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ThesisItem Open Access Emotional Intelligence and self- esteem of adolescents(CCSHAU, 2018) Basanti; Sangwan, SantoshThe present study was undertaken in Hisar district of Haryana state. The objective of the study was to assess level and to identify factors affecting emotional intelligence and self esteem. Two schools i.e. Campus and Vishwas Senior Secondary School of Hisar city were selected randomly and two senior secondary schools of Kaimri from Block-I and Rawalwas from Block-II, Govt. School were selected. A sample of 120 rural and 120 urban respondents including equal number of males and females of 14-16 year age were taken, thus to make a total sample of 240 adolescents. Majority of males and females living in rural area had normal level of emotional intelligence followed by above average and below average. Similar trend was observed for urban respondents. Main finding revealed that regardless of locale, self-esteem of majority of adolescents was high followed by negative and balanced. Study further pointed out that irrespective of gender, self-esteem of majority of males and females was positive followed by negative and balanced. There were significant differences in emotional intelligence of rural, urban and in total sample on the basis of self-esteem. Positive and significant relationship existed between self-esteem and emotional intelligence of children. Children whose fathers and mothers were more educated had high personally and socially perceived self-esteem then those whose parents were less educated. Children form high income families had high self-esteem than those from low and middle income families. Regression analysis revealed significant positive interaction between socio-economic variables and socially perceived self-esteem of children indicating that socio-economic variables are strong predictor of personally and socially perceived self-esteem and emotional intelligence.ThesisItem Open Access Parental aspiration and academic stress among adolescents(CCSHAU, 2018) Pinki; Duhan, KrishnaAcademic stress is a mental discomfort with respect to some expected frustration related with academic failure. Parents which serves as first school for the child appears to be an important source of rising expectation, therefore the study was conducted to examine the relationship of socio-personal variables, parental aspiration and academic resilience with academic stress. The study was undertaken in Hisar district of Haryana state in govt. and private schools of Hisar city and Kharkara village on 200 adolescents of arts and science stream. The sample represents equal number of boys and girls ranging in 16-18 years of age group comprising equal sample size with regards to area of residence and stream of education. Parental aspiration scale by Grover and Grover (1987) was used to assess perceived parental aspiration of respondents, academic resilience scale by Mallick and Kaur (2015) was used to assess academic resilience, mental health inventory by Jagdish and Shrivastva (1983) to assess mental health and academic stress scale by Rao (2012) was used to assess academic stress of respondents. The finding elucidates that urban respondents perceived higher parental aspiration and had more academic resilience than rural respondents. The results further highlighted that female respondents perceived higher parental aspiration and had low academic resilience than their counterparts. With regards to mental health, results portray better mental health of urban respondents than rural respondents. Results further revealed that urban respondents face more academic stress than rural respondents. Results further pinpointed that ordinal position, occupation of mother, parent’s income and academic resilience of the respondents was significantly and negative correlated with academic stress. Parental aspiration and parent’s education was significantly and positively correlated with academic stress.ThesisItem Open Access Self-esteem, achievement motivation and academic performance of high school children(CCSHAU, 2018) Priyanka; Balda, ShantiSelf-esteem refers to person's beliefs about his or her worth and value. Self-esteem is important because it influences individual's decisions. Achievement motivation is described as the need for performing well or the motivated for success and evidence by persistence or effort in the facing the difficulties. Academic performance as well as achievement both is the outcomes of education and the extent from which a student, teacher and the institution has accomplished their educational goals. The present study examines the relationship between self-esteem, achievement motivation and academic performance of high school children. The study was conducted in Hisar city and rural area of Hisar district. Total sample constituted of 240 adolescents, 120 from rural area and 120 from urban area, representing both the sexes in equal number. Self-prepared interview schedule was used to collect information on personal and socio-economic variables. Self- Esteem Inventory (Prasad and Thakur, 1977) was used to assess self-esteem of children. Rao‟s Achievement Motivation Test (Rao, 1974) was used to assess achievement motivation of children. For academic performance, percentage of marks secured in previous three examinations was obtained from school records. The results revealed that maximum percentage of high school children belonged to moderate category of personally perceived and socially perceived self-esteem. Irrespective of area of residence and sex of children, self-esteem of majority of high school children was high followed by negative and balanced. Majority of children had moderate level of achievement motivation. Majority of children from both the areas belonged to above average category of academic performance. There existed significant positive correlations between self-esteem (personally perceived and socially perceived) and achievement motivation and academic performance of children. Children with balanced and high self-esteem had high achievement motivation and performed better in academics than those with negative self-esteem. Results further revealed that socio-economic status of family was strong predictor of self-esteem and achievement motivation of children.ThesisItem Open Access Quality of life and adjustment pattern among senior citizens(CCSHAU, 2018) Sunita; Sangwan, SheelaThe study was conducted in Hisar district of Haryana state purposively selected. For the rural sample 200 senior citizens of age group 60-70 years were selected. Hisar city was purposively selected and total 200 senior citizens were included in the study for urban sample, thus included total 400 senior citizens from both rural and urban area. Majority of senior citizens in both rural and urban area were in 60-65 years age group. Above fifty percent of urban senior citizens were having up to 4 family members Majority of senior citizens were married, living with husband-wife with one child. Female senior citizens were housewife whereas; males were ex-service man and farmers. Maximum numbers of urban and rural senior citizens were in medium category in all aspects of physical, psychological, level of independence, social relationship, environment, spirituality domains and overall quality of life and all areas of adjustment pattern. Significant differences were observed in all domains of quality of life except physical domain of urban and rural senior citizens. Quality of life and adjustments of younger senior citizens were better as compared to older senior citizens. There were significant differences in home, marital, emotional and financial areas of adjustment pattern of urban and rural senior citizens. Physical domain, psychological domain, level of independence domain, social relationship domain and environment domain of quality of life was significantly associated with area of residence of senior citizens. Overall quality of life was significantly associated with area of residence, occupation of male, marital status and annual income. Health and marital adjustment pattern was positively significantly correlated with occupation of senior citizens. Overall adjustment pattern was positively significantly correlated with family type and living arrangement of senior citizens. More number of rural senior citizens was in high category of depression as compared to urban senior citizens. Significant differences were observed in depression in between urban and rural area senior citizens. Depression was negatively and significantly correlated with all the domains of quality of life of senior citizens. To improve the quality of life of senior citizens some strategies were framed for all the domains of quality of life and adjustment pattern.ThesisItem Open Access Parental encouragement and educational aspiration of high school children in Hisar and Udaipur city(CCSHAU, 2018) Katara, Nootan Shambhulal; Balda, ShantiParental encouragement is a general process taken up by parents for directing the behaviour of children. Educational aspirations are the standards of education that an individual sets for his educational goals realistically in relation to his physical and mental attributes and in accordance with his environment. Parental encouragement is a powerful intervening variable affecting children’s educational aspirations. The study examines the influence of parental encouragement on educational aspirations of high school children. The present study was conducted in Hisar city of Haryana and Udaipur city of Rajasthan state on 240 students comprising 120 from Hisar and 120 from Udaipur city. The sample represented equal number of boys and girls ranging in 13-16 years of age group. Parental encouragement level was assessed by using Parental Encouragement Scale by Sharma (1997). Educational aspiration was assessed by Educational Aspiration scale by Sharma and Gupta (2015). The results revealed that majority of children received moderate level of parental encouragement irrespective of area of residence, sex of child and affiliation of their school to educational board. Maximum number of children had moderate level of educational aspiration irrespective of area of residence, sex of child and affiliation of their school to educational board. The results elucidated significant relationship between parental encouragement and educational aspiration of children. The regression results also revealed that parental encouragement is strong predictor of educational aspiration. The study further unveils that there was no association between educational aspiration and area of residence, sex of child, caste, affiliation of their school to educational board and family type. Study highlighted significant relationship between educational aspiration and age, ordinal position, number of siblings, parental education and occupation, family size and family income. Simple factorial ANOVA for educational aspiration by paternal education, maternal education, income and family size with covariates (parental encouragement, area and educational board) revealed that when all independent variables entered simultaneously, results revealed ANCOVA model was significant. Combined effect of covariates and combined effect of paternal education, maternal education, income and family size were significant.ThesisItem Open Access Ecological perspectives of bullying and victimization in school children(CCSHAU, 2018) Saini, Varsha; Balda, ShantiThe present research study was conducted in Hisar district of Haryana state. From Hisar city, two schools were selected at random to select urban sample. For rural sample, three schools were selected from Ladwa village of Hisar Block II. At stage 1, five hundred children were selected from Hisar city and 570 children were selected from Ladwa village (total 1070 children) from 6th to 10th classes. These children were assessed for bullying and victimization. Twenty rural and 20 urban teachers also participated in the study. Teachers provided information on nature and extent of different forms of bullying and places of bullying in schools. Two hundred bully-victims were identified to study ecological perspectives of bullying and victimization in school children. Out of these 76 per cent were boys and 24 per cent were girls. Results of the present study revealed that majority of the children were involved in mild bullying, victimization and bullying-victimization followed by moderate and severe categories. Majority of teachers (82.50%) reported that sexual harassment and deliberate exclusion (67.50%) were rarely observed in schools; 42.50 per cent mentioned that namecalling is observed occasionally. Equal percentage of teachers mentioned that physical bullying and cruel teasing (52.50%) was fairly often seen in schools. Peer nominated aggression and victimization scores were greater for severe categories of bullies, victims and bully-victims as compared to mild and moderate categories. These children perceived their parents' parenting practices less authoritative and more authoritarian and permissive. Severe categories of bullies, victims and bully-victims were exposed to more violence and violent behavior as compared to other categories. Boys were more involved in bullying-victimization in comparison to girls. Results clearly indicated was significant association between extent of bullying, peer-victimization, bullying-victimization and personal and socio-economic variables of bully-victims. Social skills were related to bullying and victimization behavior of children. Severe bully-victims were poor in social skills as compared to mild and moderate categories. Teachers used different strategies to cope with bullying and victimization in school children.ThesisItem Open Access Adjustment among college youth in relation to intelligence and socio- emotional maturity(CCSHAU, 2018) Parminder Jeet; Duhan, KrishnaThe present study was undertaken in Hisar district of Haryana state. Three technical and three non- technical institutions were selected from 3 blocks which were selected purposively from Barwala , Adampur and Hansi block were selected as per the demand of study. A study was undertaken on a sample of 600 respondents in the age range of 19-21 years which comprised 300 respondents of technical institutions and 300 respondents of non- technical institutions. Socio-emotional maturity, general intelligence, home environment, college classroom environment , college adjustment and adjustment scale developed by Social Maturity Scale Rao, 1986, Singh and Bhargava 1991, Test of General Intelligence by Mishra (1971), Home Environment Scale by Mishra (1983), College Classroom Environment scale (CCES) by Winston et al., (1989) Adjustment Inventory for College youth (AICS; Sinha and Singh, 1995) and College Adjustment Test (CAT: Pennebaker 2013) was used to assess the socio- emotional maturity and general intelligence and impact of home environment, college environment and socio-economic variables on adjustment. The finding revealed significant differences in all aspects of social maturity, Significant positive correlation existed between respondent’s college environment and adjustment. Whereas there was a non- significant correlation was observed between respondent’s general intelligence with adjustment of respondents of technical and non- technical institutions. The results further revealed positive and significant impact of home environment, college environment and socio-economic variables on adjustment of respondents.ThesisItem Open Access Intervention programme for depression management among adolescents(CCSHAU, 2018) Chopra, Rupika; Sangwan, SheelaThe study was conducted in Hisar district of Haryana state on adolescents studying in 10th, 11th and 12th classes including boys and girls. To draw the sample, two villages namely Arya Nagar and Behbalpur were randomly selected to represent the rural sample and for urban sample, Government senior secondary schools of Patel Nagar and Satrod from Hisar city were randomly selected. The final sample included 500 adolescents i.e., 250 adolescents form urban area and 250 adolescents from rural area. The instruments used for data collection were the Kovacs’ Children Depression Inventory (2003), Rigby and Slee’ Peer – Relationship Questionnaire (1993), Sarson’ Social – Support Questionnaire (1987), Rosenberg’s Self – Esteem Scale (1989) and Family Relationship Inventory (1987). Independent sample t – test, Z – test, one – way ANOVA, correlation and paired ‘t’ test were used to analyze the data. The results showed that majority of the respondents were males and female adolescents were good academic achievers. More than half of adolescents’ families were nuclear in structure and medium sized from low family income group. Results for depression showed that female and urban adolescents reported higher negative mood, interpersonal problems, feelings of ineffectiveness, anhedonia, negative self – esteem and overall depression. Bullying and victimization behavior was slightly more in males residing in urban area whereas female adolescents from rural area reported more pro – social skills. Male adolescents from rural area perceived more social – support. Social – support quantity (SSQN) had negative correlation with depression and its all aspects. Female adolescents had good self – esteem and self – esteem was negatively significantly correlated with all aspects of depression and overall depression. Regarding the results for family relationship, study highlighted that urban adolescents perceived more parental acceptance whereas, rural adolescents perceived more parental concentration. Male adolescents perceived paternal avoidance more than female adolescents. Parental acceptance and concentration was negatively significantly correlated, whereas parental avoidance was positively significantly correlated with depression. Results envisages the significant differences in negative mood, interpersonal problems, feelings of ineffectiveness, anhedonia, negative self – esteem and overall depression among adolescents of experimental group after execution of intervention programme. Depression was significantly reduced in adolescents residing in rural as well as urban area at post – testing stage, thus showing the impact of intervention programme applied on them.ThesisItem Open Access Multiple intelligence in young adolescent boys(CCSHAU, 2017) Renu; Chhikara, SudhaThere 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.