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Open Access
Vision of morality among youth in Punjab and Tamil Nadu: individual and contextual influence
(Punjab Agricultural University, Ludhiana, 2019) Sundharalingam. B; Kang, Tejpreet K.
The present study entitled "Vision of morality among youth in Punjab and Tamil Nadu: individual and contextual influence" was undertaken to assess and compare the vision of morality among youth in everyday life in both states. The influence & interplay between individual attributes like personality and personal values and contextual features like socio economic status, family environment and parent & peer attachments on vision of morality was also examined. The sample comprised of 300 young adults, 150 Punjab (75 females and 75 males), 150 Tamil Nadu (75 females and 75 males) aged between 18-20 years studying in Punjab Agricultural University, Ludhiana and Tamil Nadu Agricultural University, Coimbatore. The results revealed that the mean scores of vision of morality dimensions showed significant differences among youth in both the settings. A significant difference in agreeableness character of personality showed at medium and high level in both the states was observed. However, in the case of openness, significant differences were found only at high level. The mean scores for extraversion, agreeableness and openness showed significant differences in youth of both the states. Personal values (religious, social, democratic, aesthetic, economic, power) revealed significant differences in youth of Punjab and Tamil Nadu. The mean scores for personal values such as democratic knowledge and power showed significant differences in Punjab and Tamil Nadu youth. All the characters and their mean scores in measures of socio-economic status (except profession), divisions of family environment and parent & peer attachments were found to be significantly different for both the settings. Overall, the study concluded that, Punjab youth has better vision of morality, individual attributes and contextual features.
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Social emotional learning and temperament among children with and without siblings.
(Punjab Agricultural University, Ludhiana, 2019) Saini, Tamanna; Sharma, Seema
The present study entitled „Social emotional learning and temperament among children with and without siblings‟ was undertaken to assess the levels of social emotional learning and temperament among children with and without siblings, aged 12-14 years living in Ludhiana city. The total sample comprised of 220 school going children (110 single children and 110 children with siblings) equally distributed over both the gender. Social emotional competence questionnaire by Zhou and Ee was administered to measure the social emotional competence of children. A Thorndike dimension of temperament test by Thorndike was applied to assess the temperament of children. Results revealed that significantly more number of children with siblings were found at higher level in the dimension of self-awareness, self-management and overall social emotional competence whereas significantly more number of single children was found at medium level. With regard to temperament, children with siblings were found to be more sociable, irritable, tender-minded and responsible whereas single children were found to be more impulsive and active. Irrespective of sibling status, no significant gender difference was found in the dimensions of social emotional competence and temperament traits except girls were found to be significantly more cheerful and boys were more neutral in trait of temperament. Correlation analysis revealed that there was a significant correlation in various dimensions of social emotional competence and traits of temperament among children with siblings and single children. Girls were found to be significantly correlated with various dimensions of social emotional competence and traits of temperament.
Open Access
Relationship of Mental Health with Suicidal Ideation among Adolescents
(Punjab Agricultural University, Ludhiana, 2019) Amandeep Kaur; Kang, Tejpreet K.
The study was conducted to assess the ‘Relationship of Mental Health with Suicidal Ideation among Adolescents.’ The study was based on 240 adolescents (i.e. 120 rural and 120 urban) in the age range of 16-18 years. The sample was randomly drawn from four Government Senior Secondary Schools purposively selected from rural as well as urban areas of Ludhiana district. Self-structured general information sheet was prepared to collect the general information of the adolescents. Mental Health Battery by Singh and Sengupta and Suicidal Ideation Scale by Sisodia and Bhatnagar were used to assess the mental health and suicidal ideation of the respondents respectively. Results revealed significant differences in mental health of the respondents. Boys were scoring better than their female counterparts in majority of the dimensions as well as in overall mental health. Significant locale differences existed between rural boys and girls. In suicidal ideation gender differences were found to be significant among rural boys and girls whereas non-significant differences were seen among urban boys and girls. Significant locale differences existed between rural and urban adolescents. Emotional stability, overall adjustment, self-concept, intelligence and better overall mental health made a negative contribution towards suicidal ideation as compared to autonomy and security-insecurity which made a positive contribution towards suicidal ideation among adolescents. In demographic variables, family size and presence of male and female sibling were having a significant and positive relationship with mental health whereas family income was having a significant and negative relationship with the dimension of mental health among adolescents.
Open Access
Developmental Readiness in Private School Children and its Knowledge among Teachers
(Punjab Agricultural University, Ludhiana, 2019) Joshi, Neha; Vig, Deepika
The present study investigated the developmental readiness of private school children and its knowledge among teachers. The total sample of the study comprised of 200 children of class-I (i.e. 100 rural and 100 urban) and 100 teachers (i.e. 50 rural and 50 urban) teaching class-I. The sample was randomly selected from five private schools of rural and urban areas of Ludhiana district. Self structured Developmental Readiness Checklist was used to assess its different components viz. cognitive, physical and socio-emotional readiness along with self-help skills of class-I children. Similarly self structured Teachers’ Knowledge Questionnaire was used to assess the knowledge of rural and urban teachers teaching class-I. The results revealed that most of the rural and urban children had high level of skills across all the domains of developmental readiness. Locale differences revealed that both rural boys and girls showed significantly better socio-emotional skills. Girls displayed significantly better cognitive abilities than boys whereas boys performed significantly better in gross motor skills. The analysis of teachers’ knowledge regarding developmental readiness indicated that urban teachers had better knowledge than rural teachers. Rural and urban teachers with regular degree had better knowledge than their counterparts with correspondence degree. The correlation analysis showed positive and significant relationship of educational qualification as well as teaching experience with knowledge of the teachers which concluded that more the educational qualification and teaching experience of the teachers, better was the knowledge regarding developmental readiness in young children.
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Enhancing Mathematical Skills of School Children through Educational Therapy Programme
(Punjab Agricultural University, Ludhiana, 2019) Yumkhaibam Anandi Devi; Vig, Deepika
The present study was an attempt to enhance mathematical skills of school children through planning and implementation of educational therapy programme. The sample for the study consisted of 100 children of class II and III and 50 teachers from the rural and urban private schools of Ludhiana district. Raven‟s Coloured Progressive Matrices (Raven 1965) was used to assess the intellectual abilities of the children, Self-structured Cognitive Abilities Assessment Checklist were used to assess teachers‟ cognitive abilities to design remedial programme for children and Self-structured Mathematical Skills Checklist was used to assess different mathematical skills of children. Pre-intervention scores revealed that all rural and urban teachers showed low level of cognitive abilities. Intervention programme had equal impact on both rural and urban teachers as both gained significantly from the intervention and their knowledge was upgraded upto application level. Children with poor mathematical skills were identified by the teachers for implementation of remedial programme. Pre-interventions assessment revealed that both rural and urban children were having low and average level of mathematical skills. Post-intervention results revealed that rural children of class II were found to have better numeracy abilities and sequential abilities whereas urban children gained better in cognitive abilities and visual spatial abilities. Locale differences for class III children revealed that urban children were found to have better mathematical skills than rural children. The educational therapy programme planned and implemented for class II and III urban children had significantly enhanced their mathematical abilities.
Open Access
Assessment of Developmental Readiness in Government School Children and its Knowledge among Teachers
(Punjab Agricultural University, Ludhiana, 2019) Newton, Jennifer; Vig, Deepika
The study was conducted to evaluate the ‗Assessment of Developmental Readiness in Government School Children and its Knowledge Among Teachers‘. The study was based on 200 class-I students (i.e. 100 rural and 100 urban) and 100 teachers (i.e. 50 rural and 50 urban) teaching class-I. The sample was randomly drawn from five Government Primary Schools selected from rural and urban areas of Ludhiana district. Self Structured Developmental Readiness Checklist was prepared to assess its different components viz. cognitive, physical and socio-emotional readiness along with self help skills of Class-I students from rural and urban government schools. Similarly Self Structured Teachers Knowledge Questionnaire was prepared to assess the knowledge of rural and urban teachers teaching class-I from rural and urban government school of Ludhiana. Results revealed overall developmental readiness of children at high level. Significant locale differences existed between rural and urban boys and girls, with urban children having better performance than rural children. Similarly, significant gender differences were observed where boys scored better than girls in majority of the domains of developmental readiness as well as in overall level of developmental readiness. Also, significant differences were found in the levels of knowledge of teachers. Urban teachers had better results as compared to the rural teachers. A positive and significant relationship of educational qualification of teachers and teaching experience was observed with knowledge of the teachers. The results indicated that higher was the educational qualification of teachers and more was the teaching experience, better was the level of knowledge regarding developmental readiness.
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Analysis of parental influence on eating behavior of school children as a predictor of their cognition and academic functioning
(Punjab Agricultural University, Ludhiana, 2019) Enling, Nang Mok Hom; Gulati, Jatinder Kaur
The present study entitled “Analysis of parental influence on eating behavior of school children as a predictor of their cognition and academic functioning” was undertaken to assess the eating behavior of children, quality of parental role in child feeding; its impact on eating behavior of selected children and contribution of children’s eating behavior on their cognition and academic functioning. The sample was comprised of 400 respondents which included 200 children (8-12 years of age) and their mothers (n=200) selected from Tezu and Namsai towns of Arunachal Pradesh (AP) and Ludhiana city of Punjab (100 children i.e. 50 males and 50 females and 100 mothers from each state). The results revealed that children’s meal skipping and eating outside food was significantly more common in AP towns than in Ludhiana. Majority of the children skipped breakfast more frequently in both the regions as compared to other meals because of going to school very early in the morning, getting up late and being in hurry. Female children skipped meals more often than males, where as the later ones reported to eat outside at higher frequency. Majority of children of both the genders and locales were food selective, the major reasons being no liking for green, leafy and some other vegetables, recipe not liked, being rigid on tasting the food when not liked and family members too not eating those foods. Parents in AP put less prohibition on their child eating outside as compared to those in Ludhiana. The major strategies adopted were coaxing, motivating, encouraging the child to eat and eating him/her. However, the parents in AP used significantly more strategies as compared to those in Ludhiana city. Selective eating habit was considerably more present among the fathers and siblings compared to mothers and the grandparents. The children not skipping their meals scored better in different cognitive abilities. Adequately nourished children in iron, zinc, niacin and vitamin B12 scored better in cognition abilities as well as academic performance than those with inadequate intake of nutrient as per RDA. However intake of vitamin B12 had more significant impact on cognitive abilities. Academic performance of children eating breakfast daily was observed to be significantly better than the ones who skipped breakfast. However, nutritional adequacy with regard to iron and Vitamin B 12 was found to have significantly positive impact on academic performance.
Open Access
Relationship of family environment and school environment with educational anxiety of adolescents
(Punjab Agricultural University, Ludhiana, 2018) Gurpreet Kaur; Chawla, Asha
The present study entitled “Relationship of family environment and school environment with educational anxiety of adolescents”. The study was carried out in Government rural and urban schools of Ludhiana district. The total sample comprised 200 adolescents (100 rural and 100 urban) in the age group of 17-18 years. Personal information sheet, Educational Anxiety Inventory (Sood and Anand 2012), Family Environment Scale (Bhatia and Chadha 1993) and School Environment Scale (Misra 2012) were used to collect the data. The findings of the study revealed that more number of females experienced educational anxiety at average level than males. Rural adolescents had more educational anxiety as compared to urban adolescents. Majority of the adolescents (male and female) experienced their family environment at average level. Majority of urban adolescents experienced their family environment at average level than rural adolescents. Males perceived high level in all the dimensions of school environment. Significant locale differences were found in case of permissiveness and rejection only. In case of females correlation analysis between family environment and educational anxiety was found to be significant and inversely associated with educational anxiety except in one dimension i.e conflict, whereas in males correlation was significant and inverse in active- recreational dimension only. Rural adolescents presented significant but inverse relationship of family environment with educational anxiety except in two dimension i.e organization and conflict. Among males correlation analysis between school environment and educational anxiety were found to be non significant apart from one dimension i.e cognitive encouragement and in case of females correlation analysis were found to be significant and inversely associated with educational anxiety and dimensions like creative stimulation and acceptance. Non significant correlation was found in the dimensions of school environment apart from two dimensions i.e creative stimulation and acceptance in case of rural adolescents. Correlation analysis among urban adolescents presented significant and inverse association between educational anxiety and dimensions like creative stimulation, cognitive encouragement and acceptance.
Open 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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