Comparative Study of Self Concept of Boys and Girls of Rural Area of Panipat District of Haryana State (original) (raw)
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AkiNik Publications, 2023
The purpose of this study is to explore the self-concept of college students from urban and rural areas in relation to their gender, boys and girls. There were 200 students in the sample, 100 of whom were boys (50 urban and 50 rural) and 100 of whom were female (50urban and 50 rural). The "Self-concept Questionnaire" by Dr. R.K. Saraswat Scale was utilized for this investigation's goals. The data were analysed using the "F-ratio" test to determine the mean difference between college students according to their gender. The findings indicate that urban and rural college student have significantly different on the self-concept. There is statistically significant difference in self-concept between boys and girls college students of Varanasi.
A Study of Self-Concept among Adolescents
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In the present paper, an attempt was made to study self –concept among adolescents. A descriptive study was conducted to elaborate the relationship between self-concept and socio –emotional school climate among adolescents. A sample consisting of 200 adolescents was taken from schools situated in Ludhiana district. Data was collected with the help of Self-concept list Rating Scale by Deo (2008) and Socio – emotional School Climate Inventory by Sinha and Bhangane (1998) .Subsequently data was subjected to statistical analysis. Results clearly indicated a significant relationship between overall self-concept and socio-emotional school climate of adolescent students. No Significant difference was found between mean scores of self-concept of rural and urban adolescent students. No significant difference was found between mean scores of self-concept of adolescent boys and girls.
Self-concept is defined as the combination of the picture of self-perception, that perception is a belief, feelings, and attitudes about the values that are recognized by the individual as his traits. The aim of this study was to compare the self-concept among tribal and non-tribal students in Wayanad District. The students of class VIII were taken as the sample of the study. The size of the sample was 100 which include 50 from tribal students and 50 from non-tribal students by using purposive sampling. A self-concept Scale (Sibi & Meera, 2019) was used to assess the Self-Concept of students. Data was scored and analyzed manually. Independent't' test was used to compare the self-concept of tribal and nontribal students. The study found that tribal students have a low selfconcept. There was a statistically significant difference (p<0.001) in self-concept between tribal and non-tribal students.
2014
The problem of this study is that there is lack of valid and reliable self-concept instruments that measure the hierarchical and multidimensional facets of self-concept. While there are many such kind of validated instruments in other parts of the world, particularly in the West, no significant validation of instruments is carried out in Ethiopia, and particularly in the Amhara cultural community. The validation of the Self Description Questionnaire I (SDQI) by this study helps to conduct further studies by the instrument so that more self-concept theories will be supported and interventions will be designed based on findings than what was done before. The purpose of the study is to find out the validity and reliability of the Self Description Questionnaire I and the applicability of its related theories among the Amhara community. In the study 132 students whose age is from 8 to 12 were selected from Amhara community in North Showa using convenient sampling. A questionnaire was administered on the children and focus groups discussions were held. The children completed the 76-item SDQI that measures the 8 facets self-concept. The analyses were done using the AMOS approach to Confirmatory Factor Analysis. Sex and Age effects in the multiple dimensions of self-concept were tested using multivariate and univariate Analysis of Variance. Validity, reliability and factor structure of the SDQI scales is established by the responses that supports the use of the SDQI on children of the Amhara community; the reliability median estimates have shown some increment with age. Individual indicator reliability is established while there are high levels of internal consistency reliability in all eight factors. While convergent validity among the factors is partly confirmed discriminant validity was not well established. The hierarchical and multidimensional structure of self-concept of children is dominantly demonstrated as stipulated by the one general factor, two factor, and 8 factor models and the qualitative data. The 8-factor model has the highest fits to the data both for total group and for each age group and its parameter estimates show that all 8 factors are distinctly demonstrated. Some data imply that the children rate themselves less in older ages than they used to do in their earlier ages. It is inconclusive, however, as to whether children better differentiate the eight self-concept dimensions as their age increases. The highest correlations involve the math and school scales while general self is affected most by math and school selves. With regard to the total group it is ability and peer relation that have the highest correlation. The sizes of the uniquenesses decrease with age. When total self-concept that is averaged across all 8 scales is assessed the effects of age was significant, while the effect of sex and their interaction were non-significant. Since the validity, reliability and factor structure of the Self Description Questionnaire I scales is established by the study it can be an inducement to do further similar studies in this regard in the future or the instrument can be used to study most of the 8 facets of self-concept in future studies than focusing on a single or two dimensions of self-concept. Since care and socialization practices in the culture may be grounds for most of the differences in differentiating the facets of self-concept by the children the situation has to be studied further. As general self-concept seems to be affected most by school related factors, the reasons for this need to be further studied. Since the decline or increase of level of self-concept rating with age is not conclusively supported in the targeted age groups future studies may clarify the precedence behind this finding.
A Qualitative Study on Self-Concept of Boys and Girls among Late Adolescence
This study to examine the emotional maturity level in boys and girls among late adolescence. The self-concept as an organizer of behaviour is of great importance. Self-concept refers to the experience of one's own being. It includes what people come to know about themselves through experience, reflection and feedback from others. It is an organized cognitive structure comprised of a self of attitudes, beliefs and values, verity of habits, abilities, outlooks, ideas and feelings of a person. Consistency of behaviour and continuity of identity are of the chief properties of the self-concept. Positive self-concept always strengthens the ability of reasoning, problem solving and efficiency of a child.
A Comparative Study on Self-Concept of 13-16 Years Students of two Different Category Schools
2014
The purpose of this study was to observe the difference, if any, on the early –teen boys students of two different type schools. Subjects of this study were one hundred fifty male Navodaya students of three age categories and similar number of age and height-weight-matched students from other than Navodoy schools (fifty students for each age group from each type of school). Six dimensions of self-concept, namely- behaviour, intellectual and school status, physical appearance and attributes, anxiety, popularity, and happiness and satisfaction were the criterion measures. Mean, standard deviation (SD) and ANOVA followed by Post-Hoc LSD and independent t-test were the statistics used for data interpretation. Significance difference (p<0.05) was observed between Navodoy and other than Navodoy students in behaviour and happiness and satisfaction of 13-year, 14-year and 15-year age groups. Difference was also observed in intellectual and school status in 13-year and 15-year age groups ...