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Social problem-solving skills of 6 to 8 years old children in relation to intelligence quotient

KrishiKosh

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Title Social problem-solving skills of 6 to 8 years old children in relation to intelligence quotient
 
Creator Anita
 
Contributor Balda, Shanti
 
Subject Economic systems, Livestock, Costs, Animal husbandry, Dairy farms, Productivity, Investment, Milk products, Physical control, Animal population
 
Description The present study was conducted in Kaimri village of Hisar Block 1 of Hisar district. There
were two government schools in Kaimri village, one for boys and one for girls. From these two
schools, 94 boys and 85 girls in the age range of 6-8 years were assessed for their IQ with the help of
Stanford-Binet Intelligence Scale (1973). Children were divided into low, average and high IQ
categories. Ninety children including 45 boys and 45 girls, 15 boys and 15 girls from each IQ group
were selected. The objectives of the study were - first, to identify low, average and high IQ children in
the age group of 6 to 8 years; second, to assess social-problem solving skills of low, average and high
IQ children; third, to compare social-problem solving skills of low, average and high IQ children and
fourth, to delineate the factors related to social-problem solving skills of children.
Social problem-solving skills of selected children were assessed with the help of Social
Problem-Solving Test (Rubin, 1988). Responses of the children were examined quantitatively and
qualitatively. Quantitative scores were calculated for total number of categories, number of different
categories, relevancy and flexibility. Quality of responses included strategies suggested by children to
solve problems in hypothetical situations with their peers. Results revealed that majority of children
belonged to average category of IQ. IQ had significant impact on social problem-solving skills of
children. Other factors related to social problem-solving skills of children were age and gender of child;
paternal education and occupation and family income. Behavioural aspects, aggression, emotionality
and impatience had significant relationship with social problem-solving skills. Research further
revealed that, most frequently used strategies by children were “non-forceful” in nature. Gender
differences indicated that girls suggested greater number of “non-forceful” strategies than boys who
suggested greater number of “forceful” strategies.
 
Date 2016-11-11T14:21:27Z
2016-11-11T14:21:27Z
2010
 
Type Thesis
 
Identifier http://krishikosh.egranth.ac.in/handle/1/85138
 
Language en
 
Format application/pdf
 
Publisher CCSHAU