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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 Stress and self-esteem among working women(CCSHAU, Hisar, 2021-01) Kavita Kumari; Dhanda, BimlaThe present study was undertaken in Hisar district of Haryana state. For rural area, two villages namely Tokas Patan and Gangwa were selected purposively as these villages were having Government School, Private School, Anganwadi and Public Health Center. To draw urban sample, Jat Collage, Fathe Chand Collage, Sapra Hospital, Government School, Private School were randomly selected as per demand of the study. A sample of 200 rural and 200 urban respondents of 25-above 35 years age were taken, thus making a total sample of 400 respondents. Perceived stress was measured by Perceived Stress Scale developed by Cohen et al. (1983). Self Esteem Scale by Rosenberg (1965) was used to measure self-esteem among working women. The findings revealed significant differences in perceived stress (Z=2.76*) and self-esteem (Z=0.98*) of rural and urban working women respectively. Negative but significant correlation existed between perceived stress and self –esteem of respondents. Further, a significant positive correlation was observed between perceived stress and social interaction anxiety of respondents and respondent‟s leisure time and health medical. Results further revealed significant association of perceived stress with area, age, family type, family size, occupation of respondents, and occupation of spouse. In case of self- esteem significant association between age, family type, family size, education of respondent, education of spouse and occupation of respondent. Further, results depict that family size, education of respondent, education of spouse, occupation of respondents and occupation of spouse significantly associated with social interaction anxiety. Health medical outcomes significantly associated with area, family type, family size, occupation of respondent, occupation of spouse and family income and leisure time significant association between area, family type, family size, occupation of respondent, occupation of spouse and mode of transportThesisItem Open Access Self-Efficacy and Social Phobia among Adolescents Human Development and Family Studies(CCSHAU, Hisar, 2021-01) Arushi; Sangwan, SheelaAdolescence is defined as the period of change between childhood to adulthood that involves biological, cognitive, and socio-emotional changes. A key task of adolescents is grounding for adulthood. “Adolescence” is a dynamically developing theoretical construct informed through physiologic, psychosocial and cultural lenses. This critical developmental period is traditionally understood as the years between the beginning of puberty and the establishment of social independence. This research examines self-efficacy in Relation to social phobia of Adolescents. . The study was conducted rural and urban areas of Bhiwani district of Haryana State. From selected district sample constituted of randomly selected 240 adolescence including 120 males and 120 females of 14-16 years. Self prepared questionnaire was used to delineate socio-personal variables and Social Phobia scale by Sharma and Sisodia (2012) was used for assessing social phobia. Self-efficacy was assessed by Self efficacy scale (SES) of Mathur and Bhatnagar (2012) and Family environment was assessed using Family environment scale (FES) by Bhatia & Chadha (2002). There were significant differences in the self-efficacy between male and female students. Female students’ self-efficacy was higher than for males, and there was no significant relationship between self-efficacy and academic achievement. Statistically significant differences were found in the mean scores of self-regulatory skills, self-influence and self-evaluation. Adolescents aged 14-15 years had better self-efficacy as compared to 15-16 years. Comparison of various aspects of self-efficacy as per the gender of adolescent shows statistically significant differences in the mean scores of self-influence, social achievement, self, self-evaluation, self-esteem and self-cognition. Female adolescents were better in self-influence, self and self-evaluation aspects of self-efficacy. Self-regulatory skills, self-confidence and self were significantly correlated with social phobia. In family environment, cohesion, acceptance and caring, active recreational orientation, organization and control were significantly correlated with self-efficacy, whereas cohesion and organization were significantly correlated with social phobiaThesisItem Open Access Academic achievement of adolescents in relation to parental encouragement and school environment(CCSHAU, Hisar, 2021-02) Deepika; C. K. SinghThe present study was undertaken in Hisar district of Haryana state.The objective of the study the influence of parental encouragement and school environment on academic achievement of adolescents government and private school. Two types of schools were selected government and private: i.e. two government schools namely Campus School CCS HAU,Hisar and Government high school were selected randomly and two private schools namely Saint Nischhal school and Guru Jambheshwar Senior Secondary School also randomly selected. Thus, the total numbers of selected schools were four. A sample of 120 government and 120 private school adolescents including equal number of males and females of 14-16 year age were taken, thus to make a total sample of 240 adolescents. Agarwal Parental Encouragement Scale developed by Kusum Agarwal (1999) was used to measure the parental encouragement as perceived by the adolescents. School Environment Inventory (SEI) developed by Misra (1983) was used to measure the school environment of the adolescents. Academic achievement of adolescents was assessed from the latest grade sheet collected from the school. The results revealed in total sample half of adolescents from government and private school had average level of academic achievement and received average level of parental encouragement. Maximum number of adolescents belonged to nuclear family and two numbers if siblings. A positive and significant relationship with academic achievement and parental encouragement of adolescents was noticed. All the aspects of school environment had significant relationship with parental encouragement of adolescents. There was significant association between paternal education, maternal education and academic achievement of adolescents. Further significant relationship between academic achievement with parental education and parental occupation of adolescents was found.ThesisItem Open Access A Study of Behavioral Disorders among Rural and Urban Children(CCSHAU, Hisar, 2021-08) Sunita; Sangwan, SheelaThis research examines prevalence of behavioral disorders among rural and urban children. The study was conducted in Fatehabad and Hisar district of Haryana state. From each district urban sample was taken from the city area i.e. Fatehabad and Hisar city and rural sample was taken from the randomly selected villages namely Shekhupur Daroli and Arya Nagar. Two Govt. Senior Secondary Schools i.e. one from rural and one from urban area were purposively selected from each district. Study was conducted on 11-17 year age group children. A sample of 60 children (30 boys and 30 girls) was selected from each school and mother of selected children were also included in the study. The final sample included 480 respondents (240 children and 240 mothers). The instrument used for data collection were Goodman’s Strengths and Difficulties Questionnaire (2000), Rigby and Slee’ Peer Relationship Questionnaire (1994) and Shah’s Family Climate Scale (2006). Independent sample Z – test, correlation, percentages and frequencies were used to evaluate the data. Results revealed that as perceived by children and their mother majority of urban and rural children were normal having no emotional problem, conduct problem, hyperactivity problem and peer problem. Study shows high prevalence of behavioral disorders in children in urban setting than rural site. The prevalence of behavioral disorders was more among male children than female children. Maximum children had average level of family environment and peer relationship. Maximum number of children had moderate level bullying, low level of victimization and pro-social behavior to a high level regarding peer relationship status from rural and urban area. As per children response the area of residence, father occupation and age of children was positively associated with behavioral disorders of the study subject. While According to mother’s response behavioral disorders of children were positively associated with educational status, number of siblings and age of children. The behavioral problems of children are influenced not only by socio-demographic factors but also by the family environment and peer relationship factors. The discussion focuses on the importance of healthy peer relationships and family environment as an influential predictor of behaviour of children.ThesisItem Open Access Educational aspiration and parental encouragement among high school children(CCSHAU, Hisar, 2021-07) Reenu; Singh, C.KAdolescence is the time of transition from childhood dependence to early adulthood freedom and responsibility. Educational aspiration is explained as a psychological construct, which reflects a cognitive type of motivation of the individual. Educational aspiration reflects educational goals an individual set for himself/herself. Parental encouragement is the inspiration or extra-boosting given by the parents to the children for their active involvement in academic life. The present study was conducted in Hisar and Fatehabad district of Haryana state. The sample od study included 120 respondents from Hisar and 120 from Fatehabad district, thus total sample comprised of 240 respondents. Educational Aspiration Scale by Sharma and Gupta (2015) was used to assess educational aspiration and Parental Encouragement Scale by Sharma (1997) was used to assess parental encouragement of students. The results of study revealed that majority of respondents belonged to moderate category of educational aspirations and majority of respondents perceived moderate level of parental encouragement. There was significant relationship found between educational aspirations and parental encouragement of high school children. Educational aspiration was significantly associated with sex, age, academic achievement, parental education, parental occupation, parental age, area of residence and family income of respondents. Educational aspirations were not significantly associated with ordinal position, number of siblings, caste, family size and family type of respondents.ThesisItem Open Access Academic Motivation and Academic Self Concept among Elementary School Children in Haryana and Bihar(CCSHAU, Hisar, 2021-02) Arti Kumari; Sangwan, SheelaThe study was conducted in Hisar and Rohtak districts of Haryana and Darbhanga and Madhubani districts of Bihar. A list of elementary schools having classes of std 6th to std 8th was prepared from all the selected districts of Haryana and Bihar state and the sixteen schools were selected at random from it. The subjects were 400 and they were from 16 schools, 200 children from each state (two governments and two private). Self – prepared questionnaire was used to delineate socio-personal variables. For dependent variable Academic Motivation scale (AMS) by Vallerand et al. (1992) and Academic Self Concept Scale by Kamble and Naik (2013) were used to study the nature of elementary school children’s academic motivation and academic self concept. For study psychological variables of them Peer Relation Scale by Rigby and Slee (1993) was used. The research findings indicate that in Haryana state most of the elementary school children had an average level of all dimensions of academic motivation and academic self concept while in Bihar majority of respondent had good levels of academic motivation and academic self concept. The elementary school children residing in urban areas had higher levels in all dimensions of academic motivation and academic self concept in Haryana and Bihar. State wise, it was found that elementary school children of Bihar were significantly better in most of the dimensions of academic motivation and academic self concept. Age, class, gender, maternal education, paternal education, maternal occupation, paternal occupation and family monthly income and previous classes’ marks had significant association with their academic motivation and academic self concept. Academic motivation and academic self concept was significantly negative correlation with bullying and victimization while pro-social behavioure had significantly positive correlation with students’ academic motivation and academic self concept in both the states. The regression analysis of elementary school children in Haryana and Bihar states showed that gender, family income, ordinal position, paternal education and maternal education comes out as significant predictor of the academic motivation and academic self concept of the elementry school children in both states. Age, gender and area wise significant differences were noticed in all dimensions of academic motivation and academic self concept of the elementry school children among experimental group in both states after the execution of intervention program as compared to their counterparts. Overall, academic motivation and academic self concept of elementry School children got enhanced significantly in both Haryana and Bihar states after completion of intervention program.ThesisItem Open Access Menstrual distress and impact on academic performance among adolescent girl(CCSHAU, Hisar, 2021-07) Jyoti; Yadav, PoonamAdolescent girls‟ education is of critical importance for their future progress as citizens and their success in later life. The purpose of this study was to better understand the challenges girls face due to menstruation in the form of menstrual distress and its impact on academic performance and present recommendations to create a supportive school and home environment for adolescent girls in Haryana State. The study was conducted on 240 adolescent girls in the age group of 10-14years and 15-19 years belonging to rural and urban areas of Hisar district. Self-developed schedules were used to delineate personal, socio-personal variables and facilities at home and school in terms of MHM. Menstrual distress of adolescent girls was assessed by using Comprehensive Menstrual Distress Scale by Jain et al. 2017. Dependent variable for the present study was academic performance and measured by self –developed interview schedule. Frequency, percentages, mean, standard deviation, „Z‟ test, ANOVA and chi-square tests were used to analyse the data as per objectives. The study found that one-fourth of girls were exposed to high physical and socially imposed impurity and restriction distress, whereas, 17.5 % and 16.3% adolescent girls were highly distressed on aspects of psychological and positivity of womanhood respectively. Rural girls were more distressed than urban counterparts. Regarding facilities at school in terms of MHM, girls reported lack of proper disposal system for sanitary materials and lack of availability of changing rooms. Nearly half of respondents reported lack of open discussion from family on MHM issues. School facilities and home facilities were associated with menstrual distress. A significant difference in menstrual distress was observed among early and late adolescent girls. Girls attaining early menarche and having irregular periods were more distressed. Literate mothers, working mothers, size of family and father occupation were associated factors of low menstrual distress in this study. Present research has found that a substantial portion of girls‟ menstrual distress level impacting academic performance particularly in terms of school absenteeism seen among 57.1percent girls. The menstrual distress symptoms were significantly interfering with adolescent‟s classroom, examination, assignment extracurricular activities and relationship performance.ThesisItem Open Access Life satisfaction and self-perception among differently abled adults(CCSHAU, Hisar, 2021-08) Kiranpreet Kaur; Duhan, KrishnaThe present study was conducted in Hisar and Sirsa districts of Haryana and Ludhiana and Amritsar districts of Punjab. From each district urban area was taken purposively based on maximum availability of the sample. List of differently abled working and non- working adults with age range of 18-40 years along with 40 and above percentage of disability was prepared. Out of list 40 each differently abled working and non-working adults were taken randomly from selected districts of Haryana and Punjab. Therefore, a total of 160 differently abled persons from both states were included in the study. Life satisfaction of respondents was assessed by Life Satisfaction Scale by Alam and Srivastava (2001). Self- Perception Measuring Scale developed and standardized by Agarwal (2008) was used to assess the adults’ self-perception. . Psycho-social problems of differently abled adults was explored with help of self-structured questionnaire Maximum percentage of differently abled adults were male with age of 26-33yrs and were graduate or post graduate. It also illustrates that more number of respondents had no special education and they were disabled since birth with locomotor disability. Further, maximum adults had more than 80 percent of disability. Majority of respondents were unmarried and married had 0-2 children. Socio-economic profile of respondents showed that maximum percentage of adults belonged to general cast category, nuclear families with medium family size and had annual family income up to Rs.3, 50,000. The research findings illustrated that majority of respondents had high level of health satisfaction, personal satisfaction and social satisfaction. Whereas, maximum adults had average level of economic satisfaction, marital satisfaction and composite life satisfaction. However, greater number of respondents had low level of job satisfaction. Further, majority of differently abled adults had average level of self-acceptance, self-regard and overall self-perception. Majority of differently abled adults had medium level of psycho-social problems in all sub-scales i.e. home and personal life, social life, work/institution life and emotional life. The study found significant association between caste, occupation, family structure, family income and organization member with life satisfaction. There is need to build self-confidence among differently abled persons and to promote inclusion in main stream of social and cultural program. To create a disabled-friendly environment, more awareness activities for all sections of the community must be organized. Policies and programmes should be implemented effectively, and job opportunities for differently abled adults should be enforced in accordance with Persons with Disabilities Act. The formation of self-help group and Federation of persons with disability will assist them to come together and fight for their rights and be self-sufficient and self-reliable.ThesisItem Open Access Teachers’ occupational aspiration and job satisfaction in relation to their emotional intelligence(CCSHAU, Hisar, 2021-09) Monika; Duhan, KrishnaThe present study was an effort to study Teacher’s Occupational Aspiration and Job Satisfaction in relation to their Emotional Intelligence. It was conducted in Hisar and Rewari district of Haryana state. A total combination of 160 teachers was selected from both the districts in which half of the sample population were belonged to Hisar district and other half were from Rewari district. To delineate personal and socio-economic variables, a self-constructed questionnaire was used. Teacher’s emotional intelligence level was assessed by Emotional intelligence test developed by Duhan (2005). Teacher’s occupational aspiration questionnaire by Nasrin and Anees (2013) was used to examine occupational aspiration of teachers and job satisfaction scale by Singh and Sharma (1990) was used to observe job satisfaction of teachers. The present study has come out with the results stated that medium level of emotional intelligence was reported in school teachers. Associations of emotional intelligence with personal and socio-economic factors of teachers showed significant associations with age, education, area of living, annual income, experience and type of school. The findings of the study revealed that teachers from both the districts were highly aspired regarding their profession and moderately satisfied with their job. Significant associations were found between occupational aspiration and job satisfaction with emotional intelligence of teachers. The study concluded that teachers working in government school had better emotional intelligence, occupational aspiration and highly satisfied with their job as compared to private school teachers.
