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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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ThesisItem Open Access Social and Emotional Skills of Institutionalized Adolescents: An Action Research(CCSHAU, 2014) Renu Bala; Sangwan, SheelaThe present study was conducted purposively in two institutions each from Haryana State and Delhi. Adolescents equally representing both the sexes i.e. 50 girls and 50 boys were selected on random basis from both the institutions. Hence, a total of 200 adolescents constituted the sample for the study to assess the existing social and emotional skills.The adolescents were further assigned to experimental (50) and control (50) group. Life Skills Assessment Scale (LSAS) developed by Nair.et al. (2010) was used to assess the social and emotional skills among the adolescents. Beck et al. (1996) was used to estimating depression among adolescents. Test-Anxiety Scale (TAS) developed by Sharma (1978) was used to measure the level of anxiety among the adolescents. A Life Stress Scale developed by Agarwal and Naidu (1986) was used to study the level of stress among the adolescents. After assessing the existing social and emotional skills of adolescents, results showed that the performances of boys and girls adolescents on all six dimensions of social and emotional skills were found in average level. Age, gender relationship with peers and teachers were found significantly associated with social and emotional skills among adolescents. Majority of adolescents had moderate level of depression, anxiety and stress and significant and negatively correlated with most of the social and emotional skills dimensions. To a large extent intervention program enhanced the social and emotional skills of institutionalized adolescents. There were significant improvements in the mean scores of adolescents after giving intervention program. Age and gender wise significant improvement was found in all six dimensions of social and emotional skills.ThesisItem Open Access Impact of Intervention Program for Aggressive Behaviour among Adolescents(CCSHAU, 2014) Sharma, Deepika; Sangwan, SheelaThe study was conducted in Hisar district of Haryana and Kangra district of Himachal Pradesh where one school each from rural and urban area was selected. From each of the four selected schools of rural and urban area of Hisar and Kangra district, five hundred adolescents in the age group of 13-15 year were included. Self prepared questionnaire was used to delineate socio-personal variables. Dimensions of Temperament Scale by Chadha and Chandna (1996) was used for assessing temperament of adolescents. Family Environment Scale developed by Bhatia and Chadha (1993) was used to measure the family environment of the adolescents. A Positive Proactive Coping Inventory for adolescents developed by Greenglass et al. (2008) was used to assess the coping skills of adolescents. Aggression Scale developed by Mathur and Bhatnagar (2012) was used to study the nature of adolescent aggressive behavior. The results revealed that adolescents residing in rural area of Haryana had more aggression while in Himachal Pradesh aggression was more in adolescents of urban area. Gender wise significant differences were found in physical, verbal, relational and overall aggression in adolescents of both states. Adolescents of Himachal Pradesh were significantly better in most of the positive dimensions of temperament and family environment. Proactive and reflective coping was better in adolescents of Himachal Pradesh whilst emotional and avoidance coping was more in adolescents of Haryana state. Age, parental education, paternal occupation, caste and family income had negative yet significant correlation with aggression and positively influenced by ordinal position in both the states. Gender, family income, ordinal position, age, paternal education and maternal education were the significant predictors for aggression in adolescents of Haryana. But in Himachal Pradesh, residential area, family income, number of siblings, maternal occupation, gender and paternal education came out as significant predictors for aggression in adolescents. Age, gender and area wise significant improvement was found in physical, verbal and relational aggression among experimental group adolescents in both states after execution of intervention programme. Overall, aggression was significantly reduced in adolescents of both Haryana and Himachal Pradesh at post-testing stage.ThesisItem Open Access Intervention on socio-emotional school readiness(CCSHAU, 2014) Seema Rani; Dhanda, BimlaThe present study was conducted in rural and urban area of Hisar and Panipat district. A sample of 400 preschool children was selected from both the districts. Socio-emotional School Readiness scale (Bustin, 2007) used to assess socio-emotional school readiness skills of children. Early Childhood Environment rating scale by Thelma et al. 2005 and Home Environment scale by Caldwell and Bradley, 1984 were used to measure preschool and home environment of respondents respectively. Results revealed that socio-emotional school readiness and its aspects were significantly better in children of Hisar district in both the locations than their counter parts from district Panipat. Further, it was found that all aspects of Home environment were significantly associated with socio-emotional readiness in Hisar district while, in Panipat district only two aspects namely; physical and academic stimulation were significantly influential factors for socio-emotional school readiness. The study further elaborated the significant relationship between socio-emotional school readiness skills of children and their pre-school programme in both the districts. Positive significant impact of intervention programme was found on composite socio-emotional school readiness scores as well on all domains of the home environment variable.ThesisItem Open Access Intervention on socio-emotional school readiness(CCSHAU, 2014) Seema Rani; Dhanda, BimlaThe present study was conducted in rural and urban area of Hisar and Panipat district. A sample of 400 preschool children was selected from both the districts. Socio-emotional School Readiness scale (Bustin, 2007) used to assess socio-emotional school readiness skills of children. Early Childhood Environment rating scale by Thelma et al. 2005 and Home Environment scale by Caldwell and Bradley, 1984 were used to measure preschool and home environment of respondents respectively. Results revealed that socio-emotional school readiness and its aspects were significantly better in children of Hisar district in both the locations than their counter parts from district Panipat. Further, it was found that all aspects of Home environment were significantly associated with socio-emotional readiness in Hisar district while, in Panipat district only two aspects namely; physical and academic stimulation were significantly influential factors for socio-emotional school readiness. The study further elaborated the significant relationship between socio-emotional school readiness skills of children and their pre-school programme in both the districts. Positive significant impact of intervention programme was found on composite socio-emotional school readiness scores as well on all domains of the home environment variable.ThesisItem Open Access Prevalence of depression among adolescents and contributing factors(CCSHAU, 2014) Chopra, Rupika; Punia, ShakuntlaThe study was conducted in Hisar district of Haryana state on two groups of adolescents, one having transition from school to university atmosphere and another continuing their 11th and 12th in the same school atmosphere. To draw the sample for the first group, two colleges i.e., I.C. College of Home Sciences and College of Agriculture of C.C.S. Haryana Agricultural University, Hisar were purposively selected as these institutions admit children after 10th class. To draw the rural sample, three villages namely Neoli Kala, Behbalpur and Mangali were randomly selected having schools admitting girls and boys. . The final sample included 460 adolescents, 348 from rural government schools and 112 from university. The instruments used for data collection were the Kovacs’ Children Depression Inventory (2003), Rigby and Slee’ Peer – relationship questionnaire (1993) and Sarson’ Social – Support Questionnaire (1987). The analysis of data used t-test, correlation coefficient and regression. The results showed that majority of the respondents were female from rural area. The mean academic achievement of adolescents enrolled in university was better than school adolescents. More than half of families were nuclear in structure and medium sized having three siblings with income between ` 20,000 - up to ` 2,00,000. Results for peer – relationship showed that males to a higher level were involved in bullying and being victimized against females who used pro – social skills at higher level. Adolescents studying in 11th class were slightly lower in bullying whereas, they were higher in victimization and pro – social skills. Comparative mean scores showed that adolescents studying in university were more involved in bullying and being victimized against school respondents who were higher in pro – social skills.. From total sample 48.7 per cent adolescents received good social – support. Female adolescents reported good number of social – support as compare to male adolescents and were satisfied to a higher level with the support they received. Depression results revealed variations against gender and area on various aspects of depression among adolescents. 11th standard as well as females were more depressed as compared to their counterparts. Bullied and victimized adolescents frequently reported more depression whereas pro – social behavior acted as protective factor against depression. Non - satisfaction with perceived social – support lead to higher depression. Positive significant correlation of depression existed with academic class, educational institute whereas negatively and significant correlation with family size. Stepwise regression model for depression, indicated that academic class, total number of people (SSQN) and number of siblings were significant predictors of depression.ThesisItem Open Access Self-esteem and depression among adolescents(CCSHAU, 2014) Sunita; Punia, ShakuntalaThe study was conducted to find out the relationship of self-esteem and depression on 290 students, studying in 9th and 10th standard, age ranging from 15-16 years, from rural and urban area of Hisar district, from Haryana state. Beck Depression Inventory, Inventory of Parent-Peer Attachment (IPPA), and Rosenberg Self-Esteem Scale were used for collecting data on depression, parent-peer attachment and self-esteem respectively. Pearson product moment correlation coefficient, t-test and regression analysis were used to get the inferences as per objective. The mean age of respondents was 15.42years and nearly sixty percent selected respondents were females. Majority of respondents were either 1st or 2nd born having average academic performance and studying in 10th class. Parental profile revealed that mean chronological age of mothers and father was 36.84 and 41.49 years respectively. Majority of mothers were illiterate or educated up to middle class, whereas majority of fathers were matriculate. Most of the mothers were house wives and nearly half of fathers worked as laborers. Majority of the respondents belonged to nuclear families with medium size and were from SC or BC category. Annual income of the family was up to ` 1, 26,666.Results concluded that majority of the respondents had high trust, communication and low level of alienation with their parents and peers. Rural as well as female respondents had moderately secure attachment as compared to their counterparts. Positive and significant correlations were observed in adolescent’s parent peer attachment with gender, academic achievement, whereas, ordinal position was correlated only with maternal attachment. Paternal age and occupation were negatively and significantly correlated with peer trust, communication, alienation and paternal communication. Negative and significant correlation existed between academic class and maternal communication, alienation, attachment and paternal alienation, whereas, annual income had positive correlation only with maternal trust. The results related to self-esteem revealed that majority of the adolescents had normal level of self-esteem. The urban girls were superior to their counter parts in self-esteem. Significant and positive correlation of adolescents self-esteem was seen with gender, academic achievement, maternal, paternal and peer trust, communication and attachment, whereas, negative but significant relation were seen with paternal occupation and maternal, paternal and peer alienation. Further majority of respondents were nondepressed or had mild mood disturbances, whereas, 33.5% respondents had clinical depressive symptoms. Comparatively males or respondents from rural area were more depressed. The self-esteem, academic achievement and parent and peer trust, communication and attachment were negatively and significantly correlated with depression hence acted as protective factors. Whereas maternal, paternal, peer alienation was seen as risk factor for depression among adolescents. Further self-esteem, peer alienation, mother communication and father trust were the significant predictors causing variance in depression.ThesisItem Open Access Impact of Preschool Programme on Language Development of Preschoolers(CCSHAU, 2014) Nirmala; Chandrakala SinghThe present investigation was carried out in rural and urban areas of district Hisar to assess the impact of preschool programme on language development of preschoolers. A total number of 120 preschoolers of age group 4 to 5 years were taken. Two villages namely Kaimari and Mangali were taken as rural location and for urban the Hisar city was selected for collection of data, out of which 60 children were from urban and 60 form rural areas. Reynell Developmental Language Scale (RDLS, 1985) was used to test the language development of children. Socioeconomic status was assessed with self structured interview schedule. Self developed Language stimulation environment checklist was used to judge the language stimulation environment of preschools which included availability of material in preschools and teacher interaction with preschoolers. Preschool programme evaluation sheet by Verna Hilderbrand (1981) was used to examine the quality of preschool programme. Results revealed that comparison over location shown that urban children surpassed their counterpart in all components of language development. Association of language development with preschool programme and language stimulation environment of preschools depicted the influence on verbal comprehension A, verbal comprehension B and expressive language of preschoolers in both locations. The study further revealed that the language development of preschoolers were significantly associated with personal and socio-economic variables.ThesisItem Open Access Temperament and mother-child Interaction(CCSHAU, 2014) Reetu Devi; Balda, ShantiThe present study was conducted in Dhobi village of Hisar district of Haryana state. One hundred children, i.e., 50 boys and 50 girls in the age group of 6 to 8 years who had at least one younger sibling were selected randomly. Mothers of these children also participated in the study. Mothers’ assessed their own temperament, their children’s temperament and their interaction with children. Fifty nine percent children were in the age group of 6-7 years and the remaining in the age group of 7+-8 years. Forty six per cent were in class one and 48 per cent in class two. Majority of mothers fell in intermediate category of sociability, ascendant, secretiveness, reflective, impulsivity, placid, accepting, responsible, cooperative, persistence, aggressive, tolerance and tough-minded dimensions of temperament. In vigorous and warmth dimensions of temperament, majority of mothers were in high category. Mean scores of target sample for sociability, emotionality, energy, distractibility and rhythmicity dimensions were almost similar to that of standard mean scores given by Malhotra and Malhotra (1988). Majority of children fell in intermediate category of sociability and energy; and majority of children belonged to high category of emotionality and rythmicity. These are indicators of easy temperamental style. Boys were more energetic and distractible than girls. Results showed that majority of mothers were highly affectionate and average to high in responsiveness, encouragement and teaching domains of mother-child interaction. Mothers were more responsive and were more involved in teaching with boys as compared to girls. Parental education has positive relationship with responsiveness, encouragement and teaching domains of mother-child interaction. Sociable children were likely to have sociable, reflective, placid, persistent, accepting, vigorous, warm, tolerant and tough-minded mothers. Happy children were likely to have mothers who were reflective, responsible, co-operative, ascendant, placid, accepting, persistent, warm and tolerant. Rhythmic children had mothers who were sociable, vigorous, persistent, impulsive, accepting, responsible and tough-minded in temperament. These are indicators of ‘goodness of fit’ between children’s and mothers’ temperament. Highly energetic children were more likely to have mothers who were temperamentally vigorous, tolerant, reflective, impulsive, cooperative and persistent. Children who were high on distractibility dimensions of temperament had mothers who were high on ascendant, reflective, sociability, impulsivity, placid, accepting, vigorous, persistence and aggressiveness dimensions of temperament. Easy children were likely to have positive interaction with their mothers and that there tend to be good ‘fit’ between children’s temperament and mother-child interaction. Affectionate, responsive, encouraging mothers involved in teaching their children were temperamentally sociable, ascendant, reflective, responsible, vigorous, cooperative, persistent, warm and tolerant.ThesisItem Open Access Parental encouragement and self-concept of 13 to 15 year old children(CCSHAU, 2014) Rathore, Manju Kanwar; Sangwan, SheelaAdolescence is the period of shifts of developing new relationships outside the family, parental support which continues to provide a guideline to self-concept and academic success. Selfconcept is influenced by feelings of success and competence, their abilities, feedback from peers, and how well they compare to the ideals they have for themselves. This research examines the influence of parental encouragement on self-concept and academic achievement of adolescents. The study was conducted in Hisar district of Haryana state where two Government Senior Secondary Schools from rural area and two from urban area were selected. From each of the four selected schools of rural and urban area of Hisar, all boys and girls of 13-15 year were included in final sample. Self prepared questionnaire was used to delineate socio-personal variables and Parental Encouragement Scale (PES) by Sharma (1971) was used for assessing parental encouragement. Academic achievement score of children were obtained from the latest grade sheet of the examinations. Self- Concept of children was judged by Children’s Self –Concept Scale (CSCS) of Ahluwalia (1986). The results revealed that majority of the adolescents had received high level of parental encouragement and there were no gender difference in parental encouragement of adolescents. Parental encouragement had positive and significant correlation with self-concept of adolescents and rural respondents were better in selfconcept level than urban respondents. Academic class, self-concept, paternal occupation and number of siblings came out as significant predictors of the academic achievement of adolescents.