Family Environment Scale--Children's Version

1983 ◽  
Author(s):  
Christopher J. Pino ◽  
Nancy Simons ◽  
Mary J. Slawinowski
Keyword(s):  
Family Environment ◽  
Family Environment Scale ◽  
Environment Scale

Academic Achievement of Female Students at College Level In Relation to Their Family Environment And Locale

2021 ◽  
pp. 51-65
Author(s):  
Nishta Rana ◽  
Shivani Kapoor
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Family Environment ◽  
Sampling Technique ◽  
Female Students ◽  
College Level ◽  
Family Environment Scale ◽  
Environment Scale ◽  
The Family ◽  
High Level

Academic achievement is often considered as a key criterion to judge one's total potentialities and capabilities. Academic achievement has become a prime interest for the teachers, educationists, psychologists and parents to predict children's academic success which is considered to be an outcome of the learning environment and the family. The present study aimed at seeking the level of academic achievement of female students at the college level with respect to their family environment and locale. Random Sampling Technique was applied to draw the sample of 200 female students studying in the five-degree colleges of Jammu City (J&K) in the year 2015. Family Environment Scale (FES-BC) by Bhatia and Chadha (2012) was used for data collection. This tool has eight dimensions-Cohesion, Expressiveness, Conflict, Acceptance and Caring, Independence, Active-Recreational Orientation, Organisation and Control. The findings revealed that most of the female students were having an average level of academic achievement. Very few female students were found to have a high level of academic achievement. No significant differences in the level of academic achievement were found among female students in relation to their residential background, whereas significant differences were found in the family environment of female students with respect to the locality at the sub-scale “Acceptance and Caring” and “Active Recreational Orientation”. The value of the coefficient of correlation was found to be low, positive but significant at the 0.01 level of significance at the sub-scale “Cohesion” of Family Environment Scale. It shows that academic achievement and cohesion in the family are positively related with each other, however, the correlation is low.

Relation of Sex and Age to Old and New Family Environment Scale Standard Scores of White Adolescents: Preliminary Norms

1985 ◽  
Vol 57 (1) ◽  
pp. 327-330 ◽  
Author(s):  
Diane M. Enos ◽  
Paul J. Handal
Keyword(s):  
Family Environment ◽  
White Adolescents ◽  
Family Environment Scale ◽  
New Family ◽  
Environment Scale ◽  
Older Adolescents ◽  
Scale Scores ◽  
Standard Deviations ◽  
Main Effects ◽  
Age And Sex

The relation of sex and age to Family Environment Scale scores of 966 white adolescents was investigated using both old (1974) and new (1981) standard scores. Main effects for age were found on the Independence and Moral-Religious subscales, with older adolescents scoring significantly higher than younger adolescents on the Independence subscale but significantly lower than younger adolescents on the Moral-Religious subscale. Main effects for sex were found; girls scored significantly higher than boys on Expressiveness while boys scored significantly higher on Achievement. The same pattern of results was noted for analyses of old and new standard scores. Means and standard deviations by age and sex were given for new standard scores.

Compare “family atmosphere” in informal caregivers of patients with psychotic symptoms compared to their inclusion or not in self-help associations

2017 ◽  
Vol 41 (S1) ◽  
pp. S381-S381
Author(s):  
M. Mentis ◽  
M. Gouva ◽  
E. Kotrsotsiou ◽  
N.V. Angelopoulos ◽  
E. Dardiotis
Keyword(s):  
Family Environment ◽  
Expressed Emotion ◽  
Informal Caregivers ◽  
Psychotic Symptoms ◽  
Family Environment Scale ◽  
Self Help ◽  
Environment Scale ◽  
The Family ◽  
Competing Interest ◽  
Self Help Groups

IntroductionThe participation of informal caregivers in the café of patients with psychotic symptoms in coordination with self-help groups have been found to reduce the expressed emotion in combination with psychoeducations interventions help create a supportive environment.ObjectivesThis study investigates the differences in the family atmosphere of informal caregivers of patients with psychotic symptoms.AimsTo compare whether or not the participation of informal caregivers of patients with psychotic symptoms in self-organized associations helps to foster a supportive family environment, hence reducing the risk of relapse.MethodsSnowballing sampling consisting of 510 informal caregivers of patients with psychotic symptoms was used in the current study. The Family Environment Scale of Moos and Moos and socio-demographic questions were implemented to collect the data. Control Cronbach's Alpha reliability of scale gave value a = 0.795.ResultsThe comparison showed that informal caregivers of patients with psychotic symptoms irrespective of their participation or not in self-help associations do not show significant differences in Family Environment Scale. Significant statistical difference between the two groups (P < 0.05) only occurred in the subcategory “organization”, as the first group (m = 4.68, df = ± 2.233) were found to have lower values compared to the other group (m = 5.21, df = ± 2.233).DiscussionsThe study demonstrated that informal caregivers of patients with psychotic symptoms involved in self-help groups do not show to have a particular difference in the family atmosphere than families who do not participate in self-help associations.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Pengaruh Faktor Keluarga Terhadap Pembelajaran Regulasi Kendiri Murid Sekolah Rendah

2013 ◽  
Author(s):  
Kanammah a/p Manukaram ◽  
Melissa Ng Lee Yen Abdullah ◽  
Shahizan Hasan
Keyword(s):  
Family Environment ◽  
Family Environment Scale ◽  
Environment Scale

Tujuan – Kajian ini dijalankan bertujuan untuk mengkaji pengaruh faktor keluarga dari segi gaya asuhan ibu bapa, suasana pembelajaran keluarga dan penglibatan keluarga dalam pembentukan kemahiran pembelajaran regulasi kendiri.   Metodologi – Kajian ini menggunakan kaedah tinjauan terhadap 639 orang murid Tahun 4 dan Tahun 5 dari 10 buah sekolah kebangsaan di Pulau Pinang. Teknik persampelan kelompok telah digunakan untuk memilih sampel tersebut. Kemahiran pembelajaran regulasi kendiri murid telah diukur dengan komponen kemahiran belajar dalam Motivated Strategies for Learning Questionnaire(MSLQ) manakala faktor keluarga diukur dengan Parental AuthorityQuestionnaire, Family Environment Scale dan Perseption of ParentsScales (POPS).   Dapatan – Dapatan menunjukkan korelasi antara pembelajaran regulasi kendiri dengan dua faktor keluarga iaitu penyertaan ibu bapa dan orientasi pencapaian keluarga adalah positif dan berkekuatan sederhana. Pembelajaran regulasi kendiri murid sekolah rendah hanya mempunyai hubungan yang signifi kan dengan gaya asuhan autoritatif dan autoritarian. Namun, hubungan antara variabel-variabel ini adalah lemah. Analisis regresi berganda stepwise pula menunjukkan bahawa faktor keluarga adalah peramal pembelajaran regulasi kendiri yang signifi kan iaitu penyertaan ibu bapa, orientasi pencapaian keluarga, sokongan ibu bapa, gaya asuhan tidak responsif dan gaya asuhan autoritatif. Secara keseluruhannya, keputusan analisis regresi berganda menunjukkan bahawa faktor keluarga menyumbang sebanyak 30.6% (R2=.306) dalam pembelajaran regulasi kendiri murid sekolah rendah.   Kepentingan – Implikasi pendidikan dapatan kajian telah dibincangkan dalam kajian ini. Penglibatan keluarga, gaya asuhan ibu bapa dan suasana pembelajaran keluarga mempengaruhi pembelajaran regulasi kendiri. Faktor keluarga dapat membentuk murid yang mengawal atur strategi pembelajaran sejak kecil. Jadi, kajian ini menunjukkan bahawa ibu bapa mempunyai kesedaran tentang kepentingan pembelajaran regulasi kendiri sejak sekolah rendah.

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