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2011 - 20122
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Subject: Human Development × Thesis Type: M.Sc ×
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    ThesisItemOpen Access
    Influence of Maternal Knowledge Regarding Infant Development and Self Efficacy on Home Environment and Infant Development Outcomes in Rural and Urban Areas
    (UAS, Dharwad, 2012) Suma G. Patil; Pushpa B. Khadi
    The influence of maternal knowledge regarding infant development and self efficacy on home environment and infant developmental outcomes in rural and urban areas was studied on a sample of 80 mothers of infants. MacPhee’s (1983) Knowledge of Infant Development Index (KIDI), Caldwell and Bradly’s (1984) HOME Inventory, Sud’s (1998) Self-efficacy scale, Agarwal’s (2005) Socio-economic status scale were administered to the mothers. Nutritional anthropometry was employed to assess the infant developmental outcomes. Correlation-coefficient, chi-square and regression analysis were used. The results revealed that rural mothers had slightly higher scores than urban mothers on ‘right answers’ and ‘accuracy answers’ and they were significantly low on ‘wrong answers’. The demographic factors such as parent’s occupation, family size, income, SES did not influence the parental knowledge. Home environment score was significantly higher among urban mothers than rural mothers. There was significant association between home environment and infant’s age in urban group only but infant’s gender was significantly associated in both rural and urban group where in boys had better home environment than girls. On Selfefficacy rural and urban mothers did not differ significantly. Family income was associated with self-efficacy in case of rural mothers only. More number of urban infants (40%) fell under normal category of nutritional status while 80 percent of rural were in undernourished category. Maternal knowledge’s ‘accuracy’ score was significantly correlated with weight of urban infants indicating as ‘accuracy score’ increased, weight of urban children also increased. Self-efficacy did not influence infant developmental outcomes. Through in case of rural group the maternal knowledge ‘wrong score’ was negatively related with self-efficacy indicating that as the self-efficacy of rural mothers increased the’ wrong score’ decreased.
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    ThesisItemOpen Access
    Maternal Involvement and Attitude Towards Pre-School Education
    (UAS, Dharwad, 2011) Shilipa C. Mugali; Lata Pujar
    A study on “Maternal involvement and attitude towards preschool education” was conducted in Dharwad taluka during 2010-11. Two hundred mothers of preschool children with age range of three to six years, residing in rural (n=100) and urban area (n=100) of Dharwad taluka were selected for the study. Kale (1974) scale on Parent-Child Interaction was used to assess the extent of interaction between mother and children and Venkatesan (2002) scale on Parental Attitude towards Preschool Education was used to assess the maternal attitude towards preschool education. Aggarwal et al. (2005) scale was used to assess the socio economic status of a family. Correlation coefficient and‘t’ test were used for analysing the data. The results of the present investigation revealed that majority of the mothers from rural (75.0%) and urban (56.0%) area had medium level of involvement and 44 percent of mothers from urban and 25 percent mothers from rural area had high level of involvement with their children. The demographic factors such as education, occupation, family income and socio economic status were positively and significantly influenced the maternal involvement with their children. Mothers from both urban and rural (75.0% and 85.0%) area had average attitude towards preschool education and none of mothers from both the locality had unfavourable and highly unfavourable attitude towards preschool education. The demographic factors like age, education and occupation of the mothers, family size, family income and socio economic status were not significantly influenced mothers’ attitude towards preschool education. Maternal involvement with their children and attitude towards preschool education did not vary according to age, gender and ordinal position of the child. Maternal involvement and their attitude towards preschool education was positively and significantly related. Hence as the mother’s involvement with their children increased, their attitude towards preschool education also increased.