Dynamics of self-esteem of children with learning disability
| dc.contributor.advisor | Vig, Deepika | |
| dc.contributor.author | Sati, Lata | |
| dc.date.accessioned | 2018-02-08T07:37:44Z | |
| dc.date.available | 2018-02-08T07:37:44Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | The present study explored the dynamics of self-esteem of children with learning disability. The total sample comprised of 80 formally diagnosed learning disabled children and their parents (fathers=80, mothers=80) selected from remedial centres/schools of Ludhiana, Chandigarh and Khanna. Self-esteem of children was assessed by using Self-Esteem Inventories (Coopersmith 1981). Academic anxiety of children was assessed by using Academic Anxiety Scale (Singh & Gupta 2009) whereas, emotional stability was evaluated by using Emotional Stability Test (Gupta & Singh 2003). Bisht Battery of Stress Scales (Bisht 2005) was used to assess school/ institutional related stress among learning disabled children. Perceived stress and social adjustment of parents was assessed by using Stress Profile (Nowack 1999) and Deva’s Social Adjustment Inventory (Deva 1990) respectively. ParentChild Relationship Scale (Rao 2001) was used to judge relationship of children with their parents. Perceived parental encouragement was assessed by using Agarwal Parental Encouragement Scale (Agarwal 1999). A self-structured checklist was developed to assess remedial teachers’ involvement and motivation. It was found that majority (67.50%) of the children showed medium level of self-esteem and had high academic anxiety, school stress and average level of emotional stability. Mothers were found to be more stressed in contrast to fathers. Parents were found to be socially well adjusted irrespective of self-esteem of learning disabled children. Mothers’ high loving and demanding nature in addition to object reward enhanced the self-esteem of the children. Majority (85.00%) of the children perceived high motivation from their remedial teachers. Correlation and regression analysis revealed that academic anxiety and school stress were significantly and negatively affecting the selfesteem of children whereas, symbolic reward by parents and teachers’ involvement and motivation were significantly boosting the self-esteem of the children. | en_US |
| dc.identifier.uri | http://krishikosh.egranth.ac.in/handle/1/5810040635 | |
| dc.keywords | Learning disability, self-esteem, academic anxiety, emotional stability, parental encouragement, motivation and involvement, social adjustment and parent-child relationship | en_US |
| dc.language.iso | en | en_US |
| dc.pages | 98 | en_US |
| dc.publisher | Punjab Agricultural University, Ludhiana | en_US |
| dc.research.problem | Dynamics of self-esteem of children with learning disability | en_US |
| dc.sub | Human Development and Family Studies | |
| dc.subject | null | en_US |
| dc.theme | Dynamics of self-esteem of children with learning disability | en_US |
| dc.these.type | Ph.D | en_US |
| dc.title | Dynamics of self-esteem of children with learning disability | en_US |
| dc.type | Thesis | en_US |