Malhotra Temperament Schedule (Malhotra and Malhotra, 1988) was used to assess mothers’ perception of their children’s temperament. Interpersonal competence of selected children was assessed with the help of Social Problem-Solving Test (Rubin, 1988). Sociometric status of children was assessed with the help of a peer rating scale developed by Asher et al. (1979) and Nomination Measure (Moreno 1934) modified by Negi (1999). Results revealed that temperamentally boys were more energetic than girls. For interpersonal problem solving, most frequently used strategies by children were non-forceful in nature. Results also revealed that there were no gender differences in quantitative features of interpersonal social problem solving skills of boys and girls, but, significant differences were found for usage of quality of strategies. Girls produced greater proportion of non-forceful strategies as compared to boys; on the other hand, boys suggested greater proportion of forceful strategies as compared to girls. On the basis of sociometric scores, children were grouped under five categories of sociometric status. It was found that majority of children were classified under the average category, followed by popular, rejected, isolated, respectively. Only a few children could be classified under the controversial category. Acceptance criterion for majority of children was being supportive and cooperative. Majority of the children cited aggressive behavior as the main reason for peer rejection. Results revealed that temperamentally highly sociable, highly emotional and highly rhythmic children obtained greater quantitative scores and suggested greater proportion of non-forceful and lesser proportion of forceful strategies. While on the other hand, distractible children were likely to obtain lesser quantitative scores and suggested greater proportion of forceful strategies. On the basis of categories of temperament, results showed that children who fell in high categories of sociability, emotionality and rythmicity were more likely to be accepted and positively rated and less likely to be negatively nominated by their peers than their counter parts who fell in low and intermediate categories of these temperamental dimensions. Children who were high in distractibility received greater scores on peer rejection. Correlations between sociometric scores and social problem solving scores revealed that accepted and highly rated children suggested greater number of strategies and greater number of categories of strategies. Also, these children suggested more relevant strategies and different alternatives and non-forceful strategies. While reverse was true for peer rejection. Peer rejected children suggested greater proportion of forceful and lesser number of non-forceful strategies in interpersonal problem solving tasks with their peers. Rejected and controversial children were more aggressive and impulsive as compared to other categories of sociometric status.
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    ThesisItemOpen Access
    Intervention programme for visualmotor integration skills of slow learner children
    (CCSHAU, 2011) Saini, Renu; Sangwan, S.
    The present study was conducted in rural and urban Hisar. Rural study was conducted in government schools of Mirkha, Bhojraj (block-I), Choudrivas and Muklan (block-II) villages of Hisar district and urban study was conducted in Buniyad School, Vishwas School, Bal Vidya Niketan School and Modern School of Hisar city. Eighty slow learner (70-90 IQ) and forty normal (90 and above IQ) children in the age group of 10-14 years were selected as rural sample. In same way 80 slow learners and 40 normal children were selected from urban area. Finally, 160 slow learner and 80 normal children were constituted as sample. The slow learners were further assigned to experimental (40) and control (40) group each for rural and urban area. The present study has come out with the development and implementation of intervention programme on visual-moor integration skills (VMIS) of slow learner, after assessing the existing level of slow learner children on VMI skills. Slow learner performed poorly as compared to normal children. Urban slow learner and normal children performed better than rural ones in VMI skills. Also, male slow learner and normal children performed better than female children in VMI Skills. The study has also attempted to provide an outline of factors affecting visual-motor integration skills of children. VMI skills of children were not affected by physical development status (height, weight). Significant association was found between VMI skills and home environment, school environment, personal and socio-economic status of children. To a large extent intervention programme enhanced, the visual-motor integration skills of slow learners. There was significant improvement in the mean score of slow learner after giving intervention programme. The study demands awareness on the part of family members, school teachers and all those who concerned with children to explore and enhance visual-motor integration skills of slow learners.
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    ThesisItemOpen Access
    Assessment of multiple Intelligence of school going boys
    (CCSHAU, 2017) Priyanka; Chhikara, Sudha
    A person can be most successful in a profession when the same is according to his or her abilities and interest. The different domains and disciplines valued by different cultures exert a tremendous influence over how one's intelligences develop, and to what extent they are mobilized. Focus these days is on designing educational experiences for students that demonstrate and explore how they are smart in the synergistic environment of a community of learners. The present study was accompanied with the aim of assessing the multiple intelligence levels of school going boys and to study the cultural differences in the levels. For this, 200 boys in age group of 6-8 years from rural and urban areas of Fatehabad district of Haryana state were selected. The data were collected with the help of standardized Multiple Intelligence Tool and a questionnaire for human ecological factors by Dabas, R. 2000. The results of the investigation elucidated that majority of the respondents were found to be having average levels of intelligence for all the nine components of multiple intelligence. Significant differences were observed in the mean scores of boys from urban area for linguistic, logical-mathematical, intrapersonal, naturalistic and existential intelligences whereas in rest of the intelligences i.e. Musical, Bodily Kinesthetic, Spatial, Interpersonal, no significant variations across rural and urban setting emerged. The results explained that all the aspects of multiple intelligence were significantly associated with human ecological factors of the respondents.
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    ThesisItemOpen Access
    Assessment of multiple intelligence of school going girls
    (CCSHAU, 2017) Mintu Rani; Chikkara, Sudha
    Multiple Intelligence (MI) refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. However, traditional IQ tests, while still given to most school children, are increasingly being challenged by the Multiple Intelligence movement. Present study was conducted on 200 girls in 6-8 years age group from rural (100) and urban (100) areas of district Fatehabad of Haryana State. Tools used for data collection included questionnaire cum- interview schedule and multiple intelligence tool to measure nine components of multiple intelligence both developed by Dabas (2000). Results revealed that most of the respondents from both rural and urban areas were in average level category for all the components of multiple intelligence except for bodily kinesthetic intelligence in urban area as they were in below average category. The parents of most of the respondents were not much qualified and had Rs. 10901-20,000 level of income per month and had nuclear families. Further it was observed that few variables such as father’s education and residential surroundings from microsystem are significantly associated with interpersonal, naturalistic and bodily kinesthetic respectively. Exosystem variables and variables from macrosystem were significantly associated with linguistic, bodily kinesthetic, spatial, naturalistic and existential components of intelligence. Results also revealed that teachers need trainings, guidance and counseling to adopt multiple intelligence approach for classroom teaching as they themselves are not much aware about multiple intelligence.
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    ThesisItemOpen Access
    Multiple intelligence among young adolescent girls
    (CCSHAU, 2017) Sheoran, Sumit; Chhikara, Sudha
    The present study was conducted with the aim of assessing type and existing level of multiple intelligence among young adolescent girls and to delineate the human ecological factors affecting Multiple intelligence. For this, 200 respondents in the age group of 12-14 years from both rural and urban areas of Mahendergarh district of Haryana state were selected. The results elucidates rural respondents were in above average level in musical, visual spatial, naturalistic and existential intelligence while urban respondents were in visual spatial, intrapersonal and existential intelligence. Significant differences were observed for logical mathematical, bodily kinesthetic and intrapersonal intelligences on the basis of age group. In case of logical mathematical, musical, bodily kinesthetic, visual spatial, interpersonal, intrapersonal, naturalistic and existential intelligences adolescent girls of government schools performed better. Adolescents from small sized families were better in linguistic, musical, bodily kinesthetic, visual spatial, interpersonal, intrapersonal and existential intelligences. Adolescents whose mothers were businesswomen were higher in linguistic, logical mathematical, musical, bodily kinesthetic, visual spatial, interpersonal, intrapersonal and existential intelligence. Similar pattern was observed for the respondents who were having average school environment and relationship with their teachers. Significant differences were found in musical, bodily kinesthetic, visual spatial, interpersonal, intrapersonal, naturalistic and existential intelligence of respondents whose fathers were in service. The same pattern was followed by the respondents who were having good relationship with their peers. Adolescents from backward class were better in logical mathematical, musical, interpersonal, intrapersonal, naturalistic and existential intelligences. Significant differences for linguistic intelligence, logical mathematical intelligence, bodily kinesthetic intelligence and existential intelligence were observed on the basis of family income. Cultural settings of the respondents were significantly associated with linguistic intelligence. Logical mathematical intelligence of respondents was significantly associated with family size, parental education, monthly family income and residential location. Family size, parental education, residence location, father’s occupation, relationship with the peers and cultural settings were observed to be significantly associated with interpersonal intelligence of the respondents’. Significant differences were observed in the pre and post testing of parents regarding linguistic, musical, bodily kinesthetic and naturalistic intelligences.
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    ThesisItemOpen Access
    Genetic and environmental Influences on the personality of preschool twins
    (CCSHAU, 2016) Poonam Rani; Dhanda, Bimla
    Genetic and environmental influences on personalitytraits of twins from five cultural of state Haryana were assessed. A sample of 200 pairs of twins in the age groups of 3-6 years were shorted out from already identified twins from five cultural zones. Personality traits were assessed with the helpof Five Factor Personality Questionnaire (Cathy, 2011). Regarding personal profile of the respondents, the results revealed that most of the twins were boys having one sibling and second ordinal position. Majority of the twins were living in joint family with large family size. With regard to parental education, highest percentage of twins were having their fathers educated above matriculation but were farmers. Where as mothers were educated upto middle school that was the reason they were homemakers. Result on the twins indicated that all the traits, namely, agreeableness, extraversion, neuroroticism, conscientiousness and openness were found to make significant difference in personality traits of twins on the basis of standard calculation. The heritability estimates shown a great role of genes in framing the overall personality of monozygotic twins.The associations of personality traits were significantly related to mother education, father education, and family income in Mewat zones. Preschool and home were also leading factors for personality differences in twins of all cultural zones.
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    ThesisItemOpen Access
    Psycho-social dimensions of disabled and normal male adolescents
    (CCSHAU, 2012) Pant, Kusha; Dhanda, Bimla
    The growth and development of a nation also, to a large extent, depends on the self-concept, aspiration and educational aspiration in disabled adolescents and their role in nation building. In view of the same, the present study was framed. The broad objective was to study the psycho-social dimensions (self-concept, adjustment and educational aspiration) of disabled and normal male adolescents. The study was conducted in the two cities of Haryana state i.e. Hisar and Gurgaon. Total sample size included 400 male adolescents (200 disabled male adolescents and 200 normal male adolescents). Children’s Self-Concept Scale developed and standardized by Ahluwalia (1980) was taken as an instrument to assess the self-concept of adolescents. For assessing the adjustment pattern of adolescents, Adjustment Inventory for School Students (2007) by Sinha and Singh was used. To assess the level of educational aspiration of adolescents, Level of Educational Aspiration Test by Khan (2010) was used. Home Environment Inventory by Misra (1989) was used to measure the psycho-social climate of home as perceived by adolescents. School Environment Inventory by Misra (2002) was used to measure the psychosocial climate of schools as perceived by the pupils. The scale, Generalized Self-Efficacy Scale by Schwarzer and Jerusalem (1995), was applied to assess a general sense of perceived self-efficacy. Comparison of the psychosocial dimensions (self-concept, adjustment and educational aspiration) of normal and disabled adolescents indicated that significant differences existed between the two groups. Self-concept, adjustment and educational aspiration of normal adolescents were significantly better than the disabled adolescents. Further, psycho-social dimensions of adolescents were found to be positively and significantly correlated to each other and, self-concept was found to be considerable in improvement of adjustment and educational aspiration of adolescents, irrespective of their abilities. Results indicated no association of age with the psycho-social dimensions in case of normal adolescents whereas, in case of disabled adolescents except educational, no association was found with rest of the psycho-social dimensions. Birth order was also not found associated with psycho-social dimensions. It was identified that ‘type of family’ matters as it affected the self-concept and educational aspiration of normal adolescents and adjustment of disabled adolescents. Investigation across size of the family disclosed that family size did influence the self-concept, adjustment and educational aspirations of normal adolescents, but not of disabled adolescents. Results further exposed that significant association existed between psycho-social dimension and family income, school achievement, number of siblings, educational status of parents and father’s occupation. Mother’s occupation of normal adolescents was found to be significantly associated only with self-concept. Analysis disclosed that psycho-social dimensions of adolescents were found significantly associated with the selfefficacy, home environment and school environment including all their sub-aspects. In conclusion, this study provides evidence that psycho-social dimensions (self-concept, adjustment and educational aspiration) are an integral part of an individual, especially, in the transitional adolescence years. Special attention in this context should be directed towards disabled adolescents, as these dimensions affect them significantly.