Psycho-social dimensions of disabled and normal male adolescents
Loading...
Date
2012
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
CCSHAU
Abstract
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.
Description
Keywords
Disabled adolescent, Self-concept, Adjustment, Educational aspiration, Self-efficacy