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Chaudhary Charan Singh Haryana Agricultural University, Hisar

Chaudhary Charan Singh Haryana Agricultural University popularly known as HAU, is one of Asia's biggest agricultural universities, located at Hisar in the Indian state of Haryana. It is named after India's seventh Prime Minister, Chaudhary Charan Singh. It is a leader in agricultural research in India and contributed significantly to Green Revolution and White Revolution in India in the 1960s and 70s. It has a very large campus and has several research centres throughout the state. It won the Indian Council of Agricultural Research's Award for the Best Institute in 1997. HAU was initially a campus of Punjab Agricultural University, Ludhiana. After the formation of Haryana in 1966, it became an autonomous institution on February 2, 1970 through a Presidential Ordinance, later ratified as Haryana and Punjab Agricultural Universities Act, 1970, passed by the Lok Sabha on March 29, 1970. A. L. Fletcher, the first Vice-Chancellor of the university, was instrumental in its initial growth.

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Subject: Human Development and Family Studies × Author: Pant, Kusha × End date: 2014 × Start date: 2010 ×
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    ThesisItemOpen Access
    Psycho-social dimensions of disabled and normal male adolescents
    (CCSHAU, 2012) Pant, Kusha; Dhanda, Bimla
    The growth and development of a nation also, to a large extent, depends on the self-concept, aspiration and educational aspiration in disabled adolescents and their role in nation building. In view of the same, the present study was framed. The broad objective was to study the psycho-social dimensions (self-concept, adjustment and educational aspiration) of disabled and normal male adolescents. The study was conducted in the two cities of Haryana state i.e. Hisar and Gurgaon. Total sample size included 400 male adolescents (200 disabled male adolescents and 200 normal male adolescents). Children’s Self-Concept Scale developed and standardized by Ahluwalia (1980) was taken as an instrument to assess the self-concept of adolescents. For assessing the adjustment pattern of adolescents, Adjustment Inventory for School Students (2007) by Sinha and Singh was used. To assess the level of educational aspiration of adolescents, Level of Educational Aspiration Test by Khan (2010) was used. Home Environment Inventory by Misra (1989) was used to measure the psycho-social climate of home as perceived by adolescents. School Environment Inventory by Misra (2002) was used to measure the psychosocial climate of schools as perceived by the pupils. The scale, Generalized Self-Efficacy Scale by Schwarzer and Jerusalem (1995), was applied to assess a general sense of perceived self-efficacy. Comparison of the psychosocial dimensions (self-concept, adjustment and educational aspiration) of normal and disabled adolescents indicated that significant differences existed between the two groups. Self-concept, adjustment and educational aspiration of normal adolescents were significantly better than the disabled adolescents. Further, psycho-social dimensions of adolescents were found to be positively and significantly correlated to each other and, self-concept was found to be considerable in improvement of adjustment and educational aspiration of adolescents, irrespective of their abilities. Results indicated no association of age with the psycho-social dimensions in case of normal adolescents whereas, in case of disabled adolescents except educational, no association was found with rest of the psycho-social dimensions. Birth order was also not found associated with psycho-social dimensions. It was identified that ‘type of family’ matters as it affected the self-concept and educational aspiration of normal adolescents and adjustment of disabled adolescents. Investigation across size of the family disclosed that family size did influence the self-concept, adjustment and educational aspirations of normal adolescents, but not of disabled adolescents. Results further exposed that significant association existed between psycho-social dimension and family income, school achievement, number of siblings, educational status of parents and father’s occupation. Mother’s occupation of normal adolescents was found to be significantly associated only with self-concept. Analysis disclosed that psycho-social dimensions of adolescents were found significantly associated with the selfefficacy, home environment and school environment including all their sub-aspects. In conclusion, this study provides evidence that psycho-social dimensions (self-concept, adjustment and educational aspiration) are an integral part of an individual, especially, in the transitional adolescence years. Special attention in this context should be directed towards disabled adolescents, as these dimensions affect them significantly.