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    Academic Motivation and Academic Self Concept among Elementary School Children in Haryana and Bihar
    (CCSHAU, Hisar, 2021-02) Arti Kumari; Sangwan, Sheela
    The study was conducted in Hisar and Rohtak districts of Haryana and Darbhanga and Madhubani districts of Bihar. A list of elementary schools having classes of std 6th to std 8th was prepared from all the selected districts of Haryana and Bihar state and the sixteen schools were selected at random from it. The subjects were 400 and they were from 16 schools, 200 children from each state (two governments and two private). Self – prepared questionnaire was used to delineate socio-personal variables. For dependent variable Academic Motivation scale (AMS) by Vallerand et al. (1992) and Academic Self Concept Scale by Kamble and Naik (2013) were used to study the nature of elementary school children’s academic motivation and academic self concept. For study psychological variables of them Peer Relation Scale by Rigby and Slee (1993) was used. The research findings indicate that in Haryana state most of the elementary school children had an average level of all dimensions of academic motivation and academic self concept while in Bihar majority of respondent had good levels of academic motivation and academic self concept. The elementary school children residing in urban areas had higher levels in all dimensions of academic motivation and academic self concept in Haryana and Bihar. State wise, it was found that elementary school children of Bihar were significantly better in most of the dimensions of academic motivation and academic self concept. Age, class, gender, maternal education, paternal education, maternal occupation, paternal occupation and family monthly income and previous classes’ marks had significant association with their academic motivation and academic self concept. Academic motivation and academic self concept was significantly negative correlation with bullying and victimization while pro-social behavioure had significantly positive correlation with students’ academic motivation and academic self concept in both the states. The regression analysis of elementary school children in Haryana and Bihar states showed that gender, family income, ordinal position, paternal education and maternal education comes out as significant predictor of the academic motivation and academic self concept of the elementry school children in both states. Age, gender and area wise significant differences were noticed in all dimensions of academic motivation and academic self concept of the elementry school children among experimental group in both states after the execution of intervention program as compared to their counterparts. Overall, academic motivation and academic self concept of elementry School children got enhanced significantly in both Haryana and Bihar states after completion of intervention program.