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20183
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Subject: Human Development and Family Studies × End date: 2018 × Start date: 2018 × Type: Thesis × Thesis Type: Ph.D ×
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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.