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ThesisItem Open Access Couple Satisfaction and Stress of Young Married Couples in Rural and Urban Dharwad(University of Agricultural Science, Dharwad, 2015-08) Hiremath, Pratibha G.; Itagi, SunandaCouple satisfaction and stress of young married couples in rural and urban Dharwad studied on 120 couples who were randomly selected from 29 kalyan mantaps from urban and rural area. Couple satisfaction index developed by Funk and Rogge (2007), social readjustment rating scale by Holmez and Rahe (1967), marriage stress test by Oz (2010) and socio-economic status scale by Agarwal et al. (2005) along with self structured questionnaire were used for data collection. The study revealed that 68.3 per cent of rural couples had medium level of couple satisfaction while 25 per cent had high and 6.7 per cent were in low couple satisfaction. 78.3 per cent of urban couples had high level of couple satisfaction while 20 per cent medium and 1.7 per cent low couple satisfaction. In case of life event stress, it was noted that 78.3 per cent of rural couples had medium level of stress, while 11.7 per cent had low and 10 per cent had high level of stress. 68.3 per cent of urban couples had low level of life event stress while 26.7 per cent had medium and 5 per cent had high level of stress. 53.3 per cent of rural couples had low level of emotional and physical health stress and 46.7 per cent had high level. 78.3 per cent had low level and 21.7 per cent had high level of emotional and physical health stress among urban couples. However there was highly significant difference found between rural and urban couples with respect to couple satisfaction, life event stress and emotional and physical health stress. This study revealed that duration of marriage, economic status of the couples and number of children did not correlate with couple satisfaction. Husbands of rural area experiencing more stress than their wives. While it was not seen in case of urban group.ThesisItem Open Access DYSLEXIA IN HIGHER PRIMARY SCHOOL CHILDREN: IDENTIFICATION, PREVALENCE AND EFFECT ON ACADEMIC ACHIEVEMENT AND BEHAVIOURAL PROBLEMS(University of Agricultural Sciences Dharwad, 2015-06) HEERASHREE PATIL; Dr. MANJULA PATILIdentification of dyslexia in higher primary school children and its prevalence was conducted in four schools of Dharwad taluk. Out of 380 children studying in 5th, 6th and 7th standard 108 children were low in general intelligence who were screened by standard Raven’s progressive matrices. The rest 267 children were screened using junior (6.6–11.5 yrs)/senior (11.6–16.5 yrs) dyslexia tool which consists of 13 subtests viz, rapid naming, bead threading, one minute reading, postural stability, phonemic segmentation, rhymes (DST-J)/spoonerisms (DST-S), two minute spelling, backwards digit span, nonsense passage reading, one minute writing, verbal fluency, semantic fluency and non verbal reasoning. The behavioural problems of children were assessed using teacher report form of Achenbach’s child behavioural checklist (2001). Results revealed that about 66.66 per cent of children were at high risk of dyslexia, and 14.6 per cent of children fell under mild risk category. Further Bender Gestalt test was administered on a sub sample to check for cerebral dysfunction, among them 55 per cent children showed signs of poor motor coordination and poor memory indicating cerebral dysfunction. Further investigation is necessary to examine the environmental causes of risk of dyslexia. Gender and locality was significantly related with risk of dyslexia where in the male to female ratio of risk of dyslexia was 1.5:1. Mother’s education was significantly (r=0.183**) related with child’s risk of dyslexia indicating higher the education of mother higher was the risk of dyslexia, but socio economic status of the children was not related to the risk of dyslexia. The academic achievement of children was negatively associated with risk of dyslexia (r=-0.635**) indicating that children with risk of dyslexia had lower academic achievement. Risk of dyslexia was significantly related to the internalizing (r=0.240*) and externalizing (r=0.236*) behavioural problems of the children.ThesisItem Open Access EMOTIONAL INTELLIGENCE, FAMILY ENVIRONMENT AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL CHILDREN(University of Agricultural Sciences Dharwad, 2015-06) REKHA N. CHIKKANAGOUDAR; Dr. SARASWATI C. HUNSHALThe study was undertaken during 2014-2015 in Dharwad taluk of Karnataka. Emotional intelligence and family environment of high and low achievers was studied in a sample of 240 children in age of 12-15 years who were studying in 7th to 9th standards. These children were selected from two schools respectively from Dharwad city and rural areas of Dharwad taluk. From each standard five high and five low achieving students with a total of 120 from urban and 120 from rural areas were selected randomly for the study. The results revealed that higher proportion of urban children were in high level while rural children were in medium level of emotional intelligence. Significant association was observed between academic achievement and emotional intelligence of children wherein high proportion of high achievers had high level of emotional intelligence compared to their counterparts. Similarly, high achievers were found significantly better in all dimensions of emotional intelligence. Significant difference was observed in some of the dimension of family environment of high and low achievers viz. cohesion, expressiveness, acceptance and caring and organization. Further, family environment dimensions such as cohesion, expressiveness, acceptance and caring, active recreational orientation and organization dimension had significant influence on total emotional quotient of children. Age, gender, parent’s educational level, type of family, family income, family size and socioeconomic status of family had significant influence on emotional intelligence of children. Bar On Emotional Quotient Inventory (2000), Bhatia and Chadha Family Environment scale (1993) and Agarwal et al. (2005) Socio Economic Status tools were used to assess emotional intelligence, family environment and socio economic status respectively.ThesisItem Open Access EMOTIONAL INTELLIGENCE AND OCCUPATIONAL STRESS OF MEN AND WOMEN POLICE(University of Agricultural Sciences Dharwad, 2015-06) DANESHWARI ONKARI; Dr. SUNANDA K. ITAGIThe emotional intelligence and occupational stress of men and women police studied on 120 police constables who were randomly selected from 22 police stations of Dharwad taluk, revealed that 50 per cent had average level of emotional intelligence while 4.2 percent had high and 45.8 per cent were in low levels. Majority (56.67%) of women had average level of emotional intelligence while 41.67 per cent had low and only 1.67 were in high level where as majority (50%) of men had low level of emotional intelligence while 43.3 per cent were in average and 6.67 per cent had high level. It was noted that 58.33 per cent of police had moderate level of occupational stress while 35 per cent had high and only 6.67 per cent had low level. 60 per cent of men and 56.67 per cent of women had moderate level where as 33.3 per cent of men and 36.67 per cent of women were in high and only 10 per cent of men and 3.33 per cent of women were in low level. Occupational stress was significantly and positive related to duty period and distance from residence pointing out that higher the duty period and greater the distance from residence higher was the occupational stress. There was significant and negative relationship between family size and occupational stress indicating that increase in family size decreased the stress. Emotional intelligence and occupational stress were negatively related indicating higher the emotional intelligence lesser was the occupational stress. Emotional intelligence questionnaire by Dulewicz and Higgs, 2001, occupational stress scale by Srivastav and Sing, 1984, socio-economic status scale by Agarwal et al., 2005 and self structured questionnaire to collect auxiliary information were used for data collection.ThesisItem Open Access STUDY HABITS, APTITUDE AND VOCATIONAL INTEREST OF RESIDENTIAL AND NON-RESIDENTIAL SCHOOL CHILDREN(University of Agricultural Sciences Dharwad, 2015-06) MADHU ASHOK GARAG; Dr. LATA PUJARA study on “Study habits, aptitude and vocational interest of residential and non residential school children” was carried out during 2014-2015 in Dharwad taluk. A total sample comprised of 240 children of whom 120 were from residential school and 120 were from non-residential school. Study habits scale (Mathur, 2002), aptitude inventory (Bennet et al., 1993), vocational interest record (Kulshrestha, 2011) and socio economic status scale (Aggarwal et al., 2005) were used for data collection. The results revealed that majority of children had good (61.7%) and average (37.5%) study habits among residential and non-residential school. There was significant difference between ordinal position and study habits of residential and non-residential children. In case of aptitude, residential school children performed better in dimensions viz. numerical ability, sentences, scholastic aptitude, abstract, mechanical and verbal reasoning than non-residential school children. Gender wise comparison indicated that boys performed better in mechanical reasoning than girls. Ordinal position and family income had significant relationship with the numerical ability of aptitude whereas, socio-economic status, father’s education and occupation had significant relationship with the abstract reasoning, numerical ability and scholastic aptitude of children. With regard to vocational interest, majority of the residential and non-residential children had low level of vocational interest in all the areas of vocations. Higher the age of children better the choice of vocation among residential and non-residential children. Parent’s education, father’s occupation and family income had positive significant association with vocational interest of residential children. There was highly significant relationship between study habits and vocational interest of residential and non-residential children. Among residential children, study habit was positively and significantly correlated with aptitude areas viz. abstract reasoning, numerical ability and sentences. Among non-residential children, study habit was positively and significantly correlated with clerical speed and accuracy. There was positive and significant correlation between vocational interest and aptitude areas viz. verbal reasoning and scholastic aptitude.ThesisItem Open Access MENSTRUAL HYGIENE AMONG RESIDENTIAL AND NON-RESIDENTIAL SCHOOL AGE GIRLS(University of Agricultural Sciences Dharwad, 2015-06) KRUTIKA CHANDA; DR. SUNANDA ITAGIKnowledge on menstrual hygiene of girls was assessed by drawing a sample of 60 each residential and non-residential school from rural and urban areas of Dharwad taluk. The results revealed that higher percentage of the girls from non-residential (63.33 %) as against 55 per cent of girls from residential school had high knowledge on menstrual hygiene, while 45 per cent of residential and 36.67 per cent of non-residential school girls had medium knowledge on menstrual hygiene. None of the girls had low knowledge. Higher percentage (65 %) of residential girls used sanitary pads and followed the right practices of disposal. However there were still some myths and taboos observed by the girls. On statistical analysis the association between knowledge on menstrual hygiene and type of school was significant SES was positively correlated with knowledge on menstrual hygiene only among girls of residential school indicating that higher the SES better was the knowledge on menstrual hygiene. But this trend was not observed in case of non-residential group which implies that adult played a role. Knowledge on menstrual hygiene was positive correlated with health status of girls among residential schools in rural area. All the girls from residential and non-residential school girls were aware of menarche before attainment, where in mother was the major informant. It is recommended that adolescent girls from lower SES and urban residential school need to be educated regarding menstrual hygiene to improve their health. The two residential and non-residential schools from rural and urban areas were selected randomly. A self- structured questionnaire tested for reliability and validity (0.97) was used to assess the knowledge and practices regarding menstrual hygiene. PGI Health Questionnaire, N-1 developed Verma et al. (2005) for assessing physical and mental health. WHO Classification (2007) for categorizing the BMI and Agarwal et al. (2005) Socio- Economic Scale were used.ThesisItem Open Access BEHAVIOR PROBLEMS AMONG STUDENTS OF GOVERNMENT PRIMARY SCHOOL(University of Agricultural Sciences, Dharwad, 2014-11) SOWMYA K.; Dr. V.S. YADAVThe study was conducted to assess behavior problem among male and female children of urban and rural Government Primary Schools by teachers and mothers. The population of this study consisted of all the students of rural and urban Government Primary Schools from 1st to 4th standard in Dharwad taluka. There were 232 Government Primary Schools. Among them 65 schools were in urban and 166 schools were in rural area, out of which 5 schools from rural and urban were selected randomly, 2 male and 2 female students from 1st to 4th standard of school were selected randomly, so 40 female and 40 male students from rural and also 40 male and female students from urban schools were selected for the study. Out of 80 students of urban schools, 2 students of data was not obtained because the selected students were absent on the data collection day. Therefore final sample considered of 158 students in the age group of 5-10 years. Class teacher of each standard assessed 2male and 2 female students of the class by answering behavior rating questionnaire (Hart et al., 1995). The data were subjected to percentage, chi- square, co-relation and ANOVA analysis. The results revealed that the prevalence was 57% and 56% in anxious/depressed problem, 35% and 46% in hostile/aggressive problem, 31% and 36% in withdrawal/solitary problem, 25% and 25% in conduct problem, 13% and 9% in learning problem, 10% and 19% in hyperkinetic problem, 7% and 11% in emotional/impulsive problem as assessed by the teachers and the mothers respectively. The teachers’ and the mothers’ assessments were differed on hostile/aggressive problem, emotional/impulsive problem, but, they were more or less similar in their assessments on anxious/depressed problem, withdrawal/solitary problem, conduct problem, learning problem and hyperkinetic problem of the students. This implies that the mothers are observing and assessing their children objectively. The percentage of mothers’ assessment was higher on anxious/depressed problem, hostile/aggressive problem, withdrawal/solitary problem, hyperkinetic problem, and emotional/impulsive problem and lesser on learning problem compared to the teachers’ assessment of the students.ThesisItem Open Access Influence of Home Environment on Concept Development of Rural, Tribal and Urban Pre-School Children(UAS, Dharwad, 2013) Vijaylaxmi S. Nayak; Lata PujarA study on “Influence of home environment on concept development of rural, tribal and urban preschool children” was carried out in Ranebennur taluk of Haveri district, Karnataka state during 2012- 2013. The sample for the study comprised of 120 preschool children of whom 40 were from rural, 40 from tribal and 40 from urban area of Ranebennur taluk. From each area 20 boys and 20 girls in the age group of 3-5 years were selected randomly from 24 Anganwadis. Mohite Home Environment Inventory (1990) and Bracken Basic Concept Scale (2006) were used to assess home environment and conceptual skills of preschool children. To assess the socio economic status of the family, the scale developed by Aggarwal et al. (2005) was used. Percentages, correlation coefficient, one way ANOVA, ‘t’ test and Modified chisquare were used for analysis of the data. The results of the present investigation revealed that majority of children had average level of concept development and belonged to moderate level of home environment in rural, tribal and urban group. There is significant difference between age and concept development among tribal group. However, older children performed better than younger children. Gender difference was observed in rural group on concept development of preschoolers. There is significant relationship between parent’s education and family income with the concept development of children among urban group. Gender and age of the preschoolers had no significant influence on home environment of rural, tribal and urban groups. Among urban group father’s occupation, family income and socio economic status had significant relationship with home environment. There is no significant relationship between home environment and concept development in rural, tribal and urban groups.ThesisItem Open Access Influence of Home Environment on Personality Traits of Adolescents(UAS, Dharwad, 2013) Leema Rajkumari; Saraswati C. HunshalThe present study on influence of home environment on personality traits of adolescents was conducted in the year 2012-13 in Dharwad taluk of Karnataka. The sample for the study comprised 256 adolescents (128 boys and 128 girls) who were selected from 8th, 9th, 10th standard, PUC-I and PUC-II classes from urban and rural areas. Self-structured questionnaire was used to collect background information of the subjects. The Big Five Inventory developed by John et al. (1991) was used to assess the personality traits and Home Environment Inventory developed by Mishra (1983) was used to assess the home environment of the subjects. The results revealed significant difference between the urban and rural adolescents in some of the personality traits such as agreeableness, conscientiousness and emotional stability wherein the urban adolescents were better in conscientiousness whereas the rural counterparts were better in agreeableness and emotional stability. Further results on the influence of home environment on the personality traits of adolescents indicated that almost all the components of home environment had significant influence on the personality traits of adolescents except control and punishment. The Protectiveness dimension had significant influence on agreeableness, emotional stability and openness to experience while Conformity on extroversion, agreeableness, conscientiousness and openness to experience, Social isolation on extroversion, agreeableness and conscientiousness and Reward on agreeableness and conscientiousness and deprivation of privileges on extroversion, agreeableness, conscientiousness and openness to experience and Nurturance on conscientiousness, emotional stability and openness to experience and Rejection on all the personality traits and Permissiveness on extroversion dimensions of personality. However, control and punishment dimensions had no significant influence on any of the personality traits.