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20194
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Subject: Human Development and Family Studies × End date: 2019 × Start date: 2019 × Thesis Type: M.Sc ×
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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.
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    ThesisItemOpen 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.
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    ThesisItemOpen 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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    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.