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20203
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Subject: Human Development and Family Studies × End date: 2022 × Start date: 2020 ×
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    ThesisItemOpen Access
    Empathy and happiness as determinants of altruistic behaviour among adolescents
    (Punjab Agricultural University, Ludhiana, 2020) Kaushik, Pooja; Chawla, Asha
    The present study entitled “Empathy and happiness as determinants of altruistic behaviour among adolescents” was carried out on total sample of 240 adolescents (120 rural and 120 urban) in the age group of 16-18 years from rural and urban government schools of Ludhiana. For data collection socio-personal information sheet, Altruism Scale (Rai and Singh 2004), Empathy Scale (Dubey and Tandon 2014) and Happiness Scale (Rastogi and Moorjani 2016) were used. The results revealed that rural adolescents were highly altruistic and empathetic as compared to urban adolescents. Gender differences indicated that girls were found to be more altruistic and empathetic than boys. Majority of rural and urban adolescents had experienced happiness at average level in all the dimensions. Non-Significant gender differences were found in various dimensions of happiness. Significant and positive correlation existed between altruism and empathy among rural and urban adolescents. Among rural sample, correlation was found significant and positive in social well-being whereas for urban sample, it was with career well-being and spiritual well-being. Gender-wise correlation analysis indicated positive correlation of altruism with empathy. However, girls were found more empathetic than boys. Among boys, significant and positive relationship existed between altruism and career well-being whereas for girls, correlation was found significant and positive in emotional well-being. The study concluded that empathy and happiness affected altruistic behaviour in a positive way.
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    ThesisItemOpen Access
    Impact of locus of control on selected personal variables of the college students
    (Punjab Agricultural University, Ludhiana, 2020) Sidola, Sangeeta; Saini, Sarita
    The present study was undertaken to examine the impact of Locus of Control (LOC) on the selected personal variables of the college students. The total sample comprised 400 undergraduate students from the constituent colleges of Punjab Agricultural University, Ludhiana. Proportionate sampling technique was employed to draw sample from different colleges and equally distributed over the gender. A self-structured personal information sheet and Locus of Control Questionnaire, Self-Esteem Inventory (Coopersmith 1986), Self- Regulation Questionnaire (Brown et al 1999) and Mental Health Battery (Singh and Gupta 2000) were used to collect relevant information from the respondents. The results revealed that irrespective of colleges, significant number of respondents were more inclined towards internal LOC. Furthermore, substantial number of respondents from all the colleges had medium level of self-esteem as well as mental health. However, majority of the respondents had low level of self-regulation. Significant gender differences were observed in LOC, selfesteem, self-regulation as well as mental health where females were more inclined towards internal LOC whereas males towards external LOC. Also, females had better self-esteem, self-regulation and mental health as compared to their male counterparts. Internal LOC was found to be significantly positively correlated with self-esteem, self-regulation, mental health as well as academic performance while external LOC was found to be significantly negatively correlated with self-esteem, self-regulation as well as academic performance of the respondents. Further, significant negative contribution of external LOC was observed on selfesteem and academic performance whereas significant positive contribution of internal LOC was observed on self-regulation of the respondents.
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    ThesisItemOpen Access
    Role of Social-Emotional Learning in Development of Cognitive and Behavioural Outcomes of Adolescents
    (Punjab Agricultural University, Ludhiana, 2020) Panwar, Priyanka; Sharma, Seema
    The present study explored the role of social-emotional learning in development of cognitive and behavioural outcomes of adolescents. The sample comprised of 500 adolescents in the age range of 13-14 years randomly selected from eight government schools of Ludhiana city. Equal stratification was done across both the gender (250 boys and 250 girls) and family structure (250 nuclear families and 250 joint families). A Self-structured Personal Information Sheet, Social Emotional Competence Questionnaire (Zhou & Ee 2012), Problem Solving Ability Test (Dubey 2005), Pro-social Tendencies Measures- Revised (Carlo et al 2003), Aggression Inventory (Sultania 2006), Scale of Family Stress, Scale of Social Stress and Scale of Institutional Stress (Bisht 2005) were used to collect the relevant data. The results revealed that adolescents living in joint families possessed more social-emotional learning competencies and encountered more institutional stress, whereas adolescent from nuclear families displayed more pro-social behaviour and aggression as well as experienced more family stress. Girls from joint families and overall girls possessed more social-emotional learning competencies, whereas boys from joint families and overall boys exhibited more prosocial behaviour. Irrespective of family structure, boys were better problem solver and more aggressive, while girls experienced more social and institutional stress. Social-emotional learning had positive correlation with academic achievement in adolescents, adolescents from joint families and girls. Furthermore, social-emotional learning projected positive correlation with pro-social behaviour in adolescents from nuclear families and boys. Social-emotional learning was negatively correlated with aggression, while positively correlated with institutional stress in adolescents, adolescents from joint families and boys.