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School environment and socio-emotional development of children

KrishiKosh

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Title School environment and socio-emotional development of children
 
Creator Gautam, Neetu Singh
 
Contributor Punia, Shakuntla
 
Subject Economic systems, Developmental stages, Biological phenomena, Climate, Animal husbandry, Environment, Marketing, Manpower, Sampling, Milling byproducts
 
Description The study was conducted in 30 schools of Hisar city from Haryana state i.e. 15
government (Haryana Board affiliation) and 15 private (CBSE affiliation) schools.
From each school, 5 boys and 5 girls were selected using proportionate random
sampling method. Hence from all the 30 selected schools, there were 150 boys and
150 girls having 13 to 14 years of age .Two type of variables were taken i.e.
independent variables and dependent variables. Independent variables included Socioemotional
school climate and personal socio-economic variables. Age, gender,
education, ordinal position, caste, family type, number of children, family size,
parent’s education, occupation and family monthly income were considered as
personal and socio-economic variables. Social maturity and emotional stability were
taken as dependent variables. For this investigation, Socio-emotional School Climate
Inventory, developed by Sinha and Bhargava, 1994 was used to assess the socioemotional
school climate. For personal and socio-economic variables, self prepared
pretested questionnaire was used. To assess the social maturity and emotional
stability of children, Rao Social Maturity Scale (Rao, 1998) and for Emotional
Stability Test for children by Gupta and Singh (1985) were used. The results revealed
that most of the respondents perceived their school climate as favourable to highly
favourable. Respondents from private school had better perception of social climate
as well as socio-emotional climate of schools against the government schools
respondents. Government schools were perceived better for emotional climate of
schools. The girls had better perception about social and socio-emotional climate of
their schools. The Government and private schools differed significantly in their
socio-emotional school climate.
Results related to social maturity revealed that majority of the respondents
were highly mature in their social skills. Comparatively private school respondents
were better in their social maturity skills. Significant differences were observed in
respondent’s social maturity skills on the basis of family type, type of school, gender,
age of child. Socio-economic variables significantly affected the social maturity skills
of the respondents.
Study further highlighted that majority of the respondents had average level of
emotional stability. No significant differences were found in emotional stability of
respondents on the basis of personal and socio-economic variables.
Significant correlation existed between school climate and social maturity of
children, whereas, school environment was non-significantly related to emotional
stability.
 
Date 2016-11-16T11:20:33Z
2016-11-16T11:20:33Z
2009
 
Type Thesis
 
Identifier http://krishikosh.egranth.ac.in/handle/1/85796
 
Language en
 
Format application/pdf
 
Publisher CCSHAU