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Thesis

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2017 - 20185
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Subject: Human Development and Family Studies × End date: 2018 × Start date: 2010 × Type: Thesis × Thesis Type: Ph.D ×
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Now showing 1 - 5 of 5
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    ThesisItemOpen Access
    Role of visual perception and writing readiness intervention in remediating handwriting skills of urban school children
    (Punjab Agricultural University, Ludhiana, 2018) Chanu, Hijam Laxmi; Vig, Deepika
    The present study was an attempt to investigate the role of visual perception and writing readiness intervention in remediating handwriting skills of urban school children. The total sample for the study consisted of 60 children of grade 3 from the public schools of Ludhiana city. Raven’s Coloured Progressive Matrices (Raven 1965) was used to assess the intellectual abilities of the children, Occupational Therapy Screening Test (Lilley 2006) Set A and B were used to assess the handwriting and sub-skills of visual perception respectively. Writing Readiness Assessment Tool was used to assess different pre-writing skills. Need-based individualized remedial intervention programme based on multisensory, visuo-motor integration and cognitive approaches was developed to improve handwriting legibility of children. Efficacy of the developed programme was tested by comparing pre and post-intervention scores of children. The automaticity level was assessed by comparing the sustainability of the improved scores achieved by each child during post-intervention-II testing. The results revealed that percentage of boys with poor handwriting were more as compared to girls. Pre-intervention scores revealed that more than half of the children with poor handwriting skills were found to have poor visual perception and writing readiness skills followed by average and good level. Out of all the sub-skills of visual perception ‘Visual Motor Integration’ followed by ‘Visual Discrimination’ were found to be the poorest among such children. However, after intervention, significant improvement was found in these skill. The results also revealed that out of all the dimensions of writing readiness, ‘Moving from freedom to confinement’ was found to be poorest in children with poor handwriting. Similarly, intervention improved the writing readiness skills of children as only 8.33 per cent of children remained in poor category after receiving intervention. Majority of the children achieved automaticity in average and good level of performance in both the visual perception and writing readiness skills. In all the five sub-skills of visual perception and dimensions of writing readiness 100 per cent automaticity was maintained by the students at average and good level respectively.
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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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    ThesisItemOpen Access
    Contribution of personality attributes in adolescent adjustment at orphanages, single parent families and intact families
    (Punjab Agricultural University, Ludhiana, 2018) Upreti, Rashmi; Sharma, Seema
    The present study explored the contribution of personality attributes in adolescent adjustment at orphanages, single parent families and intact families. The sample comprised of 300 respondents in the age group of 14-16 years, from the four selected cities of Punjab (Ludhiana, Jalandhar, Patiala and Hoshiarpur). Hundred school going adolescents were from the selected orphanages and 100 adolescents were selected under both single parent families and intact families from the government schools. The sample was equally distributed across both the genders (50 each). A self-designed Personal Information Sheet, Emotional Maturity Scale (Singh & Bhargava 2012), Social Maturity Scale (Rao 2011), Coopersmith Self Esteem Inventory (Coopersmith 1981), Perceived Loneliness Scale (Jha 2015) and Bell’s Adjustment Inventory (Ojha 2013) were used to collect the data. The results revealed that adolescents living with intact families were more emotionally mature, whereas, orphans were less socially mature and less adjusted. Girls of intact families were found more emotionally and socially mature than boys. Whereas, boys from intact families experienced significantly higher self esteem. However, boys living in intact families reported more adjustment problems. Overall emotional maturity of girls belonging to orphanages was positively correlated with the adjustment. Furthermore, total social maturity of boys from single parent families exhibited positive relationship with adjustment. Whereas, overall social maturity of girls living in orphanages and intact families projected a positive relationship with the adjustment. A significant positive correlation between overall self esteem and adjustment was reported only by the boys of single parent families. Emotional maturity, self esteem of girls and social maturity, self esteem of boys from single parent families contributed significantly towards adjustment. Whereas, social maturity of girls from both orphanages and intact families made significant contribution for their adjustment.
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    Individual and Contextual Traits as Determinants of Delinquency amongst Juveniles
    (Punjab Agricultural University, Ludhiana, 2017) Sharma, Neha; Sharma, Seema
    The present study was undertaken to investigate the individual and contextual traits as determinants of delinquency amongst juveniles. The sample comprised of 120 respondents in 16-18 years of age range, selected from observation homes of six districts, from three cultural zones of Punjab. Further the sample was distributed over two sexes i.e. 80 juvenile delinquent boys and 40 juvenile delinquent girls. A self structured sheet was used to procure information regarding the socio-personal status of the respondents. Other scales used to collect the relevant information for the study were: Eysenck’s Personality Questionnaire (Eysenck and Eysenck 1975), Cognitive Style Inventory (Jha 1985), Social Maturity Scale (Rao 1986), Emotional Maturity Scale (Singh and Bhargava 1990), Children’s Perception of Parenting Style (Pyari and Kalra 2005), Peer Pressure Scale (Saini and Singh 2012). The results revealed that majority of respondents reported accepting, overprotective and autocratic type of parenting styles. Most of the delinquents had shown psychotic and introvert personality and the most common cognitive style among delinquents was undifferentiated style. Low levels of social and emotional maturity were found in most of the delinquents. As far as gender differentiations are concerned delinquent girls had more introvert personality as compared to delinquent boys whereas delinquent boys had shown more integrated cognitive style. The study further depicted a positive significant correlation between delinquency levels and psychoticism dimension of personality while a negative significant correlation was found between delinquency levels and extraversion dimension of personality among delinquent girls. A positive significant correlation in delinquent girls was found between delinquency levels and intuitive cognitive style. A positive significant correlation was also found between delinquency levels and peer pressure among delinquent boys and girls. A negative significant correlation was found between socio-emotional maturity and delinquency level among juvenile delinquent boys and girls.
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    ThesisItemOpen Access
    Dynamics of self-esteem of children with learning disability
    (Punjab Agricultural University, Ludhiana, 2017) Sati, Lata; Vig, Deepika
    The present study explored the dynamics of self-esteem of children with learning disability. The total sample comprised of 80 formally diagnosed learning disabled children and their parents (fathers=80, mothers=80) selected from remedial centres/schools of Ludhiana, Chandigarh and Khanna. Self-esteem of children was assessed by using Self-Esteem Inventories (Coopersmith 1981). Academic anxiety of children was assessed by using Academic Anxiety Scale (Singh & Gupta 2009) whereas, emotional stability was evaluated by using Emotional Stability Test (Gupta & Singh 2003). Bisht Battery of Stress Scales (Bisht 2005) was used to assess school/ institutional related stress among learning disabled children. Perceived stress and social adjustment of parents was assessed by using Stress Profile (Nowack 1999) and Deva’s Social Adjustment Inventory (Deva 1990) respectively. ParentChild Relationship Scale (Rao 2001) was used to judge relationship of children with their parents. Perceived parental encouragement was assessed by using Agarwal Parental Encouragement Scale (Agarwal 1999). A self-structured checklist was developed to assess remedial teachers’ involvement and motivation. It was found that majority (67.50%) of the children showed medium level of self-esteem and had high academic anxiety, school stress and average level of emotional stability. Mothers were found to be more stressed in contrast to fathers. Parents were found to be socially well adjusted irrespective of self-esteem of learning disabled children. Mothers’ high loving and demanding nature in addition to object reward enhanced the self-esteem of the children. Majority (85.00%) of the children perceived high motivation from their remedial teachers. Correlation and regression analysis revealed that academic anxiety and school stress were significantly and negatively affecting the selfesteem of children whereas, symbolic reward by parents and teachers’ involvement and motivation were significantly boosting the self-esteem of the children.