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Open Access
Marital Satisfaction and Job Satisfaction Among Primary School Teachers in Rural and Urban Areas of Roorkee Taluk (Uttarakhand) and Dharwad Taluk (Karnataka)
(University of Agricultural Sciences, Dharwad, 2018-07) Pooja; Yenagi, Ganga V.
The study was conducted to know the levels of marital satisfaction and job satisfaction and their influencing factors among primary school teachers in rural and urban areas of Roorkee taluk (Uttarakhand) and Dharwad taluk (Karnataka) in College of Community Science, University of Agricultural Sciences, Dharwad in 2017-18. The socio-economic status of the teachers was assessed by socio-economic status scale. The marital satisfaction scale and job satisfaction scale were used to assess the marital satisfaction and job satisfaction of teachers. Majority of the primary teachers had significantly higher level of marital satisfaction (84.16 %) and job satisfaction (78.75 %) in Roorkee and Dharwad taluk. Roorkee teachers indicated higher marital satisfaction as compared to Dharwad teachers. Rural teachers exhibited higher marital satisfaction as compared to urban teachers. With respect to job satisfaction, urban teachers had higher job satisfaction as compared to rural teachers. It revealed that male teachers had higher marital satisfaction and lower job satisfaction as compared to their female counterparts. Factors like educational qualification, socio-economic status, length of marriage, work experience and monthly salary of teachers had positive and significant relationship with marital satisfaction. In case of job satisfaction factors like socio-economic status, family income, work experience and monthly salary had positive and significant relationship while educational qualification of the teachers had negative and significant relationship with job satisfaction. It also revealed a positive and significant relationship between marital satisfaction and job satisfaction of primary school teachers. Since, job satisfaction among male teachers was low, measures should be taken into consideration which promote their job satisfaction. As female teachers were having lower marital satisfaction, intervention studies are suggested.
Open Access
Influence of Social Maturity on Personality Traits of Urban and Rural High School Students
(University of Agricultural Sciences, Dharwad, 2018-07) Nadaf, Fatima A.; Patil, Manjula
A study on “Influence of social maturity on personality traits of urban and rural high school students” was undertaken during 2017-2018 in University of Agricultural Sciences Dharwad Karnataka on 480 students of urban and rural kannada medium high schools of Dharwad taluk. Social maturity scale was used to assess the social maturity. Millon adolescent personality inventory was used to assess the personality traits. The socio-economic status scale was used to measure the personal and familial factors. Results showed that, majority of the urban and rural high school students showed moderate behavior on social maturity. Social maturity was higher for urban students than rural students. Girls from both urban and rural area had higher social maturity when compared to boys. First borns and 10th standard students in urban area reported higher social maturity. Children of educated mothers possessed higher social maturity. With personality traits, urban students were high on introversive and cooperative personality traits. Rural students were high on inhibited, respectful and sensitive personality traits. Girls were high on cooperative, confident and forceful personality traits than boys. First borns in urban area were high on cooperative and forceful personality traits. Type of school was significantly associated with inhibited, cooperative, sociable, and confident personality traits in rural area. Where, private school students were high on inhibited personality trait and government school students were high on confident and forceful personality traits. There was a significant positive relationship between social maturity and cooperative, confident and respectful personality traits. In rural students, social maturity was positively correlated with confident personality trait and negatively correlated with introversive and sensitive personality traits. So, parents, teachers and administrators have to know about the personality of their children and for students to help them in building a well balanced personality.
Open Access
Adaptive Behaviour Among Visually Impaired Children
(University of Agriculture Sciences, Dharwad, 2018-07) Balligeri, Shambhavi; Hunshal, Saraswati
A study on “Adaptive behaviour among visually impaired children” was carried out in College Of Community Science, University of Agricultural Sciences Dharwad during 2016-18 in two cities of Karnataka. The sample for the study comprised 160 visually impaired children in the age range of 10-19 years who were attending special schools in Belagavi and Hubballi cities. Adaptive behaviour assessment system-II edition teacher form (Harrisson and Oakland, 2007) was used to assess the adaptive behaviour of visually impaired children, school environment scale (Agarwal and Pandey, 2017) was used to assess the influence of school environment and children’s perception of parenting scale (Pyari and Karla, 2007) was employed to assess influence of their parents parenting on adaptive behaviour. Further socio economic status (SES) scale (Aggarwal et al., 2005) was used to assess socioeconomic status of the children. The results of the study revealed that children with different types of visual impairment differed significantly with respect to all three dimensions such as conceptual, social, practical as well as overall adaptive behaviour where in congenitally blind children were found better in adaptive behaviour as compared to adventitious blind children. Further results indicated that, among child factors studied, age and onset of visual impairment had significant influence on adaptive behaviour. Among parental factors, education and occupation of parents had significant influence on adaptive behaviour similarly among familial factors, size of the family had significant influence on adaptive behaviour of children. Further school environment of children in which the dimensions such as, physical conditions of the school and functions of teacher had significant influence on adaptive behaviour similarly with respect to children’s perception of parenting, democratic and accepting style of parenting had significant influence on adaptive behaviour of visually impaired children.
Open Access
Influence of Socio-Demographic Factors and Parenting on Language Development of Rural and Urban Young Children (24-42 Months)
(University of Agricultural Sciences, Dharwad, 2018-07) Hegde, Priya Ramesh; Khadi, Pushpa B.
Influence of socio-demographic factors and parenting on language development was studied on a sample of 240 mother-child dyads (24 to 42 months) drawn from rural and urban areas of Dharwad taluk during 2017-2018 in University of Agricultural Sciences Dharwad. Differential and correlation design was employed. Language sub scale of Bayley Scale of Infant and Toddler Development was administered to children. Parenting, temperament and socio-economic status were assessed by standard measures. General information schedule and self structured questionnaire on media usage and adult’s involvement in child’s activities were used. Significant difference was observed in levels of language development in rural and urban young children. Higher percentage of rural children were in below average level whereas urban children were in average and above average level. Age, gender, ordinal position, age at entry to Early Childhood Care Education and attendance significantly influenced language development. Female children were significantly high on language development in rural area. Nutritional status positively impacted language development where in children with normal level of nutrition scored higher than under nourished. Surgency (child temperament) was significantly positively correlated with language development. Parental factors such as father’s age, parents’ education, parents’ occupation significantly influenced language development. Familial factors such as socio-economic status, adult-child ratio, media usage and adults involvement in child’s activities significantly influenced language development whereas type of family and sibling size were significantly associated with language development in rural area. In both rural and urban area, parenting was of medium level followed by high and low levels with urban mothers scoring higher on parenting than rural. Parenting was found to significantly influence language development with children experiencing high parenting quality showing advancement in language development. Hence the need to provide early intervention for parents to educate them regarding positive parenting and to promote early language development in children.
Open Access
Emotional Competence and Marital Satisfaction Among Hindu and Muslim School Teachers
(University of Agricultural Science, Dharwad, 2017-07) Hungund, Nagma; Yadav, V.S.
Open Access
Interrelation of Emotional Intelligence, Personality and Life Satisfaction Among Elderly
(University of Agricultural Science, Dharwad, 2017-07) Panda, Pragnya Priyadarshini; Yadav, V.S.
The study on “ Interrelation of emotional intelligence, personality and life satisfaction among elderly” was conducted on 140 elderly, 70 each from rural and urban aged 60 and above years selected randomly from Dharwad and Cuttack districts during 2016-17. Emotional intelligence questionnaire (Dulewicz and Higgs, 2001), Big five factors personality inventory (John et al., 1991), Life satisfaction tool (Ram Murthy,1978) and Socioeconomic status scale (Aggarwal et al., 2005) were administered individually and in group to collect the data. The data were subjected to percentages, t-test, chi -square and correlation analyses. The results revealed that male and female elderly were similar in emotional intelligence, big five factors of personality and in life satisfaction. Majority of elderly were average or high in emotional intelligence, big five factors of personality and life satisfaction. Elderly from Dharwad and Cuttack were differed in emotional intelligence, big five factors of personality and in life satisfaction. Elderly from rural area of Dharwad were distinctively higher intuitiveness, influence and emotional resilience but elderly from urban of Cuttack better on conscientiousness and emotional intelligence. Correspondingly, elderly from rural area of Cuttack were distinctively higher in conscientiousness, interpersonal sensitivity, motivation and emotional intelligence and also elderly from urban area of Cuttack were better in conscientiousness, intuitiveness, influence, interpersonal sensitivity, motivation, emotional resilience and self-awareness. Subsequently, rural elderly from Dharwad were better in extraversion, agreeableness, openness to experience, conscientiousness and emotional stability but it is reversed in case of Cuttack elderly. Urban elderly of Dharwad and Cuttack were better in life satisfaction. Socio-economic status was related to emotional intelligence, big five factors of personality and life satisfaction. Emotional intelligence, big five factors of personality and life satisfaction were interrelated.
Open Access
Marriage Readiness During Late Adolescence in Rural and Urban Areas
(University of Agricultural Science, Dharwad, 2017-07) Netravati Dali F.; Yenagi, Ganga V.
Marriage readiness during late adolescence in rural and urban areas was assessed in Dharwad and Mudhol taluks of Karnataka state during 2016-2017 on a sample of 360 college students from urban and rural areas during late adolescence (18 to 21 years). A sample of 180 students was taken from UAS Dharwad - B.Sc. (Agriculture), B.Sc. (Agriculture Marketing) and B.Sc. (Home Science) and 180 students of B.Sc., B.A. and B.Com. were selected from Mudhol colleges. General information was collected from late adolescence on factors such as age, gender, ordinal position, religion, caste, type of family, size of the family, education, marital status of siblings, sources of information regarding marriage, education and occupation of parents’ and socio-economic status. Marriage readiness was assessed using personal readiness for marriage scale by Holman. Socio-economic status scale of Aggarwal was used. More than fifty per cent of B.Sc. (Agriculture Marketing) and 50 per cent of B.Com. adolescents exhibited moderate level of marriage readiness. There was a significant difference between adolescents of different degree programmes on marriage readiness. Fifty one per cent of rural and 45 per cent of urban adolescents possessed moderate level of marriage readiness. There was a significant difference in rural and urban areas on marriage readiness. Adolescents of 20-21 year age group had higher level of marriage readiness than 18-19 years. Females had higher level of marriage readiness as compared to males. First borns exhibited higher level of marriage readiness than second and later borns. Information given by relatives had significantly contributed towards marriage readiness. Parents’ education and occupation had significant association with marriage readiness. Socio- economic status had significant association with marriage readiness. Adolescents belonging to upper middle class possessed higher level of marriage readiness than lower middle class and high class. Hence, intervention is important to enhance marriage readiness of adolescents.
Open Access
Language Development of Rural and Urban Toddlers: Influence of Parenting, Home Environment and Demographic Factors
(University of Agricultural Science, Dharwad, 2017-06) Vinuta; Khadi, Pushpa B.
Language development of rural and urban toddlers and the influence of parenting, home environment and demographic factors were studied on a sample of 240 mother-infant dyads (9 to 30 months) drawn from rural area of Gadag, Bijapur and Bagalkot districts of northern Karnataka and urban from Dharwad city during 2015-2016. Differential design and correlation design was employed. The language sub- scale of Bayley’s scale of infant and toddler development was administered to infants. Parenting, home environment, socio-economic status was assessed by standard measures. There was highly significant difference between rural and urban toddlers on language development indices with a difference of 4 – 6 scores. Rural infants were in high proportion in delayed level (75.80 %) than urban (34.20 %) while on average (54.20 %) and advanced level (11.70 %) urban toddlers were in higher proportions than rural (21.70 %, 2.50 %). Toddlers’ age, gender, ordinal position and nutritional status had significant influence on language development among both rural and urban area. Toddlers of 25-30 months had optimum development while it was delayed among 9-12 months old. Female toddlers and later born were better across all age groups with a difference of 15 to 18 indices. Type of family, father’s and mother’s education was significantly associated with language development of both urban and rural toddlers. Toddlers of joint families were significantly better. A higher percentage of parents among urban (80.00 %) had positive parenting than rural parents (20.00 %). Similarly, home environment of urban toddlers was significantly better than rural. Both parenting and home environment significantly influenced the language development. There is a need to provide an intervention for parents to educate them regarding stimulation for toddlers language development, positive parenting as well as conducive home environment to promote early child language development.
Open Access
Cognitive Abilities and Social Skills of Children From “Nali-Kali” (Joyful-Learning) and Conventional Education Program
(University of Agricultural Science, Dharwad, 2017-07) Hirelingannavar, Soumya; Patil, Manjula
A study on “Cognitive abilities and social skills of children from “Nali-Kali” (joyful-learning) and conventional education program” was carried out in Dharwad taluk, Karnataka during 2016-17. The samples were selected from 8 schools (4 Nali-Kali and 4 conventional). The population comprised of children studying in 4th grade who attended Nali-Kali up to 3rd level and who are in 4th grade of conventional school of rural and urban areas of Dharwad taluk. Wechsler’s Intelligence Scale for Children-III (WISC) was used to assess the cognitive abilities of the children and Social Skill Improvement System (SSiS) - Teacher form was used to assess social skills of the children. The socio-economic status was assessed through socio-economic status scale. The results showed that, majority of the children in Nali-Kali schools fell under below average level of intelligence. Whereas, children in conventional schools fell under average level of intelligence. Most of the children from conventional schools fell under average level of social skills. Whereas, children from Nali-Kali school fell under below average category of social skills. In both cognitive abilities tests and social skills, conventional school children scored better than Nali-Kali school children. Girls scored higher in verbal tests and boys performed higher in performance tests. With respect to cognitive processes, girls scored higher in verbal comprehension and boys scored higher in perceptual organization and also in social skills, girls scored higher in both Nali-Kali and conventional schools. Results with other variables revealed that, first borns scored higher than later borns in cognitive abilities tests, cognitive processes and social skills and education of the mother showed significant difference in cognitive abilities tests, cognitive processes and social skills of the children. Children belong to higher socio-economic group scored significantly higher in cognitive abilities tests, cognitive processes and social skills than children belong to lower socio-economic group.

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