scholarly journals A study of Adjustment Problem among Working Women and non Working Women

2014 ◽  
Vol 1 (3) ◽  
Author(s):  
Kachchhi Parvati K
Keyword(s):  
Emotional Adjustment ◽  
Working Women ◽  
Total Sample ◽  
T Test ◽  
Research Tool ◽  
Adjustment Problem ◽  
Social Emotional ◽  
Social And Emotional

The main purpose was to find out the main difference between working and non working women in adjustment problem. The total sample consisted 200 women in working non working women. The research tool for Bell’s adjustment inventory. Here ‘t‘ test was applied to check the significance of difference in adjustment problem. The study revealed the working women and non working women were adjustment well especially from ‘social, emotional and Health adjustment. The results showing that working women are more adjustment in terms of Health, Social and Emotional adjustment than non working women.

scholarly journals Adjustment Problems among Medical Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Acharya Pratik I
Keyword(s):  
Medical Students ◽  
Emotional Adjustment ◽  
Living Organism ◽  
Home Health ◽  
T Test ◽  
Social Emotional ◽  
Adjustment Problems ◽  
Social And Emotional ◽  
Medical College ◽  
Significant Difference

The  present  study  is  intended  to  examine  the  adjustment  problems  of  Medical   students  from  C U Shah  Medical  college  of  Surendranagar.  Adjustment  is  a process  by  which  a  living  organism  maintains,  a  balance  between  the  needs  and the  circumstances. The  variables  included  for  the  study  apart  from  adjustment (home, health, social, emotional)  are  gender  and  class. The study  was  conducted  on  a  sample  of  96  students (48 boys, 48 girls)  randomly  selected  from  the  C U Shah  Medical  college  of  Surendranagar,  Gujarat, for   this   purpose   of   investigation   “Bell’s  adjustment   inventory  (school form)  revised  by  Oza R. K. in Hindi” (1994)  was  used.  The  obtained  data  was  analyzed  through  ‘t’  test  and  ‘F’  test  to  know  the  different   between  gender, class  of  medical  students.  The  results  shows that  there  is significant  difference  between  boys  and  girls  medical  students  in  term  of  their   health, social,   and  emotional  adjustment  in  the  0.01  level  of  probability.  As  per  mean  score  boys  have  batter  health,  social  and  emotional  adjustment  then  girls. Results are also indicates  that  there  is  significant  difference  in  class  (first to fourth year)  of  medical  students  in  term  of  their  home,  health,  social  and  emotional  adjustment  in  the  0.01 level  of  probability. Mean  scores  suggest  that  fourth  year  students  have  poor  home  adjustment  and  third  year  students  have  poor  health,  social,  and  emotional  adjustment  then  others.

scholarly journals Ego Strength and Anxiety among Working and Non-working Women

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Balvant M. Chhansiya ◽  
Yogesh A. Jogsan
Keyword(s):  
Working Women ◽  
Correlation Method ◽  
T Test ◽  
Mean Difference ◽  
Research Tool ◽  
Ego Strength ◽  
Positive Correlation ◽  
Significant Difference ◽  
The Mean

The main purpose of this research was to find out the mean difference between working and non working women. The total 80 women as a variation belonging to working and non working women were taken. The research tool for Ego Strength was measured by Hasan’s Ego strength Scale and tool for anxiety were used which made by Sinha. Here t-test was applied to check the significant of in Ego strength and Anxiety between working and non working women. To check the relation between Ego strength and anxiety correlation method is used. The study revealed that there was significant difference between working and non working women in Ego strength. There was significant difference between working and non working women in anxiety. While the correlation between Ego strength and anxiety reveals 0.54 positive correlation.

scholarly journals Mental Health among Joint and Separate Family’s Women: A Comparative Study

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Ahir Archana P
Keyword(s):  
Mental Health ◽  
Comparative Study ◽  
Total Sample ◽  
T Test ◽  
Mean Difference ◽  
Research Tool ◽  
Joint Family ◽  
Significant Difference ◽  
The Mean

The main purpose of this research was to find out the mean difference between joint family and separate family’s women in mental health. The total sample consisted 60 women were taken. The research tool for mental health was measured by Dr. Jagdish and Dr. A. K. Srivastava. Here ‘t’ test was applied to check the significance of mental health in joint and separate family’s women. Result shows that significant difference between joint and separate family’s women in mental health.

scholarly journals Prevalence of stress among medical students

2017 ◽  
Vol 1 (1) ◽  
pp. 18
Author(s):  
Mohammad Alkot
Keyword(s):  
Medical Students ◽  
Emotional Adjustment ◽  
Learning Ability ◽  
Social Emotional ◽  
Coping Methods ◽  
Social And Emotional ◽  
Physical Problems ◽  
And Coping ◽  
Estimate Prevalence

Background: Stress represents a normal, necessary and unavoidable life phenomenon which can generate temporary discomfort as well as long-term consequences.    Objectives: The study was conducted to estimate prevalence, risk factors and coping methods of stress among medical students. Methodology: A Questionnaire based survey was conducted on medical students of Benha university at May 2013 for   assessment of socioeconomic status, stress kind and level and the adjustment to   college scale. Results: It was found that, the majority of students have stress (87.4%), which varies from mild to moderate (63.8% versus 23.6%). The most common sources of stress were, psychological (32.3%), social (8.5%), financial (4.9%) and medical (3.6%) problems. The academic, social and emotional adjustment levels among students   varies between moderate to high (78.6% versus 21.4%), ( 26.8% versus 73.2%) and (77.8% versus 22.2%) respectively. Conclusion: Medical students face social,    emotional, and physical problems which may affect their learning ability and academic performance. Some find it hard to cope with the stress and lag behind, while others see the pressure as challenge to work harder.

Understanding Poor Adjustment in Schizotypy: A Prospective Study of the Role of Self During Late Adolescence and Early Adulthood

2021 ◽  
pp. 216769682110217
Author(s):  
Hadar Hazan ◽  
Elaine Reese ◽  
Richard J. Linscott
Keyword(s):  
Emerging Adults ◽  
Social Adjustment ◽  
Sense Of Self ◽  
Emotional Adjustment ◽  
Early Adulthood ◽  
Social Emotional ◽  
Social And Emotional ◽  
Schizophrenia Spectrum ◽  
A Prospective Study

Our aims were to (a) examine whether emerging adults on the schizophrenia spectrum ( schizotypy) differed from non-spectrum peers in social, emotional, and academic adjustment to university; and (b) determine the role of the basic and narrative selves in adjustment. Schizotypy ( n = 30) and non-schizotypy comparison ( n = 29) participants, who were selected from a larger pool of undergraduates ( n = 310) screened in a baseline assessment, completed measures of adjustment and of basic and narrative selves. The schizotypy group had lower academic and emotional adjustment scores but did not differ in social adjustment. The basic sense of self explained the differences in levels of social and emotional adjustment for cognitive–perceptual but not for disorganized and interpersonal schizotypy. That is, poor adjustment is explained via basic self in positive but not negative components of schizotypy. Narrative self did not explain any of the adjustment scores associated with schizotypy.

scholarly journals Adjustment of New Boarders in Boys’ and Girls’ Hostel of Gangadhar Meher University

2021 ◽  
Vol 8 (3) ◽  
pp. 37-44
Author(s):  
Dharitri Biswal ◽  
Sanjaya Sahu ◽  
Suruchi Sahoo
Keyword(s):  
Human Resources ◽  
Undergraduate Students ◽  
Social Adjustment ◽  
Emotional Adjustment ◽  
Total Sample ◽  
Survey Method ◽  
Educational Institutions ◽  
Social Emotional ◽  
Significant Difference ◽  
Descriptive Survey

The well-adjusted students have a greater probability of being integrated and balanced personality, socially familiar, cheerful and wholesome life, and environmentally dynamic. They require adjusting in various aspects, viz, home adjustment, health adjustment, social adjustment, emotional adjustment, and educational adjustment. In this increasing suicide rate and conflicts in society, students’ adjustment in educational institutions and hostels is a noticeable area to be studied because students are considered as one of the important tenets of future human resources. A hostel is a place where students live in a supervised environment. Hostel life has a great impact on the academic achievement and health status of the students. Therefore, here an attempt was made to study the home, social, health, emotional, and educational adjustment of new boarders in boys’ and girls’ hostel of Gangadhar Meher University, Sambalpur. A total sample of 120 newly enrolled undergraduate students was taken randomly, out of which 60 boys and 60 girls from GM University hostels were selected. For this study, a descriptive survey method was employed by the researcher. The ‘Adjustment Inventory for college students’ developed by A.K.P.Sinha and R.P.Singh was used by the researcher to collect data. The collected data were analyzed and interpreted by using the “t” test. The findings revealed that no significant difference was found in home and health adjustment of the new boarders of boys’ and girls’ hostel. In contrast, a significant difference was found in social, emotional, and educational adjustment.

scholarly journals The Influence of Mastery Motivation Towards Social-Emotional Competence in Early Childhood

2021 ◽  
Vol 5 (2) ◽  
pp. 1837-1843
Author(s):  
Anayanti Rahmawati ◽  
Mareyke Maritje Wagey Tairas ◽  
Nur Ainy Fardana
Keyword(s):  
Early Childhood ◽  
Interpersonal Relationships ◽  
Emotional Competence ◽  
Total Sample ◽  
T Test ◽  
Linear Regression Method ◽  
Mastery Motivation ◽  
Social Emotional ◽  
Social Emotional Competence ◽  
Teachers And Parents

Establishing interpersonal relationships is an important task of early childhood. Harmonious interpersonal relationships will be achieved well if children have social-emotional competence, namely the ability to manage their own condition in order to maintain positive relationships with others. This study aims to determine the influence of mastery motivation towards social-emotional competence. This type of research is quantitative. The total sample was 417 children aged 5-6 years. Collecting data using a questionnaire filled out by teachers and parents. Data analysis using linear regression method with t-test obtained t test results of 3.776 and sig of 0.000. Based on these results, it can be concluded that there is an influence of mastery motivation towards social-emotional competence. The magnitude of the influence of mastery motivation was 3.3%. Taking into account the effect of mastery motivation on low social-emotional competence, it is hoped that teachers and parents can foster mastery motivation so that social-emotional competence can be achieved more optimally.

scholarly journals Parenting Style and Maternal Self-efficacy as Predictors of Emotional and Social Adjustment among Preschool Children in Palestine

2017 ◽  
Vol 4 (7) ◽  
pp. 13-22
Author(s):  
Qutaiba Agbaria ◽  
Denise Ziya Berte ◽  
Fayez Mahamid
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Social Adjustment ◽  
Self Efficacy ◽  
Formal Education ◽  
Emotional Adjustment ◽  
Critical Role ◽  
Social Emotional ◽  
Social And Emotional ◽  
Parent Characteristics

It is generally assumed that parent characteristics play a critical role in determining the potential for a positive transition into formal education systems for all children. The current study examines the contribution of parenting styles and maternal selfefficacy as predictors of social and emotional adjustment among preschoolers. The study included 151 kindergarten age children and their mothers. Findings demonstrated that a positive relationship exists between an authoritative balanced parenting style and social emotional adjustment, while both permissive and authoritative styles predicted lower levels of adjustment. It was further identified that positive maternal self-efficacy was linked to higher levels of social-emotional adjustment in pre-school children. Keywords: : Maternal Self-efficacy; of Emotional and Social Adjustment;

A multilevel analysis of the influence of bullying participant roles upon the trajectories of adolescents’ social and emotional competencies

2021 ◽  
pp. 014303432198897
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante
Keyword(s):  
Decision Making ◽  
Self Control ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Self Reports ◽  
One Year ◽  
Competencies Development ◽  
Bullying Participant Roles ◽  
Social And Emotional Competencies

This study analyzed how social and emotional competencies evolved according to adolescents’ involvement in bullying, and whether gender influenced social and emotional competencies’ development. Five-hundred-fourteen students ( Mage = 12.71; SD = 1.09) were assessed through self-reports at three different time points for one year. Results showed that students involved in the three analyzed bullying roles displayed a more negative trajectory in all but one social emotional competence analyzed compared to students not involved in bullying. The exception was students who bullied others for responsible decision making. Additionally, gender differences were only found in self-esteem trajectories; boys displayed a more pronounced decrease. In larger classes, students displayed higher levels of self-control, social awareness and responsible decision-making. These results showed that reduced social and emotional competencies were a consequence of bullying involvement for every bullying role analyzed.

scholarly journals SWK-12. PEDIATRIC NEURO-ONCOLOGY PARENT PERSPECTIVE ON ASPECTS OF SOCIAL AND EMOTIONAL SUPPORT FOR ONLINE APPLICATION

2020 ◽  
Vol 22 (Supplement_3) ◽  
pp. iii466-iii467
Author(s):  
Kendra Koch ◽  
Tatum Fettig ◽  
Meghan Slining
Keyword(s):  
Focus Group ◽  
Emotional Support ◽  
Deep Understanding ◽  
Personal Characteristics ◽  
Evidence Based ◽  
Family Needs ◽  
Social Emotional ◽  
Online Application ◽  
Parent Perspective ◽  
Social And Emotional

Abstract Addressing family needs for social/emotional support is part of the duty of oncology care teams. This research presents a (2020) scoping review and a (2019) focus group initiated to explore pediatric neuro-oncology parent experience of social/emotional support in conjunction with developing an online peer application to address family needs. Currently, the value of online support is in the forefront of clinical conversation. The focus group queried eight parents whose children were under neuro-oncology treatment in the Northwest USA. Thematic findings include—parents want supportive peers who have (1) a personal and deep understanding of parenting a child with serious illness (they “get it”); (2) particular characteristics and skills that promote and sustain relationships, including—(a) good social skills, (b) ability to engage in “balanced” (cancer/non-cancer) conversations, (c) individual similarities (beliefs, age of children, cancer diagnosis/treatment), (d) logistic commonalities (location, availability), (e) pro-social personal characteristics (i.e. sense of humor, emotional/social flexibility), and an (f) ability to navigate and maintain social/emotional boundaries. Parents also initiated discussion about “the burden of supportive relationships” and supporting families doing “normal” activities without worrying about treatment side effects and contagions. The literature review supports finding (1) above; reveals the paucity of evidence-based supports available to this population; underscores the critical need for practitioners and researchers to develop more evidence-based supports and interventions for families of children experiencing cancer; and supports practitioners’ consistently assessing parent and sibling social and emotional needs and then consistently referring or intervening when needs are identified.

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