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2013 - 20182
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Subject: Human Development and Family Studies × Author: Parvinder Kaur × Start date: 2005 × Type: Thesis ×
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    Interplay among metacognition, learning environment and self-regulation as determinant of adolescent academic achievement
    (Punjab Agricultural University, Ludhiana, 2018) Parvinder Kaur; Saini, Sarita
    The present study was undertaken to investigate the interplay among metacognition, learning environment and self-regulation as determinant of adolescent academic achievement. The sample comprised 400 respondents equally distributed over gender and locale drawn from randomly selected Government Senior Secondary Schools of urban and rural areas of Ludhiana and Moga districts of Punjab. A self-designed personal information sheet, Metacognitive Awareness Inventory (Schraw and Dennison 1994), Dundee Ready Education Environment Measure (Roff et al 1997) and Self-regulation Questionnaire (Brown et al 1999) were used to collect the relevant information from the respondents of the study. The results revealed that irrespective of locale, significantly more number of female respondents possessed high level of metacognition, were more self-regulated and perceived high level of learning environment in contrast to their male counterparts who were found to have moderate levels of metacognition, self-regulation as well as perceptions of their learning environment. Also, significant gender and locale-wise differences were observed in the mean scores of metacognition as females scored better than males and urban respondents scored better than rural respondents. Similarly, significant gender as well as locale-wise differences were observed in perceptions of ‘learning environment’ as male respondents scored better than their female counterparts and rural respondents reported better perceptions of their learning environment as compared to their urban counterparts. Metacognition was found to be significantly positively correlated with self-regulation as well as learning environment. However, no significant correlations were observed between learning environment and self-regulation. Metacognition, self-regulation and perceptions pertaining to overall learning environment were found to be significantly positively contributing towards the academic achievement of respondents.
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    GENDER DIMENSIONS OF THE ROLE OF EMOTIONAL AUTONOMY AS A RISK OR PROTECTIVE FACTOR FOR ADOLESCENT ADJUSTMENT
    (Punjab Agricultural University, Ludhiana, 2013) Parvinder Kaur
    The present investigation entitled “Gender dimensions of the role of emotional autonomy as a risk or protective factor for adolescent adjustment” was under taken to assess the contribution of emotional autonomy towards social adjustment of male and female adolescents in urban and rural areas. The study was conducted on 240 adolescents (120 urban and 120 rural) belonging to two parent intact families. The sample was further equally distributed over the two sexes (60 males and 60 females). Emotional Autonomy Scale was used to assess the levels of emotional autonomy among adolescents. For the assessment of social adjustment among adolescents, Social Adjustment Inventory was used. Results revealed that male as well as female adolescents highly perceived their parents as people, de-idealized from their parents at lower level, were more emotionally independent and were highly individualized. Males were significantly emotionally more autonomous as compared to females. Urban as well as rural adolescents highly perceived their parents as people as people, de-idealized from their parents at lower level, were less emotionally dependent and highly individualized. Urban adolescents were more emotionally autonomous as compared to the rural adolescents. Gender differences in emotional autonomy were stronger in rural adolescents as compared to urban adolescents. Locale –wise differences in emotional autonomy were stronger in females as compared to males. Males were found to be better socially adjusted and significantly more matured than females. Urban adolescents were better emotionally adjusted where as rural adolescents were more socially matured and socially better adjusted. Correlation between emotional autonomy and social adjustment was found to be significantly positive in most of the dimensions. Association between emotional autonomy and social adjustment was found to be stronger among rural adolescents as compared to urban adolescents. Rather than being a risk factor, emotional autonomy acted as a protective factor towards social adjustment of adolescents. Its contribution towards males’ adjustment was significantly greater as compared to females.