Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of adolescents in Kashmir: A study on Psychological variables and academic achievement o... [1 ed.] 9783954897100, 9783954892105

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Shazia Siraj Zargar Mohammad Yousuf Ganai

Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir

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A study on Psychological variables and academic achievement of adolescents in Kashmir

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Zargar, Shazia Siraj, Ganai, Mohammad Yousuf: Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of adolescents in Kashmir. Hamburg, Anchor Academic Publishing 2014 Buch-ISBN: 978-3-95489-210-5 PDF-eBook-ISBN: 978-3-95489-710-0 Druck/Herstellung: Anchor Academic Publishing, Hamburg, 2014 Bibliografische Information der Deutschen Nationalbibliothek: Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de abrufbar. Bibliographical Information of the German National Library: The German National Library lists this publication in the German National Bibliography. Detailed bibliographic data can be found at: http://dnb.d-nb.de

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

CONTENTS

ABSTRACT ................................................................................................................................................ 7

CHAPTER 1 – INTRODUCTION......................................................................................................... 19 CHAPTER – 2 REVIEW OF RELATED LITERATURE ................................................................... 35 CHAPTER – 3 METHODOLOGY AND PROCEDURE .................................................................. 121 CHAPTER – 4 ANALYSIS AND INTERPRETATION OF THE DATA ...................................... 141 CHAPTER – 5 DISCUSSION OF THE RESULTS........................................................................... 159 CHAPTER – 6 SUMMARY, CONCLUSION & SUGGESTIONS ................................................... 167

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REFERENCES....................................................................................................................................... 170

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Copyright © 2014. Diplomica Verlag. All rights reserved. Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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ABSTRACT Adolescent age is considered as a transitional phase, a “status passage” between childhood and adulthood (Fend, 2000; Flammer and Alsaker, 2002; Hurrelmann, Rosewitz and Wolf, 1994; Maggs, Schulenberg and Hurrelmann, 1997). In this transition phase, bodily, emotional, and social changes occur and these changes fully occupy the attention of the adolescents. The main questions that are stated to the self are concentrated on emotions (“How am I?”), social development (“What am I able to do?”), and identity (“Who am I?”). The adolescent way of thinking is rather egocentric (Elkind, 1978) and adolescents are quite concerned about their appearance, their impression on others, and their abilities. Also, they tend to feel to be the focus of attention of others. Development of Self is an important phase of adolescence stage. Self is very complicated. It is composed of, according to some Psychologists, many psychological states like feelings, attitudes, impressions, habits dispositions, likes and dislikes. It refers to the image which adolescents hold about themselves. Among the attitudes, these are those things which are most concerned about them. Attitudes of right and wrong may also become part of their psychological self. Self may involve, after certain stages of psychological growth, concepts like I, we, mine and yours. About self, questions like worth, right, wrong and justice, etc., may become predominant. The

growing adolescent’s ability and the concept of self, is influenced by the way in which they accept others. Closely associated with the problem of self is the quest for meaning and purpose which constantly keep adolescents thinking. This is so because they are constantly in search of selfhood. A Self-concept is a person’s total view of him or herself (Hamachek, 1987). Self-concepts are not static and unchanging (Hamachek, 1987). The “I” refers to the subjective self who organizes and interprets experience. Understanding one’s “I” is based on several dimensions: continuity, distinctiveness, volition, and selfreflectivity. Roger’s views on self-concept grew out of his extensive work in counseling psychology (1942, 1951, and 1965) From Rogers’s perspective, four of the most important characteristics of the self are that the persons strive for a consistent selfconcept. Behaviour is consistent with selfconcept, experiences that are inconsistent with the self-concept are viewed as threatening, and the self-concept changes as a result of learning and maturation. Learning is one of the fundamental areas in psychology. The theorists named already Pavlov, Toleman, Watson, and Skinner are some of the most influential in the entire discipline. The history of learning theory is, in many ways, the history of psychology. Some of the earliest psychological research came from studies in animal learning conducted by Edward L. Thorndike in the 1890’s Edwin R. Gurthrie in the early 7

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1900’s and from Toleman, Pavlov, and others. One of the most important movements in psychology, behaviorism, was largely a learning-based approach. Watson founded this school of thought, described in his book Behaviorism (1925), in an effort to make psychology an objective and scientific field of research. He believed that all behaviour could be explained by learning principles. Skinner extended and continued this field of thought beginning in the 1930’s and behaviorism dominated psychology for most of the next few decades. Indeed, inquiry into learning styles often encompasses study of traditional cognitive styles. Nevertheless, learning style constructs tend to be much more classroom and instruction oriented than traditional cognitive style constructs and usually are studied in and applied to instructional contexts. A great variety of learning styles have been identified. Many are applicable to special education (Dunn, 1983), while others are more appropriately applied to higher education (Gregoric, 1979). Different theorists have taken different theoretical and applied approaches to the study of learning styles. Dunn and Dunn, whose work has been particularly school and classroom oriented (1975, 1977, and 1979), have identified four major categories of learningstyle variables: (1) environmental, (2) emotional, (3) sociological, and (4) physical. The Dunn’s environmental category involves learning style elements relating to

student’s preferences for learning under different conditions of light, sound, temperature, and design (the last involving preferences for studying under formal or less structured learning conditions). The Dunn’s emotional category concerns student’s motivation, persistence, responsibility, and need for structure. Their sociological category relates to student’s preferences as to learn by themselves or with others. The physical needs category involves modality preferences in learning, which Dunn and Dunn stress heavily, and other physical needs variables they believe are important to learning. On the other side Study Habits is an important aspect in the field of educational psychology and is ultimately related to learning style and academic achievement. Majority of the students face serious problem of how to study and lack of awareness is a hindrance to become good academic performers. It is the absence of proper study habits and techniques that they fail to achieve the maximum within the limited time schedule. Like any other habits, study habits are also acquired through learning. Students get habituated to read and write in certain fixed ways. Most of the educational crisis such as underachievement, absenteeism stagnation, and academic drop out are usually concerned with the improper utilization of the study programs with respect to study time (Raj and Sreethi, 2000). Poor habits of study not only retard school progress but develop frustration

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destroy initiative and have different level of academic achievement i.e. high and low. They also differ in the pattern of study habits. Some of students have better study habits while the others have poor habits better the study habits better is the academic achievement means how much knowledge the individual has acquired from the school. Academic achievement of the students is determined by their study habits. Study habits and academic achievement are very essential for research worker and educationists to know that every child whether he is gifted, backward etc should be educated in their own way but if they poses good study habits they can show performance in academics and in every situations and if children do not possess good study habits they cannot excel in life. It is the study habit which helps the learner in obtaining meaningful and desirable knowledge. Good study habits act as a strong weapon for the students to excel in life while as Academic achievement is considered as a key criterion to judge one’s total potentialities and capabilities. Therefore it is more pressing for the individuals/ students to have high academic achievement. The term achievement refers to the degree or the level of success attainted in some specific school tasks especially scholastic performance, in this sense academic achievement means the attained ability to perform school tasks, which can be general or specific to a given subject matter. Academic achievement could be defined as

self-perception and self-evaluation of one’s objective academic success. Academic achievement generally indicates the learning outcomes of pupil. Achievement of those learning outcomes requires a series of planned and organized experiences. Good (1973), has defined, academic achievement as knowledge attitude or skill developed in the school subject usually designed by test scores or by marks assigned by teacher or by both. Consequently, academic achievement could be defined as self perception and self evaluation of one’s objective success. The world is becoming more and more competitive. Quality of performance has become the key factor for personal progress. Parents desire that their children climb the ladder of performance to as high a level as possible. This desire for a high level of achievement puts a lot of pressure on students, teachers, schools and in general to the education system itself. In fact, it appears as if the whole system of education revolves round the academic achievement of students, though various other outcomes are also expected from the system. Thus a lot of time and effort of the schools are used for helping students to achieve better in their scholastic endeavors.

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Need and Importance Human beings are the ocean of the capacities and abilities. Having capacities and abilities are not assurance and seal for success. A person gets the concept of his abilities in the society. His concept about his own capacities, abilities and characteristics is known as self-concept. The self-concept plays a vital role and has a vital significance in the existence and life of an individual. If a person understands and realizes himself in a right way, he develops positive self-concept and he turns into a star. If he does not understand himself in a right way, he develops negative self-concept and turns into waste. A student who is abused, insulted beaten etc develops negative selfconcept and therefore remains academically backward while as a student who is reinforced positively becomes a high academic achiever. We know that a student’s memory, reasoning, problem solving, thinking, understanding, recall, recognition, perception, attention and memorization etc all are influenced by his self-concept therefore the self-concept (the core part of personality) should be developed in a right way, so that these abilities would achieve maximum heights in academic side. Learning is a highly complex problem in psychology. Different psychologists have tried to explain it in their own ways. When one thinks of various theories of learning, one is aptly reminded of the story of seven blind men who described the elephant according to their individual

experiences. One who touched its ear said that the elephant was like a fan, one who touched the back described it as a wall, and one who touched the leg described it as a tree and so on. The teacher knows the importance of practice and insists on its application till a task becomes automatic. He also knows that mechanical practice is of no avail and as such he insists on practice with motivation and interest. To keep the learners motivation high, he uses the necessary incentives in the form of reward and punishment, praise and reproof etc. The teachers also know that efficient learning demands a certain amount of readiness in the pupils. Consequently, he observes the cognitive and emotional readiness of the pupils before he sets up a new learning situation. While learning style assessments reveal distinctions between students and their learning preferences, learning style variables may not account for enough learner variances to make them major springboards for educational intervention. Indeed, it is questionable as to how much learning environments can be adjusted to meet particular student needs. Insight into student’s learning styles may provide useful instructional hints for teachers. Study habits play a very important role in the life of students. Success or failure of each student depends upon his own study habits. Of course, study is an art and as such it requires practice. Some students study more but they fail to achieve more. Others

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study less but achieve more. Success of each student definitely depends upon Study habits, learning styles, intelligence ability and effort of students. No doubt, regular study habits bring their own rewards in the sense of achievement of success. It is the duty of teachers to develop good study habits among students. Such habits are the best equipments with which they can live and lead their lives with confidence. If the habits are developed in the young age they will definitely cherish the joy of its fruits in the rest of their lives, because grown up children are already habituated to certain things. So they find it difficult to modify their habits and behaviour. Therefore, it is better to develop study habits in secondary school students. It is the proper time and age to cultivate study habits. At this age students are quite mature. They are able to know what is good and what is bad. They can avoid bad things and invite good things with the help of teachers. The efficient and effective way of learning depends upon the study habits of the students. Study habits are important they influence the academic achievement of students. So parents and teachers must help in improving the study habits of students. Teachers in schools should become facilitators of learning. Learning improves with planning of where, when and how much to study. The finite treasure within every learner should be discovered and nurtured for the purpose of improving learning effective study skills have to be taught.

Study skills involve reference, reading listening, study habits and strategies. Positive attitude, proper physical condition and balanced emotional states are important factors influencing study habits (Crow and Crow, 1956). Proper study habits in an individual are of most significant importance. It helps an individual to attain mental peace and enables him to interact in an impressive manner. It is quite natural that every individual is a slave of habits whether good or bad but it is witty to have good study habits as they benefit the students. Instead of wasting time and leisure it is better to utilize every second in obtaining and acquiring knowledge and thus include good study habits. Besides the self-concept, learning styles and study habits, there are various other things which an individual aspires for, one such important factor is academic achievement. Academic achievement is a capacity to excel others which is important component for every person especially for a student to be successful, as he is always facing competitive situation in his educational career. Achievement after all is the end product of all educational endeavors. The main concern of all educational efforts is to see that the learners achieves. A teacher is supposed to arrange the educational situation in a way so as to encourage pupils to put their heart and soul in the school activities. The main concern of all educational efforts is to see that the learner 11

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

achieves. Quality control, quality assurance and of late total quantity quality management of the achievement have increasingly gained the attention of researchers in education. Hence the problem of achievement has drawn sufficient attention of researchers in the field of educational psychology. The researcher has thus decided to compare four major groups of Kashmir having distinct Self-concept, learning styles, study habits and academic achievement. As the study will become the guideline for the researchers, teachers, administrators and counselors to guide the students in the proper way so that they may develop good self-concept, learning styles study habits, and achieve better in the competitive examinations.

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Statement of the Problem The problem for the present investigation has been undertaken as under: “Self-Concept, Learning Styles, Study Habits and Academic Achievement of adolescents in Kashmir” Objectives of the Study 1. To assess Self-Concept and Learning Styles of adolescents. 2. To assess Study Habits and Academic Achievement of adolescents. 3. To compare male and female adolescents on Self-Concept and Learning Styles.

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To compare rural and urban adolescents on Self-Concept and Learning Styles. To compare rural male and rural female adolescents on Self-Concept and Learning Styles. To compare urban male and urban female adolescents on Self-Concept and Learning Styles. To compare rural male and urban male adolescents on Self-Concept and Learning Styles. To compare rural female and urban female adolescents on Self-Concept and Learning Styles. To compare male and female adolescents on Study Habits and Academic Achievement. To compare rural and urban adolescents on Study Habits and Academic Achievement. To compare rural male and rural female adolescents on Study Habits and Academic Achievement. To compare urban male and urban female adolescents on Study Habits and Academic Achievement. To compare rural male and urban male adolescents on Study Habits and Academic Achievement. To compare rural female and urban female adolescents on Study Habits and Academic Achievement.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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Hypotheses The following hypotheses have been formulated for the present investigation: 1. Male and female adolescents differ significantly on Self-Concept and Learning Styles. 2. Rural and urban adolescents differ significantly on Self-Concept and Learning Styles. 3. Rural male and rural female adolescents differ significantly on SelfConcept and Learning Styles. 4. Urban male and urban female adolescents differ significantly on SelfConcept and Learning Styles. 5. Rural male and urban male adolescents differ significantly on SelfConcept and Learning Styles. 6. Rural female and urban female adolescents differ significantly on SelfConcept and Learning Styles. 7. Male and female adolescents differ significantly on Study Habits and Academic Achievement. 8. Rural and urban adolescents differ significantly on Study Habits and Academic Achievement. 9. Rural male and rural female adolescents differ significantly on Study Habits and Academic Achievement. 10. Urban male and urban female adolescents differ significantly on Study Habits and Academic Achievement. 11. Rural male and urban male adolescents differ significantly on Study Habits and Academic Achievement.

12. Rural female and urban female adolescents differ significantly on Study Habits and Academic Achievement. Operational Definition of Variables Self-concept Self-Concept for the present study refers to the scores obtained by the sample subjects on Sagar and Sharma’s Self-Concept Inventory on the following dimensions:1. Real-Self 2. Ideal-Self Learning Styles Learning Styles for the present study refer the differences in preference of the right and left hemispheres for information processing on D. Venkataraman Style of Learning and thinking Inventory Study Habits Study habits for the present study refer to the scores gained by sample subjects on Palsane and Sharma’s Study Habit Inventory. Academic Achievement Academic achievement for the present investigation consisted of the aggregate marks secured by the sample subjects in the previous two classes i.e. 10th and 11th classes.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

METHOD Sample 500 adolescents rural 250 (125 male and 125 female) and 250 urban (125 male and 125 female) comprised the sample for the present investigation. The sample has been taken randomly from Higher Secondary Schools of two Districts i.e. District Srinagar and Baramulla of Kashmir. Tools The tools for the present investigation are given as under: Sagar and Sharma’ Self-Concept Self-Concept for the present study has been measured by Sagar Sharma’s SelfConcept. It consists of ideal-self and realself.

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Learning Styles Learning Styles for the present study refer the differences in preference of the right and left hemispheres for information processing on D. Venkataraman Style of Learning and thinking Inventory. Palsane and Sharma’s Study Habit Inventory Study habits for the present study refer to the scores gained by sample subjects on Palsane and Sharma’s Study Habit Inventory.

Academic Achievement Academic achievement for the present investigation consisted of the aggregate marks secured by the sample subjects in the previous two classes i.e. 10th and 11th classes. Statistical Treatment The data have been analyzed by applying mean, S.D. and t-test in order to find the mean differences of the various groups. Major Findings 1. Male and female adolescents have been found significantly different on Ideal-Self dimension. The mean differences favor the female group of adolescents which clearly indicates that female adolescents have high ideal-self concept as compared to male adolescents. 2. Rural and Urban adolescents have been found significantly different on Ideal-Self dimension. The mean differences favor the Rural group of adolescents which clearly indicates that Rural adolescents have high idealself concept as compared to urban adolescents. 3. Rural male and rural female adolescents have not shown any significant difference on Ideal-Self dimension. This indicates that the two group’s i.e. rural male and rural female adolescents have similar attitudes,

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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knowledge and evaluation of their achievements. Urban male and urban female adolescents have been found significantly different on Ideal-Self dimension. The mean differences favor the urban female group of adolescents which clearly indicates that the urban female adolescents have high idealself concept as compared to urban male adolescents. Rural male and urban male adolescents have been found significantly different on Ideal-Self dimension. The mean differences favor the rural male group of adolescents which clearly indicates that rural male adolescents have high ideal-self concept as compared to urban male adolescents. Rural female and urban female adolescents have shown insignificant difference on Ideal-Self dimension. This indicates that the two group’s i.e. rural female and urban female adolescents have similar attitudes, knowledge and evaluation of their achievements. Male and female adolescents have shown insignificant difference on Real-Self dimension of Self-Concept Inventory. This indicates that the two groups i.e. Male and Female adolescents have similar attitudes, knowledge and evaluation of their achievements.

8. Rural and Urban adolescents have been found significantly different on Real-Self dimension. The mean differences favor the Rural adolescents which clearly indicates that Rural adolescents have high real-self concept as compared to urban adolescents. 9. Rural male and rural female adolescents have shown insignificant difference on Real-Self dimension. This indicates that the two groups of adolescent’s i.e. rural male and rural female adolescents have similar attitudes, knowledge and evaluation of their achievements. 10. Urban male and urban female adolescents have been found significantly different on Real-Self dimension. The mean difference favors the urban female adolescents, which clearly indicates that urban female adolescents have high real-self concept as compared to urban male adolescents. 11. Rural male and urban male adolescents have been found significantly different on Real-Self dimension. The mean difference favors the rural male adolescents, which clearly indicates that rural male adolescents have high real-self concept as compared to urban male adolescents. 12. Rural female and urban female adolescents have been found significantly different on Real-Self dimension. 15

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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The mean difference favors the urban female adolescents, which clearly indicates that urban female adolescents have high real-self concept as compared to rural female adolescents. 13. Male and female adolescents have been found significantly different on Learning Styles. The mean difference favors the male adolescents, which clearly indicates that male adolescents have high verbal, content preference, class preference, learning preferences and interests as compared to female adolescents. 14. Rural and Urban adolescents have been found significantly different on Learning Styles. The mean difference favors the Rural adolescents, which clearly indicates that Rural adolescents have high verbal, content preference, class preference, learning preferences and interests as compared to urban adolescents. 15. Rural male and rural female have been found significantly different on Learning Styles. The mean difference favors the rural male adolescents, which clearly indicates that rural male adolescents have high verbal, content preference, class preference, learning preferences and interests as compared to rural female adolescents. 16. Urban male and urban female adolescents have shown insignificant

difference on Learning Styles. This indicates that the two group’s i.e. urban male and urban female adolescents have similar verbal, content preference, class preference, learning preferences and interests. 17. Rural male and urban male adolescents have shown insignificant difference on Learning Styles. This indicates that the two group’s i.e. rural male and urban male adolescents have similar verbal, content preference, class preference, learning preferences and interests. 18. Rural female and urban female adolescents have been found significantly different on Learning Styles. The mean difference favors the rural female adolescents, which clearly indicates that rural female adolescents have high verbal, content preference, class preference, learning preferences and interests as compared to urban female adolescents. 19. Male and female adolescents have been found significantly different on Study Habits. The mean difference favors the female adolescents, which clearly indicates that female adolescents have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health as compared to male adolescents.

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20. Rural and Urban adolescents have been found significantly different on Study Habits. The mean difference favors the urban adolescents, which clearly indicates that urban adolescents have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health as compared to rural adolescents. 21. Rural male and rural female have been found significantly different on Study Habits. The mean difference favors the rural female adolescents, which clearly indicates that rural female adolescents have high budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health as compared to rural male adolescents. 22. Urban male and urban female adolescents have been found significantly different on Study Habits. The mean difference favors the urban female adolescents, which clearly indicates that urban female adolescents have high budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health as compared to urban male adolescents. 23. Rural male and urban male adolescents have been found significantly

different on Study Habits. The mean difference favors the urban male adolescents, which clearly indicates that urban male adolescents have high budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health as compared to rural male adolescents. 24. Rural female and urban female adolescents have been found significantly different on Study Habits. The mean difference favors the urban female adolescents, which clearly indicates that urban female adolescents have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health as compared to rural female adolescents. 25. Male and female adolescents have been found significantly different on Academic Achievement. The mean difference favors the male adolescents which clearly indicate that male adolescents have high Academic Achievement as compared to female adolescents. 26. Rural and Urban adolescents have been found significantly different on Academic Achievement. The mean difference favors the urban adolescents, which clearly indicates that urban adolescents have high Aca-

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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demic Achievement as compared to rural adolescents. 27. Rural male and rural female have been found significantly different on Academic Achievement. The mean difference favors rural male adolescents which clearly indicate that rural male adolescents have high Academic Achievement as compared to rural female adolescents. 28. Urban male and urban female adolescents have been found similar on Academic Achievement. This indicates that the two group’s i.e. urban male and urban female adolescents have similar Academic Achievement

29. Rural male and urban male adolescents have been found significantly different on Academic Achievement. The mean difference favors the urban male adolescents which clearly indicate that urban male adolescents have high Academic Achievement compared to rural male adolescents. 30. Rural female and urban female adolescents have been found significantly different on Academic Achievement. The mean difference favors the urban female adolescents, which clearly indicate that urban female adolescents have high Academic Achievement as compared to rural female adolescents.

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CHAPTER 1 – INTRODUCTION The latest concept about the influences exerted on the child starts right from the neonatal stage. This is an established fact that outer environment plays a dominant role in the formation of the body and the make-up of neonate’s mind. However, at later stage a person, to some extent, shapes the pattern of his life by the choices and decisions he makes at successive stages of life. The choice and decisions taken are usually based on the inputs that he/she has received during the preceding years, be it from family, peers or school. So far as the school influence is concerned a teacher assumes pivotal position. A teacher’s main concern in the classroom is all-round development of the child. It is a time tested adage as is the teacher so is the taught and as is the taught so is the society. A teacher dedicated in educating a child in a balanced and integrated manner has to understand the characteristics, proclivity of a child at various stages of life. Therefore, it is essential for a teacher to study the growth and development of different stages of life. Growth refers to quantitative changes in physical development, i.e. increase in size, height and weight. Growth refers to the structural and physiological changes, i.e. growth in height and weight or it may be change in the particular aspects of the body or some part of the body. The term development refers to change in structure, form or shape and improvement in functioning. When qualitative changes occur in behavioral characteristics of the child, it is called development. Development means the whole sequence of life from conception to death. It may imply the change in the organism as a whole. Hurlock says that it is “progressive series of changes in an orderly coherent pattern”. The changes are directional leading to vertical and horizontal mobility and resulting in new characteristics and new abilities on the part of the individual. Development is comprehensive which includes physical, social, and emotional and many more aspects of an individual. With the onset of adolescence, physiological changes accelerate, sexual maturity arrives, social relationships become more intense and new cognitive capacities emerge. Although psychological maturity does not occur so rapidly because teenage is a stage of transition accelerated by development. When we speak of the adolescent as “growing up,” we mean that the youth has left behind the phase of protective childhood and is becoming independent, capable of going out to fend for him/her. Early adolescence extends roughly from 13-16 and late adolescence covers the period from 16 until 18, the age of legal maturity. Adolescent is the most crucial period in the life of a human being. It is the stage when the surge of life reaches to its highest peak. The adolescent’s life is, or might be, full of hopes. The adolescents are eager to interact with new experiences, to find new relationships, to examine resources of inner strength and fathom the strength of their inner abilities. The adolescent tries to have freedom to think and set his own goals and discover 19

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means to achieve them. Adolescence is considered as a transitional phase, a “status passage” between childhood and adulthood (Fend, 2000; Flammer and Alsaker, 2002; Hurrelmann, Rosewitz and Wolf, 1994; Maggs, Schulenberg and Hurrelmann, 1997). In this transition phase, bodily, emotional, and social changes occur and these changes fully occupy the attention of the adolescents. The main questions that are stated to the self are concentrated on emotions (“How am I?”), social development (“What am I able to do?”), and identity (“Who am I?”). The adolescent way of thinking is rather egocentric (Elkind, 1978) and adolescents are quite concerned about their appearance, their impression on others, and their abilities. Also, they tend to feel that they are the focus of attention of others. Development of Self is an important phase of this stage. It refers to the image which adolescents hold about themselves. Attitudes of right and wrong may also become part of their psychological self. Self may involve, after certain stages of psychological growth, concepts like I, we, mine and yours. The growing adolescent’s ability and the concept of self, is influenced by the way in which they accept others. Closely associated with the problem of self is the quest for meaning and purpose which constantly occupies adolescent’s thinking. This is so because they are constantly in search of selfhood. Early in the History of Psychology, Self was considered as an important topic of interest. For example, in the times of James (1890), the self played a central role in psychological thinking and to a good extent; its study was pursued by introspection (Calvin, 1915). Selfconcept is hence self-percepts, which have acquired meaning and which have been related to the other self-percepts. The self-percepts are observed facts, the impressions of raw material of self which individual receives via several senses. Since the person cannot subscribe the meaning to himself in a vacuum, the concept of self is generally a picture of the self; in some role a certain situation, in some position, performing a certain set of functions, or in some relationship. The whole idea of concept and percepts has been beautifully knitted by Roger in his publication. To quote him, “the self-concept or self-structure may be thought of as an organized configuration of perception of the self which are admissible to awareness. It is composed of such elements as the perceptions of one’s characteristics and abilities, the percepts and the concept of the other self in relation to the other and to the environment, the value-qualities which are perceived as associated with experiences and objects and the goals and ideas which are perceived as having positive or negative valence”. Self-concept is the way people think about themselves. It is unique, dynamic, and always evolving. This mental image of oneself influences a person’s identity, self-esteem, body image. As a global understanding of oneself, self-concept shapes and defines who we are, the decisions we make, and the relationships we form. Self-concept is perhaps the basis for all motivated behaviour (Franken, 1994). Three basic components of self-concept are the ideal self, the public self, and the real self. 20

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Cooley (1902) developed the concept of the “Looking-glass-self”. He defines it “as we see our face, figure and dress in the glass and are interested in them because they are ours and pleased or otherwise with them”. As in imagination we perceive in others mind, some thought of our appearance, manners, aims, deeds, character, friends and so on and we are variously affected by it”. According to Rogers, an accurate and positive self-concept is necessary for full functioning (Meador and Rogers, 1974; Rogers, (1983) Damon and Hart (1982) have proposed that an important distinction (first made by William James) is necessary for understanding self-concept. The distinction is between “I” and “Me.” Damon and Hart (1982) have proposed that the “Me” includes four aspects of the self: the physical self, the active self, the social self and the psychological self. Although all aspects of the self are important, the emphasis among them changes during development. Behaviour is consistent with self-concept, experiences that are inconsistent with the selfconcept and are viewed as threatening, the self-concept changes as a result of learning. Learning is one of the fundamental areas in psychology. The theorists named already Pavlov, Toleman, Watson, and Skinner are some of the most influential in this discipline. The history of learning theory is, in many ways, the history of psychology. Some of the earliest psychological research came from studies in animal learning conducted by Edward Lee Thorndike in the 1890’s Edwin R. Gurthrie in the early 1900’s and from Toleman, Pavlov, and others. One of the most important movements in psychology, Behaviourism, was largely a learning-based approach. Watson founded this school of thought, and described it in his book Behaviourism (1925), in an effort to make psychology an objective and scientific field of research. He believed that all behaviour could be explained by learning principles. Skinner extended and continued this field of thought beginning in the 1930’s and behaviourism dominated psychology for the next few decades. We can categorize an individual’s strength and weaknesses about the processes of learning from a number of different factors which affect the way we learn. It is possible to refer to someone as a “visual learner” or a person who prefers “step-by-step” directions. By assessing and then planning for each student’s individual learning style, a teacher can improve the chances of each student to learn. Another element of diversity in the classroom may be the learning style. Learning styles appear to be biological and perhaps socialized differences that influence classroom learning, in particular and lifelong learning in general. They reflect qualitative differences or preferences and do not reflect how young students are or how well the students are developed cognitively. How the student feels about himself/herself and how self-esteem is developed are also linked to learning. There are consistent ways to facilitate learning through the use of the senses or environmental stimuli, hemisphere specialization (i.e. right or left brain) auditory, visual. Kinesthetic olfactory preferences or preferences for environmental conditions e.g. light, noise are examples of physiological styles. There are consistent ways of responding and using 21

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stimuli in the environment, how things are perceived and made sense of, the most comfortable, expedient and pleasurable way to process information e.g. student may utilize field dependent or independent impulsive or reflective cognitive styles. The more students grow, the more sophisticated they become, but each has preferred styles or ways of learning. A Student’s preferred style of learning influences his/her achievement. A great variety of learning styles have been identified. Many are applicable to special education (Dunn, 1983), while others are more appropriately applied to higher education (Gregoric, 1979). Different theorists have taken different theoretical and applied approaches to the study of learning styles. Ausburn and Ausburn (1978) have emphasized the study of learning styles as cognitive styles, and vice versa. Gregoric (1979) has conceptualized learning styles on the basis of student’s preferences for particular learning sources and whether students prefer to learn through concrete or abstract means. He thus has been able to distinguish among abstractsequential, abstract-random, and concrete-random learners. Hunt (1974) has proposed a conceptual level (CL) learning style model embodying dimensions of cognitive complexity, maturity, independence, and adaptability to social environments.

Dunn and Dunn, whose work has been particularly school and classroom oriented (1975, 1977, and 1979), have identified four major categories of learning-style variables: (1) environ22

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mental, (2) emotional, (3) sociological, and (4) physical. Dunn’s environmental category involves learning style elements relating to student’s preferences for learning under different conditions of light, sound, temperature, and design (the last involving preferences for studying under formal or less structured learning conditions). Dunn’s emotional category concerns a student’s motivation, persistence, responsibility, and the need for structure. Their sociological category relates to student’s preferences so as to learn by himself/herself or with others. The physical needs category involves modality preferences in learning, which Dunn and Dunn stress heavily, and other physical needs variables they believe are important to learning. In the process of learning, a learner’s habitual ways of exercising and practicing their abilities for learning are considered as study habits of learners. The pattern of behavior adopted by students in the pursuit of their studies is considered under the caption of their ‘study habits’. Learner’s learning character is characterized by his study habits. Habits are true indicators of individuality in a person so study habits are the behavior of an individual related to studies which is adjudged from his study habits. Study habits serve as a vehicle of learning. It may be seen as both means and ends of learning. Study habits play a very pivotal role in the life of students. The Success or failure of each student depends upon his/her own study habits. Of course, study is an art and as such it requires practice. Some students study more but they fail to achieve more. Others study less but achieve more. Success of each student definitely depends upon ability, intelligence and the effort of students. No doubt, regular study habits bring their own reward in the sense of the achievement of success. Study habits refer to the activities carried out by learners during the learning process of improving learning. Study habits are intended to elicit and guide one’s cognitive processes during learning. According to Patel (1976) study habits include. (1) Home environment and planning of work (2) Reading and note taking habits (3) Planning of subjects (4) Habits of concentration (5) Preparation for examination (6) General habits and attitudes (7) School environment. Study habits are influenced by teaching methods adopted and the material they are to learn. So, it is the effort of teachers to develop good study habits among students. Such habits are the best equipments with which they can live and lead their lives with confidence. If the habits are developed at a young age, they will definitely cherish the joy of its fruits in the rest of their lives, because grown up children are already habituated to certain things. So they find it difficult to modify their habits and behavior. Therefore, it is better to develop study habits in the initial stage of life. It is the proper time and age to cultivate study habits. Many students do not study just for the sake of studying. Study is hard work. A great number of motivational interest; work habits and personality characteristics combine in various ways to determine school achievement. Many studies have shown that among the many variables that affect academic achievement, motivation is obviously an important one. Whether a student 23

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will work at a task to pursue excellence at any given time during the day depend on his consummators needs (hunger, thirst etc) being met; his hierarchical structure of internal motives to achieve success in various activities and his tendencies to avoid failure. Grades are the most universally accepted indicators of achievement in educational settings that focus on the student (Anaya, 1999; Biggs, 1989; Goberna 1987; Harackiewicz, Barron, and Elliot, 1998; Pardo and Olea, 1993). Academic achievement occupies a very important place in education as well as in the studying and learning process. Good (1973), has defined, academic achievement as knowledge attitude or skills developed in the school subject usually designed by test scores or by marks assigned by a teacher or by both. Consequently, academic achievement could be defined as self perception and self evaluation of one’s objective success. Academic achievement is defined by Crow and Crow (1969) as the extent to which a learner is profiting from instructions in a given area of learning i.e., achievement is reflected by the extent to which skill and knowledge has been imparted to him. Academic achievement also denotes the knowledge attained and skill developed in the school subject, usually designated by test scores. Academic achievement is considered as a key criterion to judge one’s total potentialities and capabilities. Therefore, it is more pressing for the individuals/students to have high academic achievement. The term ‘achievement’ refers to the degree or the level of success attainted in some specific school tasks especially scholastic performance. In this sense, academic achievement means the attained ability to perform school tasks, which can be general or specific to a given subject matter. Academic achievement could be defined as self-perception and selfevaluation of one’s objective academic success. Academic achievement generally indicates the learning outcomes of a pupil. Achievement of those learning outcomes requires a series of planned and organized experiences. Need and Importance Self-concept plays a vital role and has significant bearing on the existence and life of an individual. If a person understands and realizes himself in a right way, he develops positive selfconcept and he turns into a star. If he does not understand himself in a right way, he develops negative self-concept and turns into waste. A student who is abused, insulted, beaten etc develops a negative self-concept and therefore remains academically backward where as a student who is reinforced positively becomes a high academic achiever. We know that a student’s memory, reasoning, problem solving, thinking, understanding, recall, recognition, perception, attention and memorization etc all are influenced by his self-concept; therefore, self-concept should be developed in a right way, so that these abilities would achieve maximum heights on the academic side.

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Self-concept is important to provide the required motivation in order to be academically successful (Branden, 1994; Cigman, 2004; Ferkany, 2008; Lawrence, 2006; van Laar, 2000), and facilitating the student’s self-concept might be a part that supports the school’s academic goals, without making it as an educational priority (Ferkany, 2008). On the other side, self-concept can be seen as a construct that mediates between ability and achievement; self-concept could influence subsequent achievement, and achievement could influence subsequent levels of selfconcept (Humphrey, 2004; Mruk, 2006). Thereby children with low self-concept are less successful (Mann, Hosman, Schaalma, and De Vries, 2004). In other words, student’s selfconcept is an important attribute concerned with the academic achievements. Students with positive self-concept would likely to be motivated to strive for higher academic achievements, and in turn, higher academic achievement is likely to boost their self-concept. Self-concept is an important concept of any adolescent’s development. For people of all ages, the development of full human potential is enhanced through a high self-concept. High self-concept can begin to develop when the acceptance of all individuals and their personal and group contributions are recognized and applauded, (Redenback, 1991). Self-concept construct is recognized today to be a major factor in learning outcomes (Lawrence, 2000). Research has documented the important role that high self-concept plays in academic achievement, (Redenbach, 1991). As adolescents develop a sense of self and interact with and gain experience in the world, their self-concept is affected. The importance of self-concept within educational settings has been discussed by several scholars and has led to the performance of studies, examining the role of self-concept in school performance (Olivia, 1999). Baumrind (1991) suggested that the development of self-concept of adolescents requires an environment that provides the freedom to explore and experiment. Individuals with high self-concept tend to have confidence in their own abilities, to make decisions, expectations for successful outcomes, and relationships that are characterized by respect and dignity (Tuttle and Tuttle, 2004). Therefore, the manner in which these are involved in the development of self-concept is an important area of research. Some adolescents have negative self-images; they may view themselves as failures, having negative thoughts about themselves, depending on their parents and others, and may have difficulties with social skills (Vernon, 1993). To develop a healthy self-concept, they need to be provided with interventions, such as counseling, stress-reduction techniques that help them in developing their personal and social skills. The most significant issue in learning is to learn and taking the responsibility for his/her own learning. The individuals should know what their own learning styles are and what characteristics this style has and they should thereby, behave according to that style. In this way, the individual can acquire the constantly changing and increasing amount of information without need for the assistance of others. When the learner takes the responsibility of his/her own 25

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learning, he/she attributes meaning to the process of learning. She develops an understanding of his/her own form of learning style and becomes much more satisfied with the environment he/she interacts with. Every opportunity for learning is a chance for him/her. It is in the learner’s hand to use different ways and develop the learning styles to some extent (Coffield, 2004). Learning style is important for many reasons; however, there are three vital ones. First of all, people’s learning styles will vary because everyone is different from other naturally. Secondly, it offers the opportunity to teach by using a wide range of pedagogies in an effective way. Sticking to just one model unthinkingly will create a monotonous learning environment, so not everyone will enjoy the lesson. In other words, learning and teaching will be just words and not rooted in reality. Thirdly, we can manage many things in education and communication if we really recognize the groups under consideration. Of course, we may not know every detail; however, being aware of our students’ learning styles, psychological qualities and motivational differences will help us regulate our lessons appropriately and according to the conditions (Mc Carthy, 1982; Felder, Silverman, 1988; Coffield et al., 2004). Learning style thus occupies an vital place in the lives of individuals. When the individual knows his/her learning style, she will integrate it in the process of learning and she will learn more easily and quickly and will be successful. Another advantage of the identification of his/her own learning style by the student, is that it will help the student to become an effective problem solver. The more successful the individual is at solving the problems he/she faces, the more control he/she will take over his/her own life (Biggs, 2001). It is important that individuals receive education in areas suitable for their learning styles. A person educated in an area having no relationship to his/her learning style may lack confidence and he/she may be less successful; he/she may as a result become frustrated. The pressing demand from the students of modern times is that if I do not understand the way you teach why you don’t teach me the way I understand. Knowledge of learning style also provides information to the student as to why he/she has learnt in a different way from others. It helps to control the process of learning. It is vital because one of the most important signals in learning is to learn to be autonomous, that is, for the individual to take responsibility for his/her own learning. Because of this, he/she should know what learning style is. This has to be part of the learning process; to enable the individual to obtain knowledge, which constantly shifts and changes, without any help from others. Briefly, confidence in learning will consistently rise when learners know how to learn. Learning style theory provides information on how individuals process information and prefer to learn (Garity, 1985). Learning styles are the way individuals concentrate on, absorb, and retain new or different information or skills (Braio, 1987). The quest for understanding learning styles of a population is not new. Research that addresses the learning styles of many populations, health professionals included (Highfleld, 1988), has existed for many years. Some 26

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of the original learning style research had its beginnings in the 1970s (Canfield, 1976; Dunn, Dunn, Price, 1979; Kolb, 1976; Renzulli Smith, 1978). Several of these learning style inventories that resulted from early research have been revised and updated (Kolb, 1985; Price, 1996; Renzulli, Smith, Rizza, 1998). Information about student learning styles provides a great deal of knowledge about how styles can assist educators in maximizing students' potential for success and assist the student in developing additional learning strengths. Learning to learn and grasping knowledge in a suitable manner will lessen the need for an overbearing control by teachers, because at that period of time teachers guide the students. The students take responsibility for their learning, they are at the centre of the process and everything is under their control. They search answers to the problems and benefit from their unique performances and preferences in their learning styles. Those people will identify their aims, unlike those whose learning style preferences are not identified. They know what they want to learn and “how.” This awareness will change their perspectives on learning new things (Fidan, 1986). The task of learning, it may be noted here, is not dependent on the teacher alone. It is not only the responsibility of teachers, but is also the responsibility of pupils. Efficient learning depends not on good teaching alone but on satisfactory learning procedures also. Efficient learning depends upon the learner’s ability to schedule his time, the plan of his study, the habit of concentration, note taking, mental review, over learning the judicious application of whole and part method, massed and distributed learning and so on. In other words, learning involves the development of proper study habits, and skills. The problem of study habits is one of immense importance, both from the theoretical as well as practical point of view. Learning styles has been the focus of attention and is useful in improving learning information about style. It can also serve as a great assistance in designing learning experiences that match or mismatch a student’s style. Knowledge of learning style scans by helping teachers to design experiences that are appropriate for students in terms of matching and mismatching and enables them to do so thoughtfully and systematically. Information about learning style is extremely helpful in student affairs. In counseling e.g. style may suggest which approaches to counseling are to be used for particular students; further when students have problems in courses it can guide the counselors effort at intervention in orientation; It can help students understand their own preferences and strengths in learning and to be a stimulus for developing in new ways of learning. The style of learning and thinking are as important as levels of ability and we often ignore the identification of the thinking styles at their earlier and appropriate stage. It is foremost important for the teachers to focus their attention on a student’s favorite thinking styles before imparting the subject matter. If they fail to do so, the consequences may be serious, because the 27

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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teachers may tend to confuse styles of the student’s mind. Since the method of teaching adopted by teachers often reflects their personal thinking style, the students who have the same thinking style of the teachers are only benefited and rewarded. Since any subject can be taught in any way that is compatible with any style, students will seek learning activities that are compatible with their own preferred styles, both teachers and students tend to exploit their preferred styles, which may or may not match. Therefore, it is important for the teachers to know the students preferred styles, so that the teachers can capitalize the opportunities for students learning. Styles like abilities are not formed by birth. They are partly developed due to environmental condition by way of nurturing children by their parents and teachers. Some individuals may have one preferred style at one stage and other preferred styles at another stage. Styles are not fixed, but changeable. We need to recognize the preferred styles of students and ourselves. The efforts to understand learning and thinking styles and to learn to use them flexibly require the identification of an individual’s preferred style of learning and thinking. Teachers must eventually come forward to understand and identify the styles of learning and thinking in students. This direct approach will help to understand and assess the styles of students for developing intelligence and creativity in the fields of their preferred styles in academic areas. Thus the ‘Tool’ is very important to assess the preferred styles of students learning and thinking. Learning style also plays a role in classroom performance for school students as was reported by Rayneri and Gerber (2004). Students respond accordingly to different classroom environments. They have a high preference for tactile and kinesthetic learning style and like to be active participants in the discovery process in order to be motivated and engaged in class. Mismatch in the students’ learning style preference with learning environment would result in academic underachievement (Redding, 1990: Whitmore, 1986). Insight into student’s learning styles may provide useful instructional and hints for teachers. The efficient and effective way of learning depends upon the study habits of the students. Study habits are important and they influence the academic achievement of students. So parents and teachers must help in improving the study habits of students. Some investigators have sought to determine what study habits are characteristically used by pupils when left to work by themselves with little or no direction. Teachers in schools should become facilitators of learning. The finite treasure within every learner should be discovered and nurtured for the purpose of improving learning effective study skills have to be taught. Study skills involve reference, reading listening, study habits and strategies. Learning improves with planning of where, when and how much to study. Positive attitude, proper physical condition and balanced emotional states are important factors influencing study habits (Crow and Crow, 1956). With many habits the sooner adolescents start practicing and developing good study habits, the better chance they have and 28

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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will continue with them. Good study habits are important part of any student’s success. One can probably diminish the academic dishonesty by promoting good study habits with students and letting them know that good study habits are very important when it comes to school, still even procrastination can be overcome with proper study habits by improving the students study habits. Good study habits are a great tool to have the tool box of life. A good way to stay organized is to use folders so that the child can keep his/her assignments until needed and it is great way of staying organized. Once children reach the grades where home work and tests are part of the curriculum, there are many things parents can do to encourage good study habits. An effective way to study is to study before and while child can do the homework. A little amount of home work may help students build study habits. Assigning and having home work routines are the most important things that help a child to develop good study habits for life. All learning, however, is a process which settles into certain steps. Students with learning problems, however, may still have generally inefficient study habits and skills. Becoming aware of students learning style will help a teacher to understand why students sometimes get frustrated with common study methods. Proper study habits in an individual are of most significant importance. It helps an individual to attain mental peace and enables him to interact in an impressive manner. It is quite natural that every individual is a slave of habits whether good or bad but it is wise to have good study habits as they benefit the students. Instead of wasting time and leisure it is better to utilize every second in obtaining and acquiring knowledge and thus includes good study habits. Study Habits is an important aspect in the field of educational psychology and is ultimately related to learning and achievement. Majority of the students face a serious problem of how to study and lack of awareness is a hindrance to become good academic performers. It is the absence of proper study habits and techniques that they fail to achieve the maximum within the limited time schedule. Like any other habit, study habits are also acquired through learning. Students get habituated to read and write in certain fixed ways. Effective study habits are a very important part of the learning process. Good study habits are all about keeping to a daily routine and giving all subjects equal treatment. Hard work and good study habits are assets that should be nurtured. Learning and study habits are obviously crucial as well. Good study habits are important for all students to make the best use of investment of time and money to achieve educational goal. After this students study habits are permanently altered and will help students in their own preparation as you start teaching and last a life time. The main priorities are class attendance, time management and great study habits all of which are necessary for academic success. Study habits help students master their areas of specialization. Study habits have direct bearing on the learning good habits, having a positive effective while as the poor study habits hamper even the normal course of learning. The teacher should know as much as possible about 29

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the pupils work and study habits. He can observe certain habits during the schools hours, interview, his parents and teacher will provide additional information. If the teacher knows the pupils interests, he can use them as the initial main-spring of action that may help in developing good study habits among the pupils. Most of the educational crises such as underachievement, absenteeism, stagnation, and academic drop outs are usually concerned with the improper utilization of the study programs with respect to study time (Raj and Sreethi, 2000). Poor habits of study not only retard school progress but develop frustration, destroy initiative and have different level of academic achievement i.e. high and low. Academic achievement of the students is determined by their study habits and learning styles. Study habits, learning styles and academic achievement are very essential for research workers and educationists to know that every child whether he is gifted, slow learner, under achiever etc should be educated in their own way but if they possess good study habits they can have better learning styles and perform better in every situation and if children do not possess good study habits and learning styles they cannot perform well in life. It is the study habits and styles of learning which help the learner in obtaining meaningful and desirable knowledge as good study habits and learning styles act as a strong weapon for the students to excel in life by achieving excellence in their respective fields of education. The importance of scholastic and academic achievement has raised important questions for educational researchers. What factors promote achievement in students? How far do the different factors contribute towards academic achievement? (Ramaswamy, 1990) The desire of success is derived from an individual’s concept of himself and in terms of the meaning of various incentives as they spell success and failure in the eyes of others. Thus a child, who sees himself as top ranking, or as a scholar, may set his goal and the attainment of the highest grade in the class. A modern society cannot achieve its aim of economic growth, technical development and cultural advancement without harnessing the talents of its citizens. Academic achievement is a capacity to excel which is an important component for every person especially for a student to be successful, as he/she is always facing competitive situation in his educational career. Achievement after all is the end product of all educational endeavors. The main concern of all educational efforts is to see that the learners achieve. A teacher is supposed to arrange the educational situation in a way so as to encourage pupils to put their heart and soul in the school activities. Hence the problem of achievement has drawn sufficient attention of researchers in the field of educational psychology. Tiwari and Bansal (1994) mentioned that a child with high academic achievement is likely to be well-treated as well as behaved and independent and slow learners, under achievers as incapable and deprived of employment, which may lead to maladjustment in life. Balasubramaniyam (1992) while reviewing studies on correlates of achievement has observed, 30

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

“Achievement is the end product of all educational endeavors. The main concern of all educational efforts is to see that the learner achieves. Quality control, quality assurance and of late total quantity quality management of the achievement have increasingly gained the attention of researchers in education”. Quality of performance has become the key factor for personal progress. Parents desire that their children climb the ladder of performance to highest level as much as possible. This desire for a high level of achievement puts a lot of pressure on students, teachers, and schools in general including the education system itself. In fact, it appears as if the whole system of education revolves round the academic achievement of students, though various other outcomes are also expected from the system. Thus a lot of time and effort of the schools are used for helping students to achieve better in their scholastic endeavors. Anwana and Cobbach (1989) are of the view that students do badly academically on account of factors other than low intellectual capacity. The purpose of the present investigation was to examine the differences in the selfconcept, Learning Styles, Study Habits and Academic Achievement of adolescents in Kashmir. The study will become a guideline for researchers, administrators and counselors in order to guide the students in a proper way so that they may develop good Self-Concept, Study Habits, Learning Styles and Academic Achievement. Statement of the Problem The problem for the present investigation has been undertaken as under:-“Self-Concept,

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Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir” Objectives of the Study 15. To assess Self-Concept and Learning Styles of adolescents. 16. To assess Study Habits and Academic Achievement of adolescents. 17. To compare male and female adolescents on Self-Concept and Learning Styles. 18. To compare rural and urban adolescents on Self-Concept and Learning Styles. 19. To compare rural male and rural female adolescents on Self-Concept and Learning Styles. 20. To compare urban male and urban female adolescents on Self-Concept and Learning Styles. 21. To compare rural male and urban male adolescents on Self-Concept and Learning Styles. 22. To compare rural female and urban female adolescents on Self-Concept and Learning Styles. 23. To compare male and female adolescents on Study Habits and Academic Achievement. 31

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24. To compare rural and urban adolescents on Study Habits and Academic Achievement. 25. To compare rural male and rural female adolescents on Study Habits and Academic Achievement. 26. To compare urban male and urban female adolescents on Study Habits and Academic Achievement. 27. To compare rural male and urban male adolescents on Study Habits and Academic Achievement. 28. To compare rural female and urban female adolescents on Study Habits and Academic Achievement. Hypotheses The following hypotheses have been formulated for the present investigation: 13. Male and female adolescents differ significantly on Self-Concept and Learning Styles. 14. Rural and urban adolescents differ significantly on Self-Concept and Learning Styles. 15. Rural male and rural female adolescents differ significantly on Self-Concept and Learning Styles. 16. Urban male and urban female adolescents differ significantly on Self-Concept and Learning Styles. 17. Rural male and urban male adolescents differ significantly on Self-Concept and Learning Styles. 18. Rural female and urban female adolescents differ on Self-Concept and Learning Styles. 19. Male and female adolescents differ significantly on Study Habits and Academic Achievement. 20. Rural and urban adolescents differ significantly on Study Habits and Academic Achievement. 21. Rural male and rural female adolescents differ significantly on Study Habits and Academic Achievement. 22. Urban male and urban female adolescents differ significantly on Study Habits and Academic Achievement. 23. Rural male and urban male adolescents differ significantly on Study Habits and Academic Achievement. 24. Rural female and urban female adolescents differ significantly on Study Habits and Academic Achievement.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Operational Definition of terms and variables Self-concept Self refers to the image which adolescents hold about them. It is composed of many psychological states like feeling, attitudes, impressions, habits, dispositions, likes and dislikes (Kundoo and Tutoo 2000). Self-Concept is composed of all beliefs and attitudes about the Self. It actually describes: who you are? What do you think? What can you become? Birnie (1978) A Self-Concept is a person’s total view of him/herself (Hamachek, 1987) Purkey (1988) defined Self-concept as “the totality of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence” He perceives self-concept as expressions of self worth which describes the degree of gratification of own oneself. Huitt (1998) defined self-concept as the general perception an individual has about him/herself. Self-concept is defined as the value that an individual places on his or her own characteristics, qualities, abilities, and actions (Woolfolk, 2001). Self-Concept for the present study refers to the scores obtained by the sample subjects on Sagar and Sharma’s Self-Concept Inventory on the following dimensions:-

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3. Ideal-Self 4. Real-Self Learning Styles "Learning Styles include the cognitive, affective, and physiological" elements of an individual's ability to learn (Bodi, 1990) Learning Style includes both the way person masters content and skills and the way a person adapts to reality (Highfleld, 1988). Gregorc and Butler (1984), learning styles are the "natural qualities of an individual's mind, manifested in four basic learning channels ... through which distinctive behavior, characteristics and mannerisms" are exhibited. Dunn, Dunn, and Price (1986) have interpreted learning style to mean more than a cognitive processing of information, in that learning style is more comprehensive and inclusive. Learning style is an individual preferred or habitual ways of processing and transforming knowledge (Kolb 1984 and Honey and Mumford 1992).

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Learning styles is the cognitive, affective, and psychological traits that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment (Keefe 1987). Dunn and Dunn (1986) hold that each individual’s concentration on, mental processes, internalization and retain of new and difficult information stem from his specific learning style. Learning Styles for the present study refers to the scores obtained by sample subjects on D. Venkataraman’s Style of Learning and thinking Inventory.

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Study Habits Study Habits are “the adopted way and manner a student plans his private readings after classroom learning so as to attain mastery of the subject. (Azikiwe, 1998) Study Habits are study routines, including but not restricted to, frequency of studying sessions, review of material, self-testing, rehearsal of learned material and studying in a conducive environment. Student’s attitudes towards the act of studying are referred as study attitudes (Crede and Kuncel, 2008) Study habits for the present study refer to the scores gained by sample subjects on Palsane and Sharma’s Study Habit Inventory. Academic Achievement Academic Achievement is the knowledge attaining ability or degree of competence in school tasks usually measured by standardized tests and expressed in grades or units based on pupil’s performance (Trow 1956) Academic Achievement is the knowledge attained skills developed in the school subjects usually designed by test scores or marks assigned by the teacher. (Good 1959) Academic Achievement is the extent to which a learner profiting from instructions in a given area of learning i.e. Achievement is reflected by the extent to which skill or knowledge been imparted to him. (Crow and Crow 1969) Sinha (1970) defined Academic Achievement as the students whose academic performance is superior in character in the form of high percentage of marks are taken as successful candidates on the other hand, student who fail in the previous examination and obtain low divisions in their examinations are considered as individuals who have failed in their attainments Academic achievement for the present investigation comprises the aggregate marks secured by the sample subjects in the previous two classes i.e. 10th and 11th classes.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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CHAPTER – 2 REVIEW OF RELATED LITERATURE A Literature review is a description of the literature relevant to a particular field or topic. It gives an overview of what has been done, who the key writers are, what are the prevailing theories and hypotheses, what questions are being asked and what methods and methodologies are appropriate and useful. As such it is not itself primary research, but it reports on other findings. A literature review is a body of test that aims to review the critical points of current knowledge or methodological approaches on a particular topic. Literature reviews are secondary sources, and as such, do not report any new or original experimental work. Most often associated with academic-oriented literature, such as thesis, a literature review usually precedes a research proposal and result section. Its ultimate goal is to bring the reader up to date with current literature on a topic and forms the basis for another goal, such as future research that may be needed in the area. A well-structured literature review is characterized by a logical flow of ideas; current and relevant references with consistent, appropriate referencing style; proper use of terminology; and an unbiased and comprehensive view of the previous research on topic. A literature review is both a summary and explanation of the complete and current state of knowledge on a limited topic as found in academic books and journals. It gives readers easy access to research on a particular topic by selecting high quality articles or studies that are relevant, meaningful, important, valid and summarizing them into one complete report. It provides an excellent starting point for researchers beginning to do research in a new area by forcing them to summarize, evaluate and compare original research in that specific area. It ensures that researchers do not duplicate work that has already been done. It can provide clues as to where to focus. It highlights key findings. It identifies in consistencies, gaps and contradictions in the literature. It provides a constructive analysis of the methodologies and approaches of other researchers. The accumulated research in all the disciplines for the last two decades has been accomplished a host of sub-areas with the result that the present day researchers seems to be altogether different from the studies, which were conducted in the past. Therefore, review of the previous literature for the development of objectively based hypotheses and enunciation of the new research design has become essential. The review of the educational literature gives educator an excellent overview of the work that has been done in the fields and helps him in keeping up with recent development. Review of the related literature besides to allow the researcher to acquaint himself with current knowledge in the field or area in which he is going to conduct his research. For a worthwhile research, the researcher needs to acquire up to date information relating the problem, which is done through the review of the related literature. The survey of the related literature enables the investigator to locate the gaps and find the trends in the research tools 35

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

employed by the other investigators helps the future investigators to state the problem; to weigh its significance, to work out data gathering devices suggest research design, to identify sources of data, to make effective statistical analysis, to arrive at potent conclusions and avoid duplication. Knowledge of related literature enables the investigator to define the frontier of his field. By reviewing the related literature the researcher can avoid unfruitful useless problem areas. He can select those areas in which positive findings are very likely to result and his endeavors would be likely to add to the knowledge in a meaningful way. A critical review of the literature enables the researcher to go into greater details and wider applicability of the problem in hand, so as to provide new ideas, explanations and hypotheses. The review forms an important chapter in a thesis where its purpose is to provide the background and justification for the research undertaken (Bruce, 1994) Bruce, who has identified various elements of a literature review. These elements comprise a list, a search; a report. A crucial element of all research degrees is the review of the relevant literature so important is this chapter that its omission represents a void or absence of a major element in research (Afolabi, 1992) Finally we can say that literature reviewed is to expand upon the context and to provide an empirical basis for the subsequent hypothesis. Study of related literature places the researcher in a better position to interpret the significance of his own results. The final and specific reason for reviewing related literature is to know the recommendations of the previous researchers for further research which they have listed in their studies. The length of the review will depend upon the number of relevant articles and the purpose for which the research report is being written. A selective review of work done on Self-Concept, Study Habits, Learning Styles and Academic Achievement is briefly categorized into the following studies.

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1. 2. 3. 4.

Studies on Self-Concept Studies on Learning Styles Studies on Study Habits Studies on Academic Achievement

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

(1)

Studies on Self-Concept

Rath Sangeeta (2012) Self-concept: A Psychological study on adolescents Abstract: An attempt has been made to examine the effect of gender and academic competence on the self-concept of adolescents. Method: The study adopted a 2 (academically competent versus academically less-competent adolescents) × 2 (boys versus girls) factorial design. In the present study, two hundred forty adolescents (120 academically competent adolescents securing 80% or more marks and 120 academically less-competent adolescents securing 50% or fewer marks) are randomly sampled from different urban colleges of Odessa. In each group of 120 adolescents, there are 60 boys and 60 girls. All the subjects are first year graduate students. The participants of all the four groups are compared with respect to their selfconcept. Findings: (1) The result indicated that academically competent adolescents have higher physical, moral, personal, family, social and overall self-concept than less-competent ones. (2) The strength of association between personal self-concept and overall self-concept in boys is higher than the association found in girls. (3) The strength of association between physical selfconcept and overall self-concept, as well as social self-concept and overall self-concept is higher in girls than that of the boys. A study of Self Concept in relation with Academic Achievement of Secondary School Students of Bagalkot District. The imputes for this study came from the belief that schools vary considerably in their climates and that it can be hypothesized that school climate is one of the important variables which influences the development of the self concept of students including their total performance in the school. It is the self concept of students which might influence most or their goal seeking behavior. Even though there are many factors which may influence on individuals self concept, in this study it has been decided to find out the relationship of the self concept with Academic Achievement of IX class student of Bagalkot district. Statement of the problem: A study of Self Concept in relation with Academic Achievement of Secondary School Students of Bagalkot District Objectives of the study (1) To find out the difference between the self concept of boys and girls studying in IX class of Bagalkot District. (2) To find out the relationship between self concept and academic achievement of Students studying in IX class of Bagalkot District. Hypotheses of the study (1) There is no significant difference between the self concept of boys and girls studying in IX class of Bagalkot district. (2) There is no significant relationship between self concept and academic achievement of students studying in IX class of Bagalkot district. Delimitations of the study: Owing to paucity of time have the following delimitations:

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Chiniwar Prabha S.

(2012)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

a) The study is related only to Bagalkot district b) The study is confined only to 150 students, studying IX class of Bagalkot district. c) Even though there are many variables which influence the self concept of students, in this study only one variable - academic achievement has been studied. Design of the study: The present study is designed to find out the relationship of academic achievement on the self concept of the students studying in IX class of Bagalkot District. This study employed field survey method to collect data about self concept and academic achievement of IX class students. Self concept is the dependent variable of the study, where as academic achievement is the independent variable. Population and Sample: The population for the present study is defined as number of students (boys and girls) studying in 14 schools of 9th class in Bagalkot district. One hundred and fifty students were selected as sample through the random sampling technique. Thus there are 150 students in the study as sample Tools: The following too.ls/techniques have been used to obtain the measure of self-concept and academic achievement of IX class students of Bagalkot district. Findings: (1) There is no significant difference between boys and girls in their self concept scores. That means, in the study boys and girls do not differ in their scores on self-concept. (2) There is no significant relationship between self concept and academic achievement. This may be interpreted as that academic achievement is independent of self concept level of IX class students. The comparison of Iranian urban, suburban and rural areas’ performance in Self-concept, Self-Efficacy, Selfesteem and Anxiety. Aim: The purpose of this study is to find the comparison of urban, suburban and rural students’ performance in students’ psychological factors; general self-concept, science selfconcept, self-efficacy, science self-efficacy, self-esteem, anxiety, and science anxiety among guidance school students. Objectives: To investigate the differences of geographical location in the students’ psychological factors among Iranian eight grade students. Method: The participants in the study were 680 guidance school students, (317 male and 363 female, in the age 14 years old) at Tehran and Shahriar City, the province of Tehran, Iran. The research design was an ex-post facto and tested the alternative hypotheses. Five valid and reliable instruments were used to assess Self-concept Attribute Attitude Scale, State-Trait Anxiety Inventory, Coopersmith SelfEsteem Inventory, General Self-Efficacy, and Science Self-Efficacy Questionnaire. Descriptive statistics, and MANOVA, were used to analyze the data. Finding: (1) The result demonstrated that, there is significant difference between male female groups in science self-efficacy only male students have better Self-Concept than female students. (2) There is no significant difference between the other variables.

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Sahranavard Maryam

(2012)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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Deore L. D. (2012) Self-Concept among Tribal, Rural and Urban Students. Statement of the problem: To Study the self concept among Tribal, Rural and Urban Students. Objectives: (1) To study the self concept of rural, tribal and urban students. (2) To study the difference if any in self concept component of rural, tribal students and urban students. (3) To study the difference if any in family environment and mental health component of rural, tribal students and urban students. Hypotheses: On the basis of theoretical background and logical supposition, in the present study the following hypotheses are framed. (1) To study the difference if any in health, ability, shame and guilt emotionality health component of tribal students and urban students. (2) To study the difference if any in ability family environment component of tribal students and urban students. (3) To study the difference if any in shame and guilt emotionality of tribal students and urban students. (4) To study the difference if any in likeliness' of society problems component of tribal. Method: Researcher selected thirty students from tribal area, thirty from rural area and thirty from urban area. The age group of students was below 22. Tool: Researcher selected self concept scale by Bhargav which consisted health, ability, self confidence, self acceptance, sense of suitability, present past, future, trust and beliefs shame and guilt, likeliness of society, and emotionality. The reliability of scale is .87. Test retest reliability is .86 and validity is .5 with self concept scale by Rastogi. Researcher used Mean, S D and t technique for the comparison of mean difference. Findings: (1) There is no significant difference for self-concept between tribal, rural and urban students. (2) For ability concept there is a significant difference between tribal and rural tribal and urban, students while there is no significant difference between rural and urban. (3) For the self-concept of self-confidence there is significant difference between rural, tribal and urban students. However rural students have better self-concept of self-acceptance as compared to urban students (4) For the self acceptance there is no significant difference between tribal and rural students while there is significant difference between rural and urban and trial and urban. (5) Sense of suitability is also having significant difference between rural and urban, tribal and urban while there is no significant deference between tribal and rural Past present and future concept is having significant difference for tribal and urban, rural and urban while there is no significant difference for tribal and rural students. (6) Trust and belief having significant difference through tribal, urban and tribal rural group while as there is no significant difference between rural, urban group. R. K. Adsul (2011) Self-Concept of High And Low Achieving Adolescents. Aim: The study intends to measure the self-concept of high achievers and low achievers of urban and rural secondary school students and to find out whether they differ from each other on the measures significantly or not. Objective: To measure the difference in high and low achieving secondary school students on six self-concepts, namely-physical, social, intellectual, 39

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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emotional, moral and educational. Hypotheses: In the present research work, following hypotheses were formulated, (1) High achiever students will show high physical self-concept than low achiever students. Self Concept of High And Low Achieving Adolescents was girls. Method: Male female ratio was 1:1. Age range of the Ss was 14 to 16 years. Tools Self-concept Questionnaire (SCQ) was used to collect the data. It consists of 48 items and six dimensions. Each dimension contains eight items. The universe of the study was limited to the 10th standard students enrolled in the secondary schools of Sangli city, Miraj and Tasgaon Taluka. Only the students enrolled in 10th standard were included in the sample. List of these students and percentage of marks obtained by them in the 9th examination were collected. The sample for the present study consisted of 400 students, of which 50% were boys and remaining were girls. Findings: (1) It is found that there is no significant difference between high & low achievers on self-concepts namely-physical, social, emotional & moral and educational, self-concepts. (2) It is found that there is significant difference in high and low achievers on intellectual self-concept and boys were better in intellectual Self-Concept than girls. Herbert W. (2011) Academic Self-Concept, Academic Achievement and casual ordering. Martin A. Objectives: (1) To study Academic Self-Concept. (2) To study Academic Achievement; relations and casual ordering. The present review examines support for the reciprocal effects model (REM) that posits academic self-concept (ASC) and achievement are mutually reinforcing, each leading to gains in the other-and its extension to other achievement domains. Method: We review theoretical, methodological and empirical support for the REM. Critical features in this research are theoretical emphasis on multidimensional perspectives that focus on specific components of self-concept and a methodological focus on a construct validity approach to evaluating the REM results. Consistent with these distinctions, REM research and comprehensive meta-analysis show that prior ASC has direct and indirect effects on subsequent achievement whilst the effects of self-esteem and other non-academic components of self-concepts are negligible. Then an overview of subsequent support young children cross-cultural health (physical activity) and non-elite was provided (international swimming championship) sport. This research is important in demonstrating that increases in ASC lead to increases in subsequent academic achievement and other desirable educational outcomes. Finding: (1) Self-Concept is an important outcome available in itself, it also play a central role in affecting other desirable educational outcomes.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Relationship between Self-Concept, Intrinsic Motivation, Self-Determination and Academic Achievement among Chinese Primary School Students. Aim: The main aim of this study was to examine the relationship between self-concept, intrinsic motivation and self-determination with academic achievement among the respondents. Method: The sample of the study was 200 students in standard 5 and standard 6 from a Chinese primary school in Johor, Malaysia. Data was collected using a self-developed set of questionnaire. The reliability of the instrument was tested using Cronbach’s Alpha and the result was 0.941. The data was analyzed using Statistical Package for Social Science (SPSS) version 17.0. Pearson correlation at the significant level of 0.05 was used in order to determine the relationships among the measured variables. Finding: (1) Self-Concept, intrinsic motivation and selfdetermination of the respondents) and dependent variable (academic achievement) were all significantly low.

Othman Nooraini

(2011)

Saif ud Din (2010) A longitudinal study of Self-Concept. Aim: The aim of the study was to examine whether there was a difference in the degree of congruence between self and occupational- Self-Concept of councilor candidates at different class grades. Objective: (1) To study Self-Concept. Method: The theoretic basis of this study was based on the super’s self-concept theory (1957, 1963 a, b, c). The sample of the study consisted of 52 (24 females and 28 males) councilor candidates. This research was longitudinal in nature. The adjective Bacanli, 2003) is used for collecting data. Kappa statistical technique was used to analyze the data. Finding: (1) The result showed that the degree of congruence between self-concept and occupational self-concept was significant at first, second, third and fourth grades however degree of congruence between self-concept was higher in males than that of females. A Longitudinal investigation of young adolescents SelfConcept in the Middle Grades. Aim: The aim of this study is to investigate young adolescent’s perceptions of self prior to and during their middle grades years. Objective: (1) To study Self-concept of young adolescents. Method: Data was collected from 78 fifth grade students using the Piers Harris selfconcept scale beginning in the spring of their fifth grade year and containing across multiple data points in middle school. Young adolescents initially experience positive changes in five of six domain specific aspects of self-concept after the transition of middle school followed by subsequent declines to mean ratings at below their elementary school values. Finding: (1) Significant

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Micki M. Caskey

(2010)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

difference has been found between male female adolescents on self-concept however, rural adolescents have better self-concept than urban adolescents. Self-Concept of male and female Higher Secondary School students in district Pulwama. Objectives: (1) To study the Self-Concept of male and female higher secondary students. (2) To compare male and female higher secondary students on real-Self. (3) To compare male and female higher secondary students on Ideal-Self. Method: Fifty (50) male and fifty (50) female higher secondary students were taken as a sample for the present investigation. The sample was taken on the basis of random sampling technique from district Pulwama. The sample was taken from different zones like Pulwama, Shadimarg, Kakapora, Pampore and Tahab. Tools: The data was collected with the help of Sagar Sharma Self- Concept Inventory. The inventory has two main items. These forms are “I am” Real-Self and “I would be” Ideal-Self. The data collected was analyzed by applying mean, S.D. and t-test in order to find out the significant difference in the mean scores of male and female higher secondary students. Findings: (1) Male higher secondary students have better Real-Self than the female higher secondary students. (2) Male higher secondary students have better Ideal-Self than the female higher secondary students. Jassia A.

Self-Concept and Communication Skills towards Academic Achievement among Secondary School Students in Johor Bahru. Aim: The aim of the study was to study Self-Concept and Communication Skills towards Academic Achievement among Secondary School Students in Johor Bahru. The article reviews empirical studies which emphasize that the relationship of self-concept and interpersonal communication skills to academic achievement. Method: 320 students from eight schools in Johor Bahru were picked at random using the simple random method. The assessment instruments used in this study were the “Tennessee Self-Concept Scale” (TCS) and “Interpersonal Communication Skills Inventory” (ICSI). The data was analyzed using the Pearson’s correlation and descriptive statistics. The students’ levels of dimension of self-concept (physical, personal, moral and ethic, behaviour, social satisfaction and identity) and interpersonal communication skills were identified. The students’ PMR examination results were used as the academic achievement indicator. Findings: (1) The results indicated that the majority of the students possessed the moderate level of self-concept and interpersonal communication skills. (2) Selfconcept was found to correlate quite significantly with interpersonal communication skills but it was found that self-concept does not correlate significantly with academic achievement.

Yahaya Ramli

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(2010)

Azizi

J. (2009)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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Shobhna J. & R. (2009) Self-esteem and Academic Achievement of Adolescents. Srivastava Aim: The present study was undertaken to investigate the self-esteem and academic achievement of urban and rural adolescents, and to examine the gender differences in self-esteem and academic achievement. Sample: The sample of this study consisted of 400 adolescents (200 urban and 200 rural) from Varanasi District. The boys and girls (aged 12 to14) were equally distributed among the urban and rural sample. Self-esteem was measured by Self-esteem questionnaire and academic achievement was measured by academic school records. Findings: (1) The findings indicated that there were no significant differences with regard to self-esteem of rural and urban adolescents. (2) There were significant differences with regard to academic achievement of rural and urban adolescents. (3) Urban adolescents scored higher in academic achievement as compared to rural adolescents. (4) Boys scored significant higher on self-esteem as compared to girls. (5) Significant gender differences were found in academic achievement. (6) Girls were significantly higher on academic achievement as compared to boys. Kaur Jagpreet, (2009) Home Environment and Academic Achievement as Correlates of Self-concept among Adolescents. and K. Rupinder Objectives: (1) To study Self-Concept among adolescents in relation to Academic Achievement. (2) To study Self-Concept among adolescents in relation to Home Environment. Hypotheses: (1) There will be a positive and significant relationship of self-concept among adolescents with academic achievement. (2) There will be a positive and significant relationship of self-concept among adolescents with home environment. Method: The study was conducted through descriptive method of research. The study was conducted on a representative sample of 300 adolescents of ninth class selected on the basis of randomized technique of sampling from different government and private schools of Patiala district of Punjab. The following tools were selected and used in the study; (1) Self-concept List (Old Personality Word List) by Deo (1998) (2) Home Environment Inventory (HEI) by Misra (1989) (3) Academic achievement was taken as the percentage of marks obtained in middle standard Punjab School Education Board examination. 300 adolescents were selected randomly from different schools of Patiala district. Findings: (1) There is no significant relationship between self-concept and academic achievement among school-going adolescents. (2) There is no significant relationship between selfconcept and academic achievement among school-going adolescents. (3) There exists no significant relationship between self-concept and control, punishment and permissiveness components of home environment among adolescents. (4) There exists a positively significant relationship of self-concept with protectiveness, conformity, reward and nurturance components of home environment among adolescents. (5) There exists significantly negative relationship of 43

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

social isolation, deprivation of privileges and rejection components of home environment with self-concept. Sharma S. and C. (2008) A study on Self-Esteem among Rural Adolescent Girls in Kangra District of Himachal Pradesh. Goldy Aim: The present study has been conducted with an aim to know the self-esteem of adolescent girls and the factors affecting in Kangra District of Himachal Pradesh. Sample: A total sample of 112 school going girls in the age range of 14 to 19 years were selected from five villages of Kangra district. Tool: A self esteem scale constructed by Kapadia and Verma in 1989 was used to know the self-esteem if girls. This scale consisted of 41 statements out of which 15 were positive and 26 statements were negative. The high schools and senior secondary schools located within the villages were selected out of which efforts were made to choose at least 20 girls between ages 14 to 19 years from each school. The girls were mainly from 9th, 10th and 11th standards. Each girl was contacted separately for information on various aspects. Different statistical measures were applied on the data obtained. Means and percentages were calculated. Correlation and chi-square tests were also applied on the data to obtain significant results. Findings: (1) A positive correlation was found between self-esteem and family type and education of girls, which means that girls living in nuclear families have a higher self-esteem. (2) Negative correlation was also found between self-esteem and age and family size in the present study. (3) A clear cut highly significant relationship was found between self-esteem and the family type of girls meaning and whether the family is nuclear or joint, it does affect the selfevaluation of the individual. A study of relationship of self-concept with classroom Environment, gender role cognitive development and Academic achievement of the students at second day School level. The aim of the study was to investigate the relationship of self-concept with classroom environment, gender role, cognitive development and academic achievement of the students at second day level. Method: Instruments measuring classroom environment and self-concept of the students were developed by the researcher himself. For purpose validating scales limpet study was conducted in summer in 1999. Respondent were requested express their degree of agreement to each item as to whether in their opinion the item would measure what it claims to measure and to what extent. Total 84% questionnaires were returned. In estimating the internal consistency of the scales the Cronbach’s alpha formula was used and the reliability of the scale was determined. Academic achievements of the students were measured with the help of test in the subject of Pakistan studies for development and validation of test standard procedure was

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Qayoom Abdur

(2007)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

followed. The difference between percentage of upper and lower group provided an index of item validity. Every item in the test is valid. Cognitive development of the students was measured through standard progressive matrices prepared by Raven (1960). The scale has a retest reliability varying with age from 0.83-0.93 with these. Instruments data was collected and analyzed by using correlation F-ratio and t-test as a statistical techniques. Investigations tend to report facilitating affect of classroom environment on students. Findings: (1) The mean scores of private urban and rural school students on self-concept and classroom environment scale are significantly different from one another. However the significance of mean difference favours rural students. (2) Cognitive development is significantly correlated with self-concept.

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Robert H. and (2007) Self-esteem and perceived control as predictors of first-year college student’s academic achievement. Raymond This longitudinal study directly contrasted the effects of self-esteem and perceived control on the academic performance of first-year college students. Method: Participants were 802 first-year students (498 females, 304 males; age 17-22) from a large, mid-western university who were enrolled in a two-semester introductory psychology course 1. The students were recruited at the start of the academic year and volunteered for the study to obtain credits in their introductory psychology course. Gender significantly predicted self-esteem with females reporting lower selfesteem than males, however gender did not directly, nor indirectly through a larger positive correlation was found between GPA and perceived control which has also been found in past self-esteem, predict GPA. Findings: (1) Age positively predicted GPA specifically older students were found to have higher GPA’s than younger students. (2) The predictive effect of self-esteem on GPA was non-existent. Findings indicate self-esteem, perceived control as a more powerful predictor of first-year college students’ GPA. Self-Concept of College Students. Harrington Adam (2007) The study followed a questionnaire design. Using the Tennessee Self-Concept Scale (TSCS: 2; Appendix D). Sixty participants took part in the research (37 male, 23 female), ages ranged from 18-65. Stratified random sampling was used to ensure a sample of ten participants from each of the following groups while maintaining unbiased selection of students from within each group: Findings: (1) There was no significant difference in total self-concept scores for first year students and that of final years. (2) There was no significant difference in total selfconcept scores for first year art students and that of final years. There was no significant finding in the Science/Technology sample where first year students had higher identity scores than final year.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

A Trend Study of Self-Concept and Mathematics Achievement in a Cross-Cultural Context. This investigation is designed to examine models of student self-concept and mathematics achievement. Objective: (1) To represent mathematics achievement more adequately, indicators of academic performance have been selected according to the original TIMSS project design. Method: In particular, each student took a subset of the mathematics test to reduce the testing burden, and a total of five plausible scores have been imputed to estimate the overall student achievement (Wang, 2001). TIMSS researchers suggested that the results from the five plausible scores be averaged for statistical reporting to decrease uncertainty from the multiple score imputations. This method has been adopted in other similar projects, such as the National Assessment of Educational Progress. In this investigation, the five plausible scores from TIMSS 1995, 1999, and 2003 projects are employed as indicators of student mathematics achievement. Levels of father or mother education range from completing primary school to finishing university degrees. Finding: (1) Differences in the average level of education were found significant. Wang Jianjun

(2007)

Marc Corbiere Franco (2005) Academic Self-Concept and Academic Interest Measurement. Jacques P. Aim: This study aimed at assessing Academic Self-Concept and Academic Interest measurement. Method: Academic Self-Concept questionnaire (Marsh, 1990) and an academic Interest questionnaire (Corbiere and Mlekou, 1997) were used to study the French and Italian students, confirmatory factor analysis enabled to assess the structure of the two questionnaires with regard to two academic subjects-Math and First language (French or Italian) and to determine the theoretical directions between the concepts. Findings: (1) Results from confirmatory factor analysis supported a theoretical model in which academic self-concept and academic interest were inter correlated, (2) Results from multi-sample confirmatory factor analysis (French and Italian samples) endorsed a co relational model between the two concepts. (3) A significant correlation between academic self-concept and academic interest and academic achievement in both academic subjects. Self-Concept of scheduled caste students related to their Wastage and stagnation in primary classes. Aim of the study was to investigate Self-Concept of scheduled caste students related to their Wastage and stagnation in primary classes. Sample: A sample of 200 most successful scheduled caste students and 200 failure and dropouts of the same caste was selected randomly from 20 primary schools and 16 Junior High Schools of Meerut city. The students who got 60% or more marks in the final examination were treated as most successful students. Tools: Self-

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Sharma, K. S.

(2003)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Concept was measured by Bhatnagar’s. Self-Concept Inventory and Study Habits were measured by the test constructed by Dr. Mathur t-test and chi-square was used for analyzing the data. Findings: (1) The findings have shown that study habits had significant bearing on academic achievement. (2) The level of expectation and level of Self-Concept were much higher for the most successful exhibited generally low Self-Concept than the high achieving students. Gupta Amurty (2003) Students Academic Self-Regulation and Locus of control. and Sinha S. P. The aim of the present study was to assess the Students Academic Self-Regulation and Locus of control and effect of learning and performance goal orientation and locus of control was examined on Self-Regulation among 300 students pursuing their 1st year undergraduate courses, who had a sound understanding of English language. Method: Subjects were selected from different institutes of Agra city, India. Their age ranged from 16-19 years. A2 (locus control: internal vs external) X2 (Learning Goal Orientation: High vs. Low) 2 (performance Goal: High vs Low) design was used. Tools: Multidimensional Academic Locus of control Scale Learning and Performance goal Orientation Questionnaire: state Met Cognitive Inventory was administered. Findings: (1) The results indicated that the locus of control, learning as well as performance goal orientation had a significant main effect on Self- Regulation. (2) There was no significant interaction affect of these variables on Self-Regulation. Effects of Self-Concept on the learning Styles Preferences may have any inter affect. Aim: Aim of the study was to investigate whether Self-Concept on the learning Styles Preferences may have any inter affect. Method: The study was conducted on a sample of 329 adolescent boys (207 urban and 122 rural) of age group 14-15 years studying in class 10th in Tehri-Garhwal district and was selected through stratified random sampling technique. Normative Survey-Research Method was adopted to collect data. The subject’s Self-Concept was treated as independent variable and the learning style preferences were treated as dependent variable. The pupil’s age, sex, class-level and locality were treated as controlled variables Swatra-Bodh Parikshan of Dr. Sherry, Verma and Goswami (1988). Learning Style Inventory developed by Dr. S.C. Aggarwal (1983) were used for data collection. Mean, S.D. and averages were used for data analysis. Finding: (1) The results indicated that as the Self-Concept level of the urban boys increased. Self-Concept the rural boys showed their increasing preferences towards flexible, non-individualistic, visual, field-dependent, long ‘attention Span’, motivationcentered and environment free Learning Styles.

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Shrivastava, K. S.

(2002)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Kaur, M. (2001) Self-concept in Relation to Intellectual Variables. Objective: To find out correlation with the values of self-concept and independent variables such intelligence, creativity and achievement of rural and urban schools. Method: Descriptive school survey method as well as qualitative approach was adopted for the study. A sample of 510 girls students including (230 rural and 280 urban), studying in Class IX, from Punjab, was taken as sample by using probability sampling for the study. Tools: (1) Tools used for the study included (1) Children self-concept scale (Ahluwalia, 1986), (2) Group Test of General Mental Ability (Jalota, 1972), (3) Creative Activities Checklist (Torrance, 1982), and (4) Academic Achievement Test. Findings: (1) Variable of intelligence and creativity have been found to be positively significant with self-concept in urban as well as in rural. (2) No correlation has been found between the variable of achievement and self-concept. School related Self-Efficacy among adolescents from East and West Germany: Age trends, association with School performance, and family correlates. Aim: The first aim of the study refers to whether school related Self-Efficacy would show similar levels in both parts of the country. The second aim refers to the association between school related self-efficacy and school performance. The 3rd aim refers to the familial experience that account for individual differences in level or change of school related efficacy. The additionally, parental involvement in school was studied. Finding: (1) It was found that adolescents who enjoyed high parental school involvement and support behavior, and also experienced sensitivity with regard to their feelings preferably belonged to the stable-high self-efficacy trajectory.

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Silbereisen & (2000) Raimer K.

Chapman J. & (2000) Early reading related performance, reading self-concept and the development of academic self-concept. Turner W. This is a longitudinal study to find relationship between academic self-concept (ASC) Method: Measures of reading related performance and self-concepts were examined in 60 beginning school children who, after two years of schooling, were collected soon after school entry, towards the end of years 1, 2 Finding: (1) It has been found that during the middle of year 3 children with negative ASC’s performed poorly on reading related tasks and reported more negative reading self-concept than did children with positive or typical ASC’s. (2) Reading was also highly predictive of negative and positive ASC group membership but not of typical ASC group membership.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Sex difference in self-concept in Spanish secondary School Students. Objective: The objective of the study is to find the difference between boys and girls in terms of their self-concept. Method: Participants were 125 Spanish students, 61 boys and 64 girls of secondary school, age ranged from 14-17 years. Five measures of self-concept were administered in the following order. The Rosenberg Self-esteem Scale (1965), measures adolescents global feeling of self worth or self-acceptance. Cronbach alpha was 0.86. The Janis Field Feeling of Inadequacy Scale (Janis and Field 1959) measures feelings of inadequacy, inferiority, self-consciousness and social anxiety. Tools: In the present study the revision of the original scale by Flemming and Courtney (1984) was used for which alpha was .79. The Coopersmith Self-Concept Scale Inventory (1967) measures evaluative attitudes across several domains pertaining to the self. Reliability of this scale was 84. The intellectual Achievement Responsible Questionnaire (Crandall Katkovsky and Crandall, 1965) assess adolescent’s beliefs about general control and responsibility for experiences of success and failure in intellectual achievements. Cronkach alpha was .72. Mean scores for boys and girls were compared on global self-esteem, feelings of inadequacy, and self across several domains and beliefs about their control and responsibility for experiences of success and failure in intellectual achievement by means of student’s t-test. Finding: (1) There were significant difference between boys and girls. Boys scored higher on global self-esteem, measured on the Cooper smith Inventory, than girls. Girls had a higher mean on moral ethical self, measured on the Tennessee Self-Concept Scale, than boys. Jose Sotela Maria

Self-concept of the adolescents in relation to certain Demographic correlates, for example, sex, caste and Religion. The present study aimed to investigate the Self-concept of the adolescents in relation to certain demographic correlates, for example, sex, caste and religion. Sample: A sample of 230 students covering 107 girls and 123 boys of class XI was selected from 8 intermediate colleges of Agra city. Tool: The alambodh Mapni constructed by Chauhan was used to measure the selfconcept of the adolescents. The collected data were treated with mean, S.D, t-test and correlation. Findings: (1) Global self-concept of males and females did not differ significantly but there were gender differences on various dimensions of self-concept. (2) Boys were high in physical, intellectual and activity dimensions of the self-concept, while the girls perceived themselves high in moral and ethical, social and emotional aspects. (3) Scheduled and non-Scheduled caste students differed significantly in global self-concept as well as on various dimensions of selfconcept. (4) Scheduled caste adolescent students perceived themselves low in all the dimensions Gyanani, T. C.

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(2000)

(1999)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

of self-concept. (5) The global Self-Concept of Hindu and Sikh -students comparatively higher than that of Muslim and Christian students. (6) In different dimensions of self-concept, Hindu adolescents had high perception in intellectual, social, moral and ethical and emotional selfconcept. (7) Muslims had high perception in physical dimension, Sikh adolescents had high perception in activity dimension and Christian adolescents had high perception in social aspect of the self-concept. .

Ambition, Self-Concept, and Achievement: A Structural Equation Model for Comparing Rural and Urban Students. The Western Australian School Effectiveness Study (WASES) provided this researcher with a unique opportunity to investigate the relationships between student aspirations, student self-concept, and student achievement. These relationships were estimated using structural equation modeling. Findings: (1) Results demonstrated that, urban students had significantly higher aspirations and achievement, and their self-concept was different to rural students. (2) There were significant differences between rural and urban students in the paths for student aspirations, student self-concept, and student achievement. Young Deidra J.

(1998)

A study of relationship between an ideal-self, self-esteem and consciousness to self formation. The purpose of the study was to consider the ideal-self from the following two aspects standard of self-evaluation and grade for a self formation. The relationship were examined between ideal actual self discrepancy self-esteem and level of ideal self and consciousness to self formation made of both of the factor of possibility seeking and the factor effort to possibility. Findings: (1) Ideal actual self discrepancy negatively correlated significantly with self esteem and t-tests were performed between high level groups with low level ideal selves in order to compare the mean score of possibility. (2) High level group showed a significant higher score of possibility seeking. This result considered to be high level ideal selves was related to not only a low self esteem but also high aspiration to from his/her own self.

Mizuma R.

A study of aggression in adolescent boys and girls in relation to their Self-Concept, achievement, motivation and performance. Problem: (1) The study addresses itself to the problem of the nature of aggression among adolescents and seeks its manifestation and effect on individuals and its relationships with certain variables such as such as Self-Concept achievement motivation and performance. Objectives: 1. To find out the relationship of aggression with selected variables; viz. SelfSrivastava N.

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(1998)

(1998)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Concept, achievement motivation and academic and non-academic performance, separately. 2. To compare male subjects with female subjects on Self-Concept, achievement, motivation and performance. 3. To study the effect of achievement-motivation and Self-Concept and their interaction on aggression and 4. To study the effect of Academic and Non-Academic Performances and their interaction on Aggression. Method: The sample consisted of 564 male and female students of classes XI and XII of higher secondary schools of Allahabad and Baroda, selected by stratified random sampling techniques. The tool used included ‘who am I’ test to measure Self-Concept and A forced choice. Type Sentence Completion Test. Academic performance was measured by the marks obtained in public examination and non-academic performance was measured by teacher’s rankings. The statistical-techniques used included productmoment correlation and analysis of variance. Findings: (1) There was no correlation of aggression with Self-Concept achievement motivation and performance (academic and non-academic). However there was curvilinear relationship of aggression with self-Concept and academic and non academic performance but no correlation and achievement-motivation. (2) The girls showed a curvilinear relationship of aggression with Self-Concept and Academic and non-academic performance but no correlation. (3) Both academic and non-academic performance did not contribute anything to aggression either independently or in combination. (4) Boys were higher on aggression score than girls. (5) More high aggression to low aggression subjects.

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Self-Concept of adolescents in relation to their academic Malkhuri, R. and (1997) achievement. Pande, S. K. The present study was carried on Self-Concept of adolescents in relation to their Academic achievement. The sample of the study comprised of 200 students (100 boys and 100 girls) studying in the intermediate College of Kotdwara city, who were selected through random selection method. There age ranged between 16 to 18 years. Tool: The tool used to collect the data included Self-Concept Inventory by Pratibha Deo. The collected data was treated with mean, S.D, and t-test. Findings: (1) The findings revealed that the Academic Achievement and Self-Concept were not significantly related. (2) Significant relationship was observed with academic achievement of adolescents having high and low self-concept. (3) No significant difference was found between academic achievement of adolescents belonging to high and low self-concept. The relationship between sex and general self-concept in grade 9th students. The present study focused on relationship between sex and general self-concept in grade th 9 students Objective: (1) To examine the effect of the variables of the subject’s sex on general

Agarwal Reena

(1994)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

self-concept and its various dimensions as measured by Hindi Version of Filt’s Tennesse SelfConcept Scale. Sample: The sampling of subjects proceeded into two stages. Firstly from a List of all Hindi Medium intermediate of Lucknow city, six college boys and six college girls were drawn randomly. Secondly from the list of participating institutions, a final list of students of grade 9thn was prepared. Finally 433 students comprising 234 boys and 199 girls were randomly selected from the foresaid list of students. Tools: The tools used included backgrounds questionnaire, Kuppuswamy Socio-economic Status Scale and Hindi Version of Filt’s Tennessee SelfConcept Scale by major. The collected data was treated using mean, S. D. and ANOVA. Findings: (1) The mean score of boys were greater than those of girls in case of identity self satisfaction behavior physical, moral ethical, personal, self-criticism, total self-concept and its instability dimension. In the remaining two cases (Family and Social Self), the Values for the two sexes were almost identical. (2) The study found the superiority of boys over in their role, specific selfconcept.

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Rangappa, K. T. (1994) Effect of self-concept on achievement in mathematics. The present study examined effect of self-concept on achievement in mathematics. It was examined the effect if various levels of self-concept on mathematics achievement of 100 grade 7 students were classified into high, normal and low self-concept groups on the basis of criterion scores and were assessed for their mathematic achievement. Finding: Results reveal significant difference between the mean of high, normal and low self-concept groups, further the main effect of self-concept on achievement in mathematics was estimated to be highly significant. Krishnan, S. (1993) Relation between Self-Concept and Academic Achievement of college student. Santhana Sample: The sample for the study comprised of 150 students. Out of them, 90 were men and 60 were women students. Method: There were 45 urban and 105 rural students. They were further stratified with different facilities, age groups and birth orders. Stratified random sampling technique had been used to select the sample. The Self-Concept tool standardized by Rastogi was used to collect the data. The investigator applied mean, S.D. t-test, correlation and ANOVA for the treatment of the data. Findings: (1) It was found that there was a significant relationship between Self-Concept and Academic Achievement of the college students. (2) There was a significant difference of means between arts and science groups of students in the Self-concept. (3) Sex had no influence on the Self-Concept of the individual’s. Similarly, birth orders had no impact on Self-Concept of students. (4) Different age groups had not shown any significant mean difference on Self-Concept score.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

(1991) Gender stereotypes and Self-Concept in college students. The present study investigated Gender stereotypes and Self-Concept in college Students. Objective: (1) To study Gender stereotypes and Self-Concept in college students. Sample: (70 men and 70 women) S’s rated “man” and “women” on 7-point Scales in corporating 4 factors namely evaluation (e.g. good-bad) potency (e.g. strong-weak) activity (e.g. active-passive) and understandability (e.g. predictability-unpredictability). Findings: (1) Woman was rated as more pleasant, less non-violent, more sensitive, less strong and less active, less suspicious, more predictable and more emotional than man. S’s rated themselves more favorable in comparison to man. (2) Men rated themselves to be more sensitive, more dependable, more cooperative and less emotional as compared to the self evaluation of women. (3) Self-Concept of male and female S’s were similar with respect to intelligence, outgoingness, happiness, strength and rationality. Gupta,

An enquiry into the nature of Self-Concept in the area of competence and its impact in the area of Competence, Mental Health and Academic Achievement. This study examined an enquiry into the nature of Self-Concept in the area of competence and its impact in the area of Competence, Mental Health and Academic Achievement. Problem: The present study deals with the problem of Self-Concept and tries to make comprehensive study of a particular dimension of Self-Concept.viz the dimensions of competence and its relationship, with health and academic achievement. Objectives: (1) To study the nature and extent of the real Self-Concept of competence and the ideal Self-Concept of competence and the discrepancy between the two. (2) To study the nature and extent of mental health in the group studied. (3) To study the relationship between real Self-Concept and mental ill health, academic achievement. (4) To study the relationship between each of the five facets Social, Intellectual, Physical, emotional and General. (5) To study the relationship between each of the five facets and academic achievement and (6) To make a comparative study of the three groups of students the commerce group, the science group and the combined group. Method: The sample consisted of 432 IST year Science and commerce known girls students from 7 good institutions with an English medium background and age between 18 and 20 years. The tools used included, a Self-Concept Inventory constructed and standardized by the investigator, and a Mental ill health Inventory, higher secondary marks in two common subjects were taken as a measure of academic achievement and statistical technique used included mean, median, mode, S.D, Skewness and Kurtosis, Chi-square test t-test, Coefficient of correlation, Partial correlation and factorial analysis. Findings: (1) Real Self-Concept scores ideal Self-Concept scores, real-ideal discrepancy scores and mental ill-health scores were found to be more or less normally distributed in the sample and the three groups did not differ significantly among themselves in respect of distributions of

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Burwani, Rupa

(1991)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

scores on these variables. (2) Real Self-Concept and ideal Self-Concept were highly correlated. (3) Students with high real self-Concept scores showed lower discrepancy scores. (4) Students who perceived themselves to be highly competent, were relatively free from mental ill-health symptoms. (5) Academic achievement was positively associated with perceived intellectual competence but not with scores of other areas of Self-Competence. However, ideal Self-Concept regarding their competence did not seem to affect the academic achievement scores. (6) Discrepancies between the real and ideal-Self did not effect the academic achievement of the commerce groups. But in the science group these two were positively related. (7) Regression coefficient revealed that intellectual competence had high positive influence upon the academic achievement of both the science group and the commerce group. The other facts of competence showed a negative influence on academic achievement of the science group. (8) Students who revealed mental ill-health symptoms were poor in academic achievement. A study of the development of self concept of Pre-adolescent level with reference to some family and school factors. Objectives: (1) To trace the general development of self concept at the preadolescent level as function of age and sex. (2) To study sex difference in self concept development. (3) To study the relationship of internal family factors like parent-parent and parent-child relationship with self concept at the preadolescent level, and (4) To study the relationship of school factors i.e. teacher-students and peer relations with self concept at the pre-adolescent. Method: The data were collected from three co-educational Marathi medium schools. The study was conducted on a sample of 990 children. Tools employed in this were Self-Concept Inventory, Parent-Child Relationship scale, Parent-Parent Relationship scale, Scale of Teacher-Student Relationship, Peer Relationship Scale and, Socio-economic status scale of jogavas. Descriptive, bardiagrams, frequency polygons, mean, median, mode, Barttell’s homogeneity test analysis of variance, t-test and multiple correlation regression were applied as statistical techniques. Findings: (1) The perceived self did not show a downward trend throughout the preadolescent period. It showed a significant upward trend at the end of this period. (2) Boys and girls did not differ significantly in self- concept development. (3) Girls showed more understanding for parent-parent relationship, teacher student relationship and at the end of the preadolescent period, parent-child relationship. (4) Family factors jointly were significantly associated with self-concept. (5) School factors jointly were significantly associated with self-concept.

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Kale, P. S.

(1982)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

(2)

STUDIES ON LEARNING STYLES

Learning Style Preferences of Student Teachers: A CrossCultural Perspective. This article examines how cultural variability is reflected in the learning style of students in Egypt, Saudi Arabia and United States. In this study, the learning styles of over 300 students in Teacher Education Institutions in Egypt; Saudi Arabia and United States of America were examined. Methods: For the Arab students, The Steinbach Learning Style Survey was translated into Arabic. This Arabic version was constructed in the same format as the English version, and was given to two language experts for back translation. A corrected final version of the survey was administered to a group of student teachers in Saudi Arabia and Egypt. The Saudi students group was selected from Jazan University, and the Egyptian group was selected from Suez Canal University. The Steinbach LS survey, consisting of (12) statements with forced choice items with two options (yes, no), was used to gather data. The participants were expected to select the appropriate choice for each statement. Researcher designed demographic information that was used to examine two variables. Demographic data consisted of place (country) and gender (male and female). An estimate of Validity was established using a Q-sort Technique. As a result of the Q-Sort Review, an estimate of validity for what’s my Learning Style? Instrument was considered to be appropriate for research purposes. Participants The descriptive statistics shows out of the total 316 respondents, 118 (37.3%) were American students, 94 (29.7%) were Saudi students and 104 (32.9%) were Egyptian students. 208 (65.8%) of the total respondents were males and 108 (34.2%) were females. Findings: (1) There were no statistically significant differences in the auditory learning ability between the Egyptian and American student. (3) There were no statistically significant differences in Kinesthetic learning ability between the Egyptian and Saudi students. Sywelem Mohamed

A Comparison of Preferred Learning Styles between vocational and Academic Secondary School Students in Egypt. The present study is an attempt to find Comparison of Preferred Learning Styles between Vocational and Academic Secondary School Students in Egypt. Hypotheses: (1) What are the learning styles preferences between Vocational and Academic Secondary School Students in Egypt? (2) Are there any differences between Vocational and Academic Secondary School Students in relation to learning style preferences? (3) What is the relationship between student’s gender and learning style preferences in both academic and vocational secondary schools? Objectives: (1) To identify learning styles preferences between Vocational and Academic

M. Asmaa Makhlouf

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(2012)

Sayed

(2012)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Secondary School Students in Egypt. (2) To identify whether there are differences between Vocational and Academic Secondary School Students in Egypt in relation to learning style preferences. (3) To identify whether there is a relationship between students’ gender and their learning style preferences in both academic and vocational secondary schools. Methods: The Steinbach LS Survey was translated into Arabic. This Arabic version was constructed in the same format as the English version, and was given to two language experts for back translation. A corrected final version of the survey was administered to High School students in both academic and vocational schools in Egypt. The descriptive statistics show a total of 441 students (161 males and 280 females) participated in the survey. Out of them, 261 students were Academic secondary schools students and 180 were Vocational secondary schools students. A two way multivariate analysis of variance (MANOVA) was conducted to examine the relationship of gender and types of education on three different learning styles (Auditory, Visual and Kinesthetic). Finding: (1) No statistical differences were found among the Auditory, Visual and Kinesthetic learning modalities. (2) Kinesthetic preference was higher among males in academic programs of study than for females in the same program. (3) Within the vocational settings females had higher kinesthetic preference than the males. (4) No gender-based differences were found.

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Khalid Ali, (2011) Jordian student’s Thinking Styles based on Hermann Whole Brain Model. Bawaneh Ali The present study aims at identifying thinking styles of eight grade students in Jordan using Herrmann Whole Brain Model. 357 students were selected from fourteen classrooms within Bani Kenana School District. Tools: Thinking Preference Questionnaire to classify participants according to their preferred thinking style was used. Perceived frequencies, percentages, and respective cumulative percentages, in addition to X2 value based on fit-of-goodness technique were computed. Findings: (1) It has been found that no statistically significant differences existed between student’s thinking styles based on Herrmann Whole Brain Model. (2) Parallel with that, the results showed also no significant differences between students' thinking styles according to gender. Jafre M. Abidi, (2011) Learning Styles and Overall Academic Achievement in a Specific Educational System. Z. Rezaee A. The present study is an investigation of the relationship between learning styles and overall academic achievement. The Learning Styles Survey (LSS), employed in this study, appears to be a viable tool to determine student’s learning style. In order to investigate this relationship a total of 317 students participated in this survey study. The Learning Styles Survey (LSS) 56

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

instrument which is based on Joy Reid’s Perceptual Learning-Style Preference Questionnaire (1987) was used. The statistical procedures employed in this study were one-way ANOVA, and multiple regression analysis. Finding: (1) The analyses of the data indicated a significant relationship between overall academic achievement and learning styles. (2) It was also found that the high, moderate and low achievers have a similar preference pattern of learning in all learning styles. Eyyam Ramadan (2011) An investigation of the Learning Styles of Prospective educators. Nazan Dogruer The aim of this study was to investigate the learning styles of prospective teachers in different Departments in the Faculty of Education such as Turkish Language Teaching, Guidance and Psychological Counseling, Pre-school Teacher Education, and Computer and Instructional Technology Teacher Education at Eastern Mediterranean University during the Academic Year 2009-2010 Spring Semester. Prospective teachers have been asked to complete a Learning Styles Inventory. The data was analyzed by using SPSS Statistical Program. Findings: (1) It is found that there were differences in the learning styles of prospective teachers according to their Departmental choices and (2) Students from Departments with similar subjects have similar dominant styles. A Study of Learning Thinking Style of Secondary School students in relation to their Academic Achievement The styles depend upon cerebral dominance of an individual in retaining and processing different modes of information in his own style of learning and thinking. This study attempted to find out the relationship and significance of difference between academic achievement and learning-thinking style of secondary school students. The study was delimited to class 10th students only. The purpose of present study was to see whether there is a relationship between academic achievement and learning-thinking style of secondary school students or not. Method: Normative Survey method was applied for conduction of the study. The population for the research includes students of secondary class of different areas. Mean and Pearson’s Product Moment Correlation (‘r’) are the statistical technique which helped in the analysis and interpretation of the result. The collected data was analyzed and interpreted on the basis of hypothesis. Findings: (1) It has been found that learning-thinking style and academic achievement of secondary school students are positively and significantly related to each other. However significance of mean difference favors male adolescents. (2) Students having high academic achievement are better for teaching.

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Sharma Parveen

(2011)

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Role of Learning Styles in the quality of learning at different level. The aim of this descriptive co-relational investigation was to identify the preferred learning styles of their role in quality of performance at secondary intermediary and University level for language students from six different fields. The association and differences in students learning styles related to their demographics were also related to their demographics were also explored. Findings: (1) Majority of the student from all the fields in sample showed the diverging style and the accommodating style as their most preferred learning styles. (2) The learner’s gender and nature of house affected the preference for Learning styles other variables showed no association with learning styles. (3) The learning styles of language students have no relationship with the grades obtained in their previous exams. Shahid M. F.

(2011)

Students’ Learning Styles Compared with their Teacher’s Learning Styles in Secondary Schools. This article compares teachers' and students´ learning styles profiles at the two major orientations (vocational and academic programs) in upper secondary school, to explore differences and similarities. Sample: The study involved 53 secondary school teachers and 101 high school students randomly selected. The learning styles assessment PEPS was used to identify 20 different traits. Three groups were compared and analyzed by using F-test and analysis of variance, ANOVA. The research questions were as follows: to what extent are differences in learning styles between teachers and students and between the two study areas? Findings: (1) Teachers have a greater need for light and temperature, are more motivated, more adaptable, have less need for structure and authority and are more alert in the morning and less in the afternoon compared with the students. (2) The two student groups showed no statistically significant differences between them. (3) The vocational students differed more from teachers than their academic peers.

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Bostrom Lena

(2011)

Clarke T. Lesh, (2010) Thinking Styles: Teaching and learning styles in graduate education students. T. Trocchio, J This study investigated the relationship between two intellectual styles approaches: Sternberg’s Thinking Styles of teachers and Felder and Silverman’s Learning Styles were used as tools. Sample: Ninety five graduate students majority in special education, reading, educational leadership and curriculum and elementary education completed the thinking styles in teaching inventory (TSTI) and the Index of learning styles questionnaire (ILS). Several thinking styles from Sternberg’s theory of self government were highly to moderately correlated with Felder’s Learning Styles. Findings: (1) TSTI did not differentiate between masters and doctoral 58

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

students, but index of learning styles did so. (2) Participants differed in their learning styles in teaching and learning styles, based on their educational measure. Learning Style Predicting College Adjustment An exploratory study of learning styles as a predictor of college academic adjustment. The present study examines learning styles of first year students entering college and first semester academic achievement to help incoming students negotiate the high school-to-college transition. Learning styles were determined using the Learning Styles Inventory II a (Kolb, 1993) and grade point average and academic standing were used as measures of academic achievement. Method: Seven hundred and thirty-nine first year students (395 women and 344 men; mean age = 17.7 years) from a Northeastern Jesuit University with approximately 3,000 undergraduate students volunteered to participate as part of their orientation program. This sample represented 82.9% of the incoming freshmen body (N=891). Findings: (1) There was no significant difference between the concrete learners and the abstract learners in terms of GPA. (2) A significant difference existed between the active and reflective learners in terms learning style. (3) Active learners had a significantly higher GPA than reflective learners. (4) There was a significant main effect for both learning style type and gender. (5) Female students performed better academically than males. (6) The “doing/thinking” convergers and “feeling/doing” accommodators are doing better academically. (7) “watching/feeling” divergers and “thinking/watching” assimilators are having the most academic difficulty during their first semester of college. (8) There was no significant interaction between learning style type and gender. Cook J. Matthew, B.A. Fairfield

Choice of Learning Style of University Technology Malaysia Senior TESL Students and Perceptions towards Effective Teaching. This study was an attempt to investigate the association between students’ learning style and academic performance University Technology Malaysia TESL senior undergraduates. It also investigated the most popular language learning style of UTM TESL students. Another purpose was to investigate the most preferred teaching preferences of UTM TESL students. The descriptive study was carried out in form of questionnaires as the tool of assessment. Interviews were also conducted to validate the findings from the questionnaires. The study focused on the third and fourth year students of TESL Bachelor Program in UTM. Data was analyzed using SPSS version 11.5. Findings: (1) The findings reveal visual learning style is the most popular among UTM TESL students. (2) This study also shows that different types of learners had different

Halim Abdul Raof Abdul

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(2010)

B.

(2010)

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teaching preferences. (3) There was no significant relationship between students’ learning styles. (4) There was no significant relationship between students their academic performances. Naik, Bijay (2010) A comparative study of Learning Styles of Business Students. Objective: The objective of this research is to examine the distribution of learning styles of the business students and suggest appropriate teaching approaches that might reduce the negative s1tudent attitude for quantitative required courses. Sample: For this research, a sample of 156 undergraduate business students enrolled in two levels of business statistics courses was used. The ILS instrument based on Felder-Silverman model was selected. The survey was made anonymous and voluntary. The ILS was administered to the students in the form of a printed questionnaire. Findings: (1) There was no significant difference in the learning styles between male and female students. (2) There was significant difference in the learning styles between male and female students in the visual-verbal dimension. Thinking Styles of Candidate teachers who come from different cultures. The aim, of the study was to find the relationship between culture variable and thinking styles of candidate teachers who study at TRNC Ataturk Teachers Academy and who study at Cyprus International University, Education Faculty, Turkish Language Teaching Department is analyzed in this research. The research held on the data that were collected from 102 female and 44 male students who study at the Academy and 41 female and 74 male students who study in Turkish Language Teaching. “Thinking Styles Inventory developed by Sternberg Wagner (1992)” was used in the research. Findings: (1) It was determined that candidate teachers who study in Turkish Language Teaching show meaningful differentiation in favor of males in the “introvert” sub-dimension according to gender variable. (2) It was also determined that candidate teachers who study in the Academy show meaningful differentiation in favor of males in the “conservative” sub-dimension according to gender variable. (3) It was found that the teacher candidates who come from different cultures have different thinking styles. Yildizlar Mehmet

A Study of Perceptual Learning Styles and Achievement in a University-level Foreign Language Course. This study reports data obtained from four regular first semester university French language courses taught by the same instructor. Eighty-two English-speaking students, whose maternal language is Spanish, participated voluntarily. Their ages ranged from eighteen to twenty-three. The females outnumbered the males by ten persons. Most participants were completing their second or third year of university study. The group represented several faculties Renou Janet

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(2010)

(2010)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

(Arts and Science, Engineering, Business Administration). For the most part, they were taking the course as an elective. Method: The instructor introduced the students to the notion of learning styles on the first day of class. The instructor explained that a questionnaire consisting of 24 items that categorizes learners as having visual, auditory or tactile preferences was accessible through the internet. The students agreed to complete the self-assessment tool, the Barsh Learning-Style Inventory Questionnaire, and brought it back to class (see Appendix A). There were eight questionnaire items on the learning-style inventory that matched each of the three learning-style categories. Students ranked the questionnaire items by selecting the extent to which the statement presented referred to their preference to learning or processing information. The results showed that close to half of all the subjects were visual learners, twenty-three percent were auditory learners and almost twenty-one percent scored the same on both visual and auditory perceptual learning styles. The remaining seven percent of the subjects were tactile learners. With respect to descriptive statistics as they pertain to gender differences. Majority of both sexes were visual learners, followed by auditory and combination learners, and the least percentage were tactile learners. The grades were good overall: Ninety-two percent of the visual learners, eighty-nine percent of auditory learners, and ninety-four percent of the combination learners obtained a grade of either A or B. Although there were few tactile learners, more than half of them also obtained a grade of A or B. Findings: (1) The results showed no significant differences between male female students on predominant learning-style groups (visual, auditory, tactile and combination learners) and course grades. (2) Learners made no statistically significant difference in their grades. Learning Styles of Adolescent boys and girls in Relation to their Academic Achievement. Objectives: (1) To study Learning Styles of adolescent boys and girls. (2) To study Academic Achievement of adolescent boys and girls. (3) To study the significant difference between the mean scores of environmental stimulus of Learning Styles of Adolescent boys and girls. (4) To study the significant difference between the mean scores of emotional stimulus of adolescent boys and girls. (5) To study the significant difference between the mean scores of sociological stimulus of adolescent boys and girls. (6) To study the significant difference between the mean scores of physical stimulus of adolescent boys and girls. Method: The sample for the present study comprised of 120 students studying in 9th and 10th grade of Kashmir University model school and Kashmir Harvard Educational Institute respectively. These students were further divided into two group’s boys and girls that comprise 60 students each. In the present research study students of 9th and 10th grade of the Kashmir University modern school and Kashmir Harvard Educational Institute respectively have been taken up as a sample by using the method

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Shiekh Humera

(2010)

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of randomized sampling. Tools Learning Style Inventory by Rita Dunn, Kenneth Dunn, Gray E. Price for the Learning Styles was used as a tool to collect the data”. Findings: (1) There was no significant difference in the mean scores of Learning Styles between adolescent boys and girls. (2) Adolescent girls achieve higher mean score than the adolescent boys on academic Achievement. (3) The other findings of the present study have clearly shown that 15% of adolescent boy’s falls in the range of above average, 65% have got first division, 15% have got second division and only 5% have got third division. (4) It has been found that 15% of adolescent girl’s falls in the range of above average, 75% have got first division, 10% have got second division and no student is found to have got third division. (5) Boys and girls do not differ significantly on environmental stimulus, emotional stimulus of Learning Styles. (6) Boy’s and girl’s differ significantly on Sociological stimulus and Physical stimulus of Learning Styles. However boys possess better sociological and physical stimulus of learning styles.

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Sunbul Ali Murat (2010) An Analysis of high school students Learning Strategies and Styles in Turkey. Sari Hakan The primary purpose of this survey study was to compare the learning style preferences and learning strategies of Turkish high school. Comparisons included the factors including types of school, branches, grades and gender. This research further investigated the learning strategies and style characteristics of 505 students from 16 high school. It analyzed their similarities and differences by levels of classroom, gender, school tips, branches and grades and it also explored the interactive relationships among these four factors and students’ learning-style and strategies. Method: The Turkish versions of the Learning Style and Learning Strategies Inventory for Grades 9-10 were used. For descriptive statistics, means, means-weight and standard deviations were calculated. For inferential statistics, One-way analyses of variance (ANOVA), t tests, and Tukey post-hoc tests were applied. Findings: (1) It was seen that the students’ learning strategies and styles differentiated in school, branches, grades and gender variables mentioned above. High school students use attention and metacognitive strategies as well they prefer visual learning styles. (2) It has been discovered that the individuals’ school and class environment and their preferences of branch are highly effective in students’ learning strategies and styles, and the main resson of the difference of strategy and style can be that various education programmes are used in students’ school and branches. Francesco Sofa, (2009) Geographical location and the thinking style of university students. Berzins M, This study set out to explore if university students from a northern and southern Italian university report markedly different thinking style preferences. Sample: Sample of 170 students 62

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

from the University of California and 263 students from the University of Milan were surveyed using Sofa’s (2005) Thinking style inventory if economic and socio-cultural differences impact on preferred ways of thinking of university students, the impacts may very well be mediated through various pedagogical or informational methods and communication technology. Finding: (1) There was no significant difference between the male female university students. Learning Styles and Teaching Styles: A Case Study in foreign language classroom. This study investigated the hypothesis that a mismatch between teaching style of the teacher and learning styles of the learners results in failure, frustration and de-motivation. 100 second year learners studying in ELT Department and 12 teachers who, were teaching these groups in the year the study was conducted, participated in the study. First, in order to find Turkish ELT learners’ preferred learning styles, a questionnaire was given to the learners. In order to collect data for the teaching styles, The Personal Learning Styles Inventory was modified and given to the teachers. Then both the teachers and the learners were interviewed to investigate whether they were concerned when there is a mismatch. Findings: (1) The results revealed that second year learners at ELT Department in Anadolu University favored visual and auditory styles. The teachers also preferred visual and auditory styles. (2) The results showed that learning styles and teaching styles match at ELT Department.

Selma Kara,

(2009)

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Al-Tamimi Atef (2009) Investigating the Learning Styles Preferences of ESL Learners: The Case of English Majors in University Sains Malaysia. and Shuib Munir The study aims to identify the type of information these students preferentially perceive, through which sensory channel external information is most effectively perceived, how they prefer to process information, and how they progress toward understanding. Tool: The Index of Learning Styles (ILS) questionnaire developed by Felder and Soloman (2004) was adopted. The ILS questionnaire was based on Felder and Silverman's (1988) model, reported to be valid, reliable and suitable in identifying learners' learning styles (Felder and Spurlin, 2005). Finding: (1) The study findings indicated that USM English majors have certain learning styles that should be considered by USM staff members in preparing their materials, curriculum and teaching methods. Learning Styles and approaches to learning Mathematics of student’s majority in elementary Education. Aim: A 3-year study was to explore the learning styles and approaches to learning mathematics of elementary education majors two questionnaires, the learning style inventory (LSI) Alkhateeb H. M.

(2009)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

and the approaches to learning mathematics questionnaire. Sample: The test was administered to 149 women and 32 men. All were in their first and second years of college and enrolled in mathematics for elementary school teachers at a mid western verses university. Finding: (1) Majority scored as either accommodators, i.e. they primarily followed learning modes involving active experimentation and concrete experience or as divergers, i.e. approaching learning by focusing on concrete experience and reflective observation. (2) A weak but statistically significant association was observed on the approaches questionnaire between the surface approach and reflective observation. Aripin Rasimah (2008) Students Learning Styles and Academic Performance. Objectives: The objectives of this study are to ascertain the dominant learning styles of the students and to discover the relationship between learning style and academic performance. Tool: The Grasha-Riechmann Student Learning Style Scales (GRSLSS) instrument was administered to determine student learning preferences in six learning style categories. Method: The subjects of this study were first year students at the International Education Center (INTEC), University Technology MARA, Shah Alam. These sponsored students were undergoing their preparatory programmes at INTEC before pursuing their degree at reputable universities in, Australia, New Zealand, the United Kingdom and the United States, among others. Cluster analysis was used to identify their dominant learning styles, while discriminant analysis was used to analyze the relationship between learning styles and the various demographic and educational variables. Findings: (1) Academic performance based on learning style was found to be significant. (2) Academic performance (grade) with the level of individual learning style (Low, Moderate or High) does not reveal any significant relationship except for Independent learning style. Student’s role models Learning Styles Preferences and Academic achievement in collaborative teaching absolute verses Realistic Thinking based on the perspective of past formal operation. This study investigated whether college students role models (technical teaching verses lecturing teachers) and preferred learning styles (experience-driven model verses theory driven mode) in collaborative teaching courses would be moderated by their cognitive development (Absolute thinking verses realistic thinking and examine whether academic achievement; of students would be contingent upon their preferred learning styles. Sample: 244 college students who have taken the technical courses with collaborative teaching participated in the study. Findings: (1) The results showed that courses with collaborative teaching participated in the study. (2) The result showed that those participants with absolute thinking perceived the model-

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Chio W. B.

(2008)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

ing was greater than that lecturing teachers, preferred the experience-driven mode over ‘The theory-driven mode, and displayed differential area achievement between technical courses and general. (3) On the other hand, the students with realistic thinking revealed no difference in perceived modeling advantage of role models Learning Styles preferences and academic achievement between two categories of courses category (technical courses verses general courses) to achievement. Whether the leadership style of the teacher or the learning Style of the students affects academic achievement? A large sample (N=746) of eighth grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. Method: The learning Styles examined was group individual, visual, auditory, tactile and kinesthetic. Multiple discriminate analyses indicated that teacher leadership style was the main factor affecting academic performance. Findings: (1) No significant relationship was found between learning style and academic achievement.

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Osman Yildirin

(2008)

Thinking Styles and Learning Preferences of Engineering Y. Haik & K. A. F. (2007) students. Moustafa This paper investigated the preferred thinking and learning styles. The study is based on the Herrmann brain model for thinking preferences and Solomon-Felder index of learning styles for learning preferences. Sample: The students sample used in the study consists of four different groups whose size ranges from 22 to 60 students for each group. The first group belongs to students just entering the university who are studying at the University General Requirement Unit. The students of the second group are selected from the first year engineering students who are taking courses in the College Requirement Unit. Junior engineering students who are in their third year form the third group. The fourth group belongs to engineering students in their final year. Findings: (1) The results of this study indicates that the United Arab Emirates University engineering students generally prefer, in their learning styles, the active more than the reflective; the sensing more than the intuitive; the visual more than the verbal; and the sequential more than the global. (2) It is also clear that the students prefer, in their thinking style, C and B more than A and D. The study finds that efforts need to be established to strengthen the D thinking modality that is referred to the innovation and creativity through strengthening the global, reflective and intuitive learning styles for the engineering students at the United Arab Emirates University.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Interactions between students Learning Styles Achievement Graf Sabine, Liu (2007) and Behaviour in mismatched courses. Tzu-Chien This study analyzed the interactions between students’ learning styles, their achievement, and their general behaviour in a course that is mismatched regarding their learning styles. The impact of the strength of learning style preferences on achievement, correlations between particular learning styles and achievement, as well as students’ behaviour with respect to their achievement and their learning styles are analyzed and discussed. Findings: (1) It was found that students with strong learning style preferences have more difficulties in learning in mismatched courses. (2) Reflective learners can cope better with mismatched courses than active learners. (3) It was found that learners with different learning styles and achievement have different behaviour in the course as well as identified correlations between the behaviour and the achievement considering the students learning styles. Differences in Thinking Styles among Low-Average and High-Achieving College Students. The purpose of the present study was to examine the differences in thinking styles among low-, average-, and high-achieving United Arab Emirates college students. Thinking Styles Inventory was used to assess students' thinking styles. Findings: (1) Low-achieving students scored significantly lower on Executive, Hierarchical, Anarchic, Local, Conservative, and Internal styles. (2) Low-achieving students scored significantly higher on Legislative, Oligarchic, and Liberal styles. Albaili Mohamed A.

(2006)

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Brian E. Myers, (2006) Influence of student learning Style on Critical Thinking Skill. James E. Dyer The aim of this study was to determine the influence of student learning style on critical thinking skill. Method: The target population for this ex post facto study was 135 students enrolled in a college of agriculture and life sciences leadership development course at the University of Florida. Findings: (1) No critical thinking skill differences existed between male and female students. (2) Students with deeply embedded Abstract Sequential learning style preferences exhibited significantly higher critical thinking skill scores. (3) No differences in critical thinking ability existed between students of other learning styles.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Thinking Styles among University Students in Shanghai by Comparing Traditional and Hypermedia Instructional Environments. This research investigated changes in thinking styles and the relationships between thinking styles and academic achievement in traditional and hypermedia instructional environments. Method: The main body of the study was a six-month instructional experiment with 2 (time) × 2 (instructional environment) × 2 (discipline) × 2 (gender) repeated-measures mixed-design: time factor being pre-test and post-test levels; instructional environment factor being traditional and hypermedia levels; and discipline factor being science and social science levels. Two hundred and eighty-one university students from Shanghai, Sixty science students and eighty-three social science students studied the course in the hypermedia environment; Sixty-three science students and seventy-five social science students studied the course in the traditional environment. Five instruments were administered to all students to examine related variables. Tools: The pre-test and post-test using the Thinking Styles Inventory-Revised (Sternberg, Wagner, and Zhang, 2003). The Raven’s Advanced Progressive Matrices (Raven, 1998), the NEO Five-Factor Inventory (Costa and McCrae, 1992), and the Achievement Motives Scale (Ye and Hagtvet, 1992) were used to investigate the control variables: ability, personality and achievement motivation, respectively. At the end of the experiment, the End-Of-Semester Test developed by the researcher was used to test the performance of all students in the General Psychology course. Findings: (1) The results indicate that the use of particular thinking styles significantly increased or decreased in both instructional environments. (2) The results were significantly correlated with changes in particular thinking styles. (3) Moreover, significant effects of gender and discipline differences on thinking style changes were found in the traditional instructional environment. (4) Significant relationships between thinking styles and academic achievement were only found among the social science students in both instructional environments.

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Qiao Fan Wei

(2006)

Suzanne Novak, (2006) Pharmacy Students’ Learning Styles Before and After a Problem-based Learning Experience. Kenneth A. L. Objective: The objective of the study was to determine learning-style scores of secondyear pharmacy students before and after a problem-based learning (PBL) teaching experience and to evaluate the relationships between scores and demographic variables. Method: The Grasha-Reichmann Student Learning Style Scale (GRSLSS) was given to pharmacotherapy laboratory students before and after a semester-long problem-based learning class. Finding: (1) Only one of the GRSLSS score variables was reported as ‘‘high’’ (‘‘collaborative’’) and none

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

were reported as ‘‘low’’ Students’ ‘‘avoidant’’ mean score increased and ‘‘participant’’ mean score decreased after completing the PBL experience. Malathi S. and (2006) Learning Style of Higher Secondary Students of Tamil Nadu. Malini E. Objectives: (1) To find out the learning style of students in Classes XI and XII; (2) to find out the relationship of learning style with achievement of students; (3) to see the learning style of higher secondary students in terms of their sex, classes and type of school. Method: The sample consisted of 160 higher secondary students from private and government schools. The tools used in this study for data collections were Felder’s Learning Style Inventory by Barbara A. Soloman, Cronbach’s alpha test, and ‘t’-test was used for data analysis. Findings: (1) The learning style of higher secondary students was found to be good and there was no significant difference in the learning style of higher secondary students in terms of their class and type of school. (2) There was significant difference in the learning style between boys and girls studying in higher secondary schools and the correlation is higher between learning style and achievement which indicates that higher the achievement scores, the better the learning style among higher secondary students.

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Tuan Luu Trong (2005) EFL Learners’ Learning Styles and their Attributes. This research was conducted to examine EFL students’ preferred learning styles, and linkages between learning style preferences and individual attributes such as fields of study, length of tertiary study, gender, age, learning language experience, and English proficiency level. 172 students were invited to participate in the questionnaire survey. The findings revealed that perceptual learning style preferences were impacted by some attributes, particularly fields of study and length of tertiary study. The dominant learning style preferences for the sample were kinesthetic and tactile. The higher levels of English EFL students got the more kinesthetic and tactile they appeared. Furthermore, the students with the shortest length of studying English tended to be those with a variety of preferred learning styles, except individual. As far as gender was concerned, females showed a stronger tendency toward kinesthetic while males gave more preference to tactile learning. C. I. Lee and F. (2004) Internet project-based learning environment: the effects of thinking styles on learning transfer. Y. Tsai The aim of this study, in an environment of Internet project-based learning, is to undertake research on the effects of thinking styles on learning transfer. Method: In this study, an environment that incorporates project-based learning and Internet was established. Within this 68

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

environment, the sample of elementary school students was divided into four groups: Executive Group, Legislative Group, Judicial Group, and Mixed Group. Taking the learning of ‘Natural Science’ as an example, we investigate the effects of different thinking styles on learning transfer. Findings: (1) Significant differences was found between the near transfer of the Executive Group and the Legislative Group, (2) No significant differences in far transfer was found among groups of different thinking styles, (3) The near transfer of the Mixed Group is superior to that of the Legislative Group and the Judicial Group, and (4) The far transfer of the Mixed Group is superior to that of the Legislative Group. Thinking Styles: University students preferred Teaching Styles and their conception of effective teachings. In the present study, the author investigated the role of thinking styles in university student’s preferences for teaching styles and their conceptions of effective teachers. Students (121 men and 134 women) from the university Hongkong responded to three self-report tests. Tools: The thinking styles inventory revised R. J. Sternberg, R. K. Wagner and L. F. Zhang 2003), the preferred thinking styles in teaching inventory (L. F. Zhang 2003) and the effective teacher inventory (L. F. Zhang, 2003). Findings: (1) Event after age; gender and academic discipline were controlled particular thinking styles predisposed students to particular teaching styles. Moreover, as expected, students were open to more than just teaching styles that precisely matched their own thinking styles. (2) Results also indicated that students thinking styles made a difference in their conceptions of effective teachers.

Zhang L. F.

A Study of Learning Styles of High School Students in the context of their Adjustment and ExtroversionIntroversion. Objectives: (1) To study the Learning Style Preferences of High School Pupils. (2) To compare the learning style preferences of male and female pupils. (3) To analyze the learning style preferences of urban and rural male/female pupils. (4) To compare the learning style preferences of extroverts and introverts. (5) To compare the learning style preferences of better adjusted extroverts and introverts pupils. Method: A randomly selected sample comprised 900 pupils (300 urban boys, 200 rural boys), (250 urban girls and 150 rural girls) in the age group of 14-15 years, of class 10th studying in Government colleges at Uttarkashi district, Uttaranchal. The normative survey Research Method was adopted in carrying out this study to collect data. The collected data was analyzed using percentage analysis. Findings: (1) There appears a significant difference between the subjects on various learning styles. However urban students had better learning styles than the rural students. (2) A positive linkage between locality and Chauhan, R. S.

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(2004)

(2004)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

degree of preferences to various learning styles was observed. (3) A positive linkage was held between the extroversion and introversion personality type of poor adjusted pupils with their degree of learning style preferences. Learning Style Preferences of preparatory school Students at Gazi University. The aim of this study was to determine the learning style of preparatory school students from Gazi University and examine their relationship between students learning style preferences and faculty students will study gender proficiency level of English and achievement scores on listening, reading, Grammar and writing in English course. Method: The instrument, index of learning style was administered to 367 randomly selected students. As for the data analysis, descriptive statistics, frequencies, percentages, means and standard deviation, the ‘t’-test was used to see whether students achievement scores differ according to their LSP’s and the cross tabs procedure was conducted to investigate whether the LSP’s of the student at Gazi University differ according to faculty they will study in gender and level of proficiency. Finding: (1) There was no significant difference between students LSP’s and faculty, gender, level and achievement scores. Glines, Cevriye

(2004)

A study to investigate the role of gender and Learning Styles of 10th grade students, kinematics grouping skills. The main study was conducted on 989, 10th grade students. The data obtained was analyzed by using both descriptive and inferential statistics. Finding of the kinematics graphing skills indicated that general performances of the students were very low and many students have difficulties in interpreting kinematic graphs. When the data were analyzed using ANOVA while controlling the effects of student’s age. Findings: (1) There was no significant difference among the kinematics graphing skills test score of the students having different learning styles. (2) There was no significant difference between the kinematics graphing skills test scores of female and male students. (3) On the other hand a significant difference was observed between the gender and learning styles on student’s kinematics graphing skills test score. Male students scored higher in kinematics skills than female students. Copyright © 2014. Diplomica Verlag. All rights reserved.

Delialioglu, Fatma

(2003)

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Understanding and Promoting Effective Online Student Learning Styles: An Action Research Study. The present study was carried on understanding and Promoting Effective Online Student Learning Styles: An Action Research Study. Nine online students of a freshman-level computer survey course at a suburban Phoenix community college agreed to participate in a research project designed to increase the Independent learning style. Prior research has shown the Independent style is especially critical for online success. Early in the course, students filled out the general form of the Grasha-Riechmann Student Learning Styles Scales (GRSLSS) to provide a baseline measure of their learning styles. Following this, students were exposed to an online lecture on the importance and meaning of learning styles and received several online assignments designed to strengthen the Independent learning style. Then the same students were asked to fill out the specific form of the GRSLS, used by past researchers to measure changes in learning styles, “t” test was applied. Findings: (1) The class showed a slight increase but no significant difference in the Independent learning style existed between students. (2) However, two learning styles showed a significant drop: Collaborative and Competitive. (3) Although this study did not show a significant difference in the Independent learning style. Patterson Gordon

James

(2003)

Differences in learning styles of college student similar universities in different geographic locations. The study investigated differences in learning styles between students at similar universities located in geographically distinct locations using Schemeck, Ribich and Ramaiah’s (1977) Inventory of Learning processes (ILP) Findings: (1) Students at the mid-western university scored significantly higher than the students at the western university. (2) On both the deep processing and methodical study subscales male students at both institutions scored significantly higher in the deep processing lower on the methodical study subscale than female students.

Katieann S. Michael A. Clump,

A Study on Learning Style, Mental Ability, Academic Performance and Other Ecological Correlates of UnderGraduate Adolescent Girls of Rajasthan. Objectives: (1) To compare the academic performance of students in respect of different learning styles; (2) to study the effect of ecological correlates on the academic performance of girls students; (3) to study the interactive effect of mental ability and learning styles on academic performance of girl students; (4) to study the interactive effect of ecological correlates and learning style on academic performance of girls. Method: A sample of 500 girls from Class XII

Vyas, A.

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(2003)

(2002)

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of 16 Government Sr. Secondary schools of Baran, Bundi, Jhalawar and Kota District in Rajasthan was taken. Under the ecological category the investigation opted the area (urban/rural) and the level of parent’s education, their occupation and income. The tools used include Learning Style Inventory by K.K. Rai and K.S Narual, Mental Ability Test by S. Jalota, SES Scale by R.A. Singh and S.K. Saxena and academic performance marks obtained by the students in board examination. The statistical techniques used were mean, Standard Deviation, t-test and ‘F’ test for data analysis. Findings: (1) The environmental, emotional, sociological dimension of learning style does not affect significantly the academic performance of girls. (2) Residence as urban/rural and ecological correlates has significant affect on the academic performance of girls. Parents’ education, occupation and income do not affect significantly the academic performance of girls. Parents’ education, occupation and income do not affect significantly the academic performance of girls. (3) The environmental dimension of learning style preference does not affect the academic performance where as mental ability influence the academic performance of students. (4) An ecological factor namely, residence and its interaction with environmental has found significantly contributing towards the better learning style of academic performance. Thinking Styles of school teachers and university students in Mathematics. This research studied the thinking style of 18 school teacher’s and 15 college students in the field of mathematics using the enquiry mode questionnaire by Harrison and Bramson. The multivariate analysis of variance showed that the 21 female teachers and college students scored as more idealistic than their 21 male peers. There was a significant group difference by sex interaction, which indicated that the female college students preferred the analyst, thinking style mode frequently than their male peers, whereas the male teachers preferred the analyst style more frequently than the female teachers on the whole the most preferred thinking style was the analyst and the synthesis style.

Chaol

(2002)

Learning Styles, Academic Belief systems, SelfReport; students proficiency and achievement in higher Education. This paper evaluates the efficiency of teaching and learning in higher education by investigating the relationship between students assessment of their own academic proficiency ‘in their case research method proficiency’ (RMP) Learning styles, Academic locus of control, academic self-efficacy and academic achievement. Method: First and second year, under graduate students (RMP) was measured before and after completing modules in research methods. Students also completed measures of approaches to learning, academic self-efficacy and academic locus of

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Cassidy Simon and Eachus Peter

(2000)

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control academic achievement (module mark) was also recorded. Findings: (1) Results showed that perceived proficiency increased after completing the-taught modules and that perceived proficiency was positively correlated with academic performance level, students taught under the recently modified program, reported significantly higher perceived proficiency than level (2) Students taught under the previous program perceived proficiency was positively correlated with a strategic learning approach and negatively correlated with surface learning approach and external locus of control beliefs. (3) Academic Achievement was also positively correlated with a strategic learning approach and negatively correlated approach. (3) A deep learning approach failed to be associated with either RMP are academic achievement.

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Cano Garcia, F. (2000) Learning and thinking styles; an analysis of their Interrelationship influence on academic achievement. Hughes E. H. The aim of the study was to examine whether college students learning styles and thinking styles were interrelated, And if these could predict academic achievement? A total of 210 college students completed two inventories, the tools used for the study included learning style Questionnaire (LSQ, Kolb), and Thinking Styles (MSG Sternberg). Findings: (1) The results of regression analysis indicated that student’s academic achievement was related to students thinking styles. (2) Students that prefer to work individually (internal), that do not enjoy creating formulating and planning for problem solution (legislative in a negative sense) and those that have adherences to existing rules and procedures (Executive) were those which obtained higher age achievement. Dangwal, Ritu, (1999) Construction of children’s Learning Styles. The present study was carried on Construction of children’s Learning Styles. Learning Style Inventory consisted of 52 items developed for measuring Adult Learning Styles. It was used to identify 24 items that could be represented by pictures supported by simple text to evolve a Learning Style Inventory for children. Findings: (1) It was observed that students of 3rd grade needed more attention than 4th and 5th graders. (2) The concurrent validity between LSI and CPQ were significantly high and test was considered to be highly valid. Reliability of the test was observed to be high and consistent. The children enjoyed giving LSI test rather than the conventional paper-pencil test. (3) The LSI was also found helpful for the teachers not only to understand their class better but also to apply strategy to teach slow learners children get distracted easily etc.

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Mitra Sugata and (1999) Learning Styles and Perceptions of Self. Dangwal Ritu The present study was carried on Learning Styles and Perceptions of Self. Kolb’s Learning Styles Inventory is one of the most commonly used instruments to identify a learner’s style. This paper attempts to find out whether our own perception of our learning style matches other people’s perception of our learning style. Method: 360-degree technique has been used to measure an individual’s learning style as perceived by others. A Mean Learning Style and a Learning Style Vector are defined to represent a collective perception of an individual learning style. Finding: The results show consistent differences between our own and others’ perception of our learning styles. Verma, Veer Chand (1999) Student’s perceptual style preferences and classroom environment in vocational schools. and Verma The aim of the study was to study Student’s perceptual style preferences and Classroom environment in vocational schools. Findings: (1) The main findings of the study have revealed that vocational and non-vocational secondary school male female students had similar level of preferences for visual, aural and kinesthetic perceptual types. (2) It was also noted that leaning environment of vocational secondary school was predominated by tasks orientation and personalization while learning environment of non-vocational and non-vocational secondary schools was characterized by order and organization and rule clarity. (3) However, no significant difference was observed between the learning environments of vocational secondary schools with respect to several elements such as involvement, Affiliation, teacher support, participation, independence, investigation and differentiation. A study on four different Learning-Styles-a meaning directed a reproduction directed, an application directed and an undirected style. In a cross-sectional and longitudinal design the development of these Learning Styles during students stay at the university was studied as well as the relation of these styles with academic success. A systematic relation between year of study and Learning-Style is expected, namely that the application and meaning directed Learning-Style scores would be higher in the later years. Findings: (1) In the cross sectional study it was not found that the application and meaning directed learning styles scores were higher in the later years, nor that the undirected and the reproduction learning style scores were highest in the early years. (2) In the longitudinal study the means of the meaning directed and application directed Learning Style Scores indeed increased over the years, while the means of reproduction and undirected learning Style Scores

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Busato, V. V.

(1998)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

decreased. (3) For the Scores on the meaning directed learning, Learning Style this change was significant, though a marginal affect size was found. It might not be concluded there is a systematic relation between year of study and learning style. (4) No evidence is found for the implicit hierarchy that the meaning directed learning are better than the reproduction learning style the in directed Learning Style however, correlated negatively with academic success. Modes and Styles of Learning as functions of Personality and Verma, B. P. and (1996) Motivation. Gupta, Meena This study was carried on Modes and Styles of Learning as functions of Personality and Motivation. A sample of 100 PG students of Himachal Pradesh University was assessed on two measures of Personality and two measures of Motivation along with a measure of their modes and Styles of Learning. Findings: (1) One way ANOVA indicated that various groups of students formed on the basis of high, medium and low levels of independent variables did not differ significantly on any learning mode or learning style except than those high on achievement motivation demonstrated reflective mode of observation. (2) Locus of control Sense of Personal identity and self actualization did not have any significant effect on the S’s mode and Style of Learning. A research study to discover Temperament types, communication Styles, and Learning Styles, and Learning Styles of Learners in Non-Traditional and Online Environments. Objective: The researcher's objective was to determine the temperament types, communication styles, and learning styles of adult learners in the non-traditional classroom learning environments and the online classroom learning environments. Method: The methodology was scientific in nature. The research utilized quantitative methods and statistical procedures to determine if patterns existed. The data was gathered and was related in quantitative terms. This research differed from some quantitative research. A statement of objectives was utilized to form the direction of the research. The researcher utilized a number of inventory assessment tools for the research. There are numerous learning-style inventories available. The researcher chose instruments that had undergone thorough validity testing and had previously been used by researchers. In diagnosing the affective dimension, the researcher utilized the Keirsey Temperament Sorter. This was used to identify the adults' specific temperament types. In diagnosing the perceptual dimension, specifically the communication dimension, the researcher utilized the ISpeak Your Language Survey produced by Drake, Beam Morin, Inc. This instrument identifies communication styles utilized when interacting with groups. In diagnosing the cognitive dimension, the researcher utilized Kolb's Learning Style Inventory. Sample: The researcher used a

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Jean S. Moeller

(1995)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

single-stage sampling procedure by utilizing a convenience sample of volunteer adult students. The researcher contacted previous and current adult students in nontraditional classroom learning environments and online classroom learning environments at the University of Phoenix, California State University in Hayward, and National-Louis University to participate in the research. There were twenty-five volunteers from the non-traditional learning environments and twentyfive volunteers from the online learning environments. In this research, the adult students were chosen on the basis of their availability and willingness to volunteer to participate because of the time constraints in completing the research. Since the results of this research indicated that there were a high percentage of students who were introverts and perceivers in the online environments, only 8% of the online students were thinkers and 44% were feelers in their communication styles. Findings: (1) The possible significant communication styles were the thinkers and feelers. These two styles made up the majority of the total sample. (2) Majority of the online students were feelers and very few were thinkers. (3) The online environment may allow the necessary daily interaction with classmates that is needed by the feelers. (4) The most dominant learning style in the non-traditional classroom learning environment was the accommodator style. Those with this style like to learn from first-hand experience. This possibly makes the nontraditional learning environments conducive to learning for those with the accommodator style. (5) The most dominant learning style in the online learning environments was the diverger style. This might provide data of statistical significance.

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Richard Riding (1995) A study the Cognitive style and personality in 12-years-old children. Diana Objective: (1) To investigate the relationship between cognitive styles and outwardly manifested personality characteristics. Method: The sample comprised 380 (12-years-old) (175 boys and 205 girls) from 3 secondary schools. A rating sheet considered the characteristics was prepared. All subjects considered the characteristics: Humorous, shy, outgoing, patient, quite lively and serious. Findings: (1) There was significant effect of both gender and verbal imagery style. (2) Girls were rated as being more responsible and modest than boys were seen as being more active. (3) There was a significant interaction between gender and characteristics, overall girls were rated as being more responsible and cognitive style were not statistically significant. (4) The gender difference significantly effect of gender characteristics. American Indian Learning Styles Survey: An Assessment of teacher’s knowledge. The model set forth by Ramirez and Castaneda (1974) and Cox and Ramirez (1981) which describes the relationship between cultural values and learning styles provided the Swisher Karen

(1994)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

framework for this study. The survey included 11 response items on which participants were asked to indicate a rating on a five point Likert-type scale1 and respond to several open ended questions corresponding to the conceptual framework. The survey was administered to 154 participants in four regional and national effective practices workshops during June and July 1990. Workshops were selected as a vehicle for distributing the survey because the participants were representative of the teaching force in schools attended by American Indian students. Finding: (1) No significant difference existed between American Indian and non-Indian regarding cultural influences on learning styles. Huang, Jianji; (1994) Japanese college students Thinking Styles. Chao, Li The present investigated Japanese college students Thinking Styles The inquiry mode questionnaire was administered to 58 Japanese students at a private Japanese Scheduled caste scored higher on idealist analyst and pragmatist styles than on realistic and synthesist styles. Also the 9 junior and the 34 senior students scored as more idealistic than did the 15 sophomores and the 44 men scored higher than the 14 women on the synthesist style. Finding: (1) A positive correlation was found between academic achievement (GPA) and scores on the analyst style negative correlation were obtained between academic achievement and scores on the synthesist style and among scores on eh thinking styles. Effect of Agricultural Student’s Learning Styles on Academic Achievement and Their Perceptions of Two Methods of Instruction. The aim of this research study was to compare the extent to which academic achievement and students’ perceptions of traditional lecture and computer multimedia instruction are influenced by learning style. Objectives: (1) The extent to which academic achievements effected by learning style. (2) The effect of learning style on student perceptions of the computer multimedia module. (3) The effect of learning style on students’ perceptions of lecture instruction. Procedure: Instruments were developed to measure the dependent variables and to record perception, personal, and situational data. Data were collected using a demographic questionnaire, agricultural economics demand knowledge test, Multimedia Perception Questionnaire, Lecture Perception Questionnaire, and the G.E.F.T. test. The population of this study was undergraduate students (N=75) in the School of Agriculture at a major land-grant university. Findings: (1) Learning Style and Students’ Perceptions Analysis showed that independent and dependent learners, as determined by G.E.F.T. results, did not differ significantly with respect to their perceptions of the lecture on demand. (2) Their perceptions also did not differ significantly for

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David L. Marrison & Martin J. F.

(1994)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

the multimedia module on demand. (3) However, item analysis revealed that the field dependent and field independent learners did differ significantly in three Areas: (1) ease of computer use, (2) the effect of sound, and (3) the belief that computer multimedia modules are more exciting than lecture presentations. (4) Field dependent learners indicated that they believed that sound would have enhanced the multimedia program. Field independent learners, mean while felt the computer multimedia was easy to use presentations and more exciting than lecture. Zhang, Li-Fang (1993) Whether Learning Approaches and Thinking Styles related? A Study in two Chinese populations. & Sternberg, R. J. This article presents the results of an investigation of the construct validity of J. B. Biggs's (1987) theory of learning approaches and of R. J. Sternberg's (1988) theory of thinking styles in two Chinese populations. The study is also an examination of the nature of the relations between the two theories. University students from Hong Kong (n = 854) and from Nanjing, mainland China (n = 215), completed the Study Process Questionnaire (J. B. Biggs, 1992) and the Thinking Styles Inventory (R. J. Sternberg and R. K. Wagner, 1992). Results indicated that both inventories were reliable and valid for assessing the constructs underlying their respective theories among both Hong Kong and Nanjing university students. Results also showed that the learning approaches and thinking styles are related in the hypothesized ways: The surface approach was hypothesized to be positively and significantly correlated with styles associated with less complexity, and negatively and significantly correlated with the legislative, judicial, liberal, and hierarchical styles. The deep approach was hypothesized to be positively and significantly correlated with styles associated with more complexity, and negatively and significantly correlated with the executive, conservative, local, and monarchic styles. Cognitive styles in relation to educational interest, Learning style and academic achievement. Objective: To study the relationship between cognitive style, educational interest, learning style and academic achievement. Method: The sample 600 students studying in class 10th in different higher secondary schools of Raipur city were selected randomly for the present study. Instruments used in the present study group Embedded Figure Test by Oltaman Ruskin and Wilkin. Educational Interest Record by Kulshrestha, Hindi Adaptation Inventory of Learning Processes (ILP) by Schmeck, Ribich and Ramnaiah and scores obtained in last Board Examination at grade 10th. Mean, S.D, two-way Anova and Cochran’s test were used to treat the data. Findings: (1) Subjects showing high interest in science and fine-arts tended to be more FI than those showing low interest. (2) Student’s showing high and low interest in agriculture, com-

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Shrivastava, P.

(1992)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

merce, humanities, home science and technology did not show any significant difference in their FD-I cognitive style. (3) Students with high deep processing learning style tended to be more FI than those with low deep processing. (4) Students displaying methodological study fact retention and elaborative processing learning style did not show any significant difference in the FD-I cognitive style. (5) More students achieving high in literature, mathematics, science, social studies and on overall achievement displayed FI cognitive style than those achieving low. A study of learning style, achievement motivation, anxiety and other ecological correlates of high school students of Agra region. The present study is primarily conducted with learning style related to anxiety, achievement-motivation of region and find out the correlation psychological factors. Objectives: (1) To study the learning style as related to anxiety and achievement motivation and the correlations among them. (2) To study the association between students age, sex residence and SES on the one hand learning style anxiety and achievement-motivation, on the other and (3) To study the interrelationships among learning style, anxiety and achievement-motivation. Method: Using the purposive sampling method, 2000 students were considered for the sample. This includes boys and girls, covering the rural and urban locales of Agra city. The tools used in the present study included, Learning Style Inventory by Rita Dunn and Kenneth-Dunn, adopted by Vahistha, achievement-motivation Test by Prayang Mehta, General Anxiety Scale for children (GASC), Hindi Version adopted by Nijhawan, Socio-economic Status Scale by Kuppuswamy, General Information questionnaire (GIQ) by Vashistha and Jagdish Verma. Findings: (1) Sex did not make a difference in the Learning Styles of students, but it had a direct bearing upon achievement-motivation and anxiety. (2) Age levels had a little impact on learning styles, achievementmotivation and anxiety. (3) There were rural-urban differences in learning style of students; urban students had better learning styles than the rural students. (4) Parent’s education had influenced in shaping the achievement-motivation of high school students, but it had no impact on learning style and anxiety. Verma, Jagdish

A study of certain cognitive and effective styles of the Leadership potential of plus two students in India. The present study tries to identify non-potential leaders as related to cognitive and affective styles among plus two students. Objectives: (1) To identify leadership potential and nonpotentials. (2) To study the nature of interests, and cognitive factors/styles associated with leadership potentials and non-potentials. (3) To study the nature of personality factors that differentiates leadership potentials from non-potentials. Method: The sample of the study included 133 girls and 267 boys of Agra City. The tools used included groups embedded figure Manu, Patrick

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(1992)

(1992)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Test of witkinson et.al, Cattel’s HSPQ and MN Palsane’s interest Inventory. The statistical measures used were mean, S.D, F-rates and t-test. Findings: (1) A significantly high correlation was obtained between cognitive styles counts (field independence) and leadership potential scores. (2) Interests were not functional in the estimate of cognitive styles; however interests and cognitive styles together were good predicators of leadership potential. (3) Potential leaders were warm-hearted, emotionally stable, assertive, enthusiastic, conscientious adventurous and controlled .Potential non leaders were reserved, obedient, sober indifferent to rules, shy and uncontrolled. (4) No significant differences existed between potential and non-potential leaders in intelligence, tough mindedness, excitability, tender-mindedness zest and self-sufficiency. (5) Leadership potential was in a way related to various constructs of interests, including administrative, mechanical, persuasive and scientific interest.

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Ahmad Sameena (1991) A study on Learning Styles of Indian Managers. and Vargher, A. This study attempted to validate aspects of Kolb’s (1974) experimental learning theory in the Indian context, and examines the relationship between learning style mismatch and job satisfaction, A group of 103 management students and 68 practicing managers was administered the learning styles inventory and a short form of questionnaire. Indian managers were more oriented towards the concrete and active ends of the concrete/abstract and the active/reflective dimensions as compared with Kolb’s sample of their western counterparts. The functional areas within the field of management were dominated by people with the particular style profile demanded by the area. A significant relationship emerged between a match of learning style and work area and job satisfaction. Cognitive Style and Cognitive Ability of Tribal and Non-Tribal School Pupil’s (1985) Objectives: (1) To study the cultural differences in the cognitive Style of tribal and nontribal High School students. (2) To study the cultural differences in the general intelligence of tribal and non-tribal high school students. (3) To study the cultural differences in the creative thinking of tribal and non-tribal students. Method: The sample for the study was drawn from High School Students of Ranchi. The tribal group of 160 students consisted of the male, female, Christian and sarns, oraon and munda students of the age group 12-14 years. The non-tribal group of 80 students of male and female munda students divided into High-caste and scheduled caste. The data were collected with the help of Witkins’s Embedded Figure Test (EPT), Raven’s Progressive Matrices Mehdi’s, Non-Verbal creative thinking Test. The obtained scores were tested statistically using and Non-parametric techniques. Findings: (1) Tribal’s were more oriented towards field dependence and towards field-independence than the non-tribal. The 80

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

scores, when tested in the context of the various sub-groups to show any consistent trends. One consistency, however was that the high-caste male students were higher on field independence than the low-caste ones. (2) Male and female tribal’s and non-tribal students differed in field dependence. (3) As regards creative thinking, the results obtained showed that the tribal and nontribal students did not differ among themselves. Similar results were obtained for the different sub-groups. (4) A highly significant association among the variables in case of tribal students and non-tribal students was found. (5) Cognitive style found to be associated with academic achievement. (3) STUDIES ON STUDY HABITS Bashir Ifshan (2012) A Study on Study Habits and Academic performance among Adolescents (14-19) years Nadhia Hussain The present study aimed to assess Study Habits and Academic Performance among Adolescents. Objectives: (1) To know the study habits of adolescent boys and girls (2) To study their academic performance and (3) To find the relation between the two i.e. study habits and academic performance. Method: Eighty adolescents 40 males and 40 females were selected from the educational zone Rainawari of Srinagar District. Study Habit Inventory developed by M. Mukhopadhayay and D. N. Sansanwal (1963) was administered and academic performance of the students included the percentage of marks obtained in the previous class. After the data was collected, it was tabulated and analyzed. Findings: (1) It has been found that in female respondents, highly significant relation was found between the school environment and marks obtained, while as in case of males, no relation was found between the two. Age and Gender Differences in Study Habits: A Framework for Proactive Counseling against Low Academic Achievement. This study sought to project a proactive counseling approach for tackling this academic menace. Hypotheses: The following research questions guided the study: (i) Do study habits differ according to the age of students? (ii) Do study habits differ on the basis of student’s gender? It was hypothesized that: (iii) There is no significant difference in the study habits of the students on the basis of age. (iv) There is no significant difference in the study habits of students on the basis of their gender. Design and Sample The expost-facto descriptive survey design was used in the study. 289 secondary school students attending a Study Skill Improvement Therapy Workshop organized by a Non-Governmental Organization in Nigeria called Firm Family Foundation were used for the study. The sample consisted of students in two age ranges of 12 15 years and 16 -19 years. 178 of the students belonged to the age range 12 -15 years with mean

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Ossai Moses

(2012)

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age of 13.5 years and 111 students were aged 16-19 years with mean age 17.5 years. The sample further consisted of 151 males and 138 females. Instrument A 20–item Study Habits Inventory adapted from the Virginia State University and Polytechnic (2009) Division of Students Affairs and Cook Counseling Centre Study Skills Checklist was used for the study. The items were modified to suit the Nigerian subjects as well as addition of the 4-point Likert Scale format. The instrument was revalidated using Cronbach Alpha measure of internal consistency which yielded alpha index of 0.70 for the entire instrument. The instrument covered the following aspects of study habits: Time Scheduling; Concentration; Listening and Note-taking; Reading; Examination taking skills and Writing Skills. The items were structured in such a way that higher scores were indicative of better study habits. The maximum score obtainable for the entire instrument is 80 and the minimum score is 20. The cut-off score between good and poor study habits is 50. Findings: (1) There is significant difference in the study habits. The higher mean score for the female students suggests that they have better study habits than the males. (2) The female students showed better study habits in the areas of Time Scheduling, Concentration, Listening, Note-taking and Reading. G. I. Osa-Edoh (2012) A Survey of Students Study Habits in Selected Secondary Schools: Implication for Counseling. and A. N. G. Alutu This study examined the usefulness of Imbibing in the students study habit as a means of enhancing their academic performance. Sample: The population was made up of fifty students drawn from five private secondary schools in Egor Local Government Area in Benin City. The sample was drawn only from private schools. The private schools used were Ogbomwan Group of Schools, Saint Maria (Jobravo) Mixed College, Integrity High School, Alpha Group of Schools and Leaders College all in Egor Local Government Area of Edo State. Tools: Questionnaire: Bakare (1977) study Habit Inventory. A standardized study habit inventory developed by Bakare (1977) was used. The instrument was administered on each of the supervision of their teachers. Each question was read out and explained to the students. Students were made to answer each question as honestly as possible and the questionnaire was collected immediately. Scoring was strictly based on the scoring manual provided by the author. Each item has a maximum of true marks and a minimum of one mark. Since there are 5 items, the highest score was 164 and the lowest was 77. Method of data analysis: The study habits inventories were analyzed by using the t-test. The mean scores and standard deviation scores of the variables were used to determine the correlation coefficient to ascertain whether or not the correlation between study habits and students performance in academic work is high or low. Findings: (1) There is significant difference in the study habits of junior and senior secondary school students. Female 82

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

students had better study habits than male students. (2) There is significant difference in the academic performance between male students in the junior secondary schools and female students in senior secondary schools however male students had better academic achievement than female students. (2012) Study Habits and Academic Achievement in Core Subjects among junior secondary Students in Nigeria. This article investigates the relationship between study habits and students’ academic achievement in core subjects at the junior secondary school level. Aim: The aim was to determine the relationship between various aspects of study habits including homework and assignments, time allocation, reading and note taking, study period procedures, concentration, written work, examination and teacher consultation and student’s achievement in English language, Mathematics, integrated Science and Art. This was meant to provide clearer understanding of the phenomenon. Method: The population from which the subjects for the study were drawn comprised of male and female undergraduates attending public junior secondary schools in Ondo State, Nigeria. Participants were drawn from the six junior secondary schools (two schools from each of the three senatorial districts) using simple random sampling technique. In each school, 50 JS2 students were randomly selected thus a total of 300 JS students constituted the participants for the study. Finding: (1) Findings of the relationship between study habits and student’s performance in English Language revealed that Reading and Note-taking had the highest correlation; it also has a high significant positive relationship and the mean difference favours female students. (2) In the case of Science, the study revealed that teacher consultation had significant influence on students' performance. J. T. B. Oluwatimilehin.

Development of study skill tools evaluating students study orientation Skills and its Relationship towards Academic Performance. The aim of the study is to measure the study orientation skills and to provide remedial devices in correcting respondents study orientation skills mistakes. The study reveals the relationship between the study orientation skills and the grade pointers average. In addition, the classification of group achiever based on study orientation skills is identified into higher group achiever, normal group achiever and under achiever. The remedial devices used comprise of the web based adapted version of Study Habits and Attitudes (SSHA) and questionnaire other remedial devices used are Study orientation skills module, kit Ghani’s Skills classes 59 respondents were selected as the sample of the study by group sampling from the faculty of computer system and software engineering and Natural resources. The research applies quasi-experimental

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Awang Ghani, Kumar Suriya

(2011)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

pre-test and post test separated group design. The respondents study orientation skills are analyzed and stored into three group of achievement: the higher achiever, normal achiever and underachiever the significant difference test and study orientation skills was conducted based on pre-test and post-test mean score and the significant differences test on the academic performance was done based on grade point average scores in semester 1 and 2 of first year students. The significant difference test used paired t-test based on statistical pelage of social science computer program are Pearson’s product moment correlation of coefficient result show the relationship between study orientation skills and grade point average for each group and between the groups. The internal consistency reliability of the remedial devices is measured Cronbach alpha Score. Findings: (1) There is a significant difference between pre-test and posttest for study orientation skills. (2) Significant difference results are also down by grade point average for both test groups. (3) Significant correlation was found on the relationship between study orientation skills and grade point average for each tested group.

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Sarath A. Nonis, (2010) Impact of Time and Study Habits. Available empirical research. Gail I. Hudson This study investigated the relationship that study time has with college student performance that has been mixed results positive, negative and no relationship between the two variables has been reported (G. A. Krohn, and C. M. O. Conner, 2005, A. G. Lahmers and C. Zulaef, 2000; R.M. Schmedt, (1983). At a time when there is overwhelming evidence that students are devoting less time to their studies (Higher Education Research just, 2003), it is critical for educators, who desire to encourage and motivate their students to engage in productive study behavior to first understand the true nature of this relationship. The authors investigated the influence of a third variable, study habits. Finding: (1) Business student’s results had a positive relationship between study time and student performance positively but another study habits moderated the relationship negatively. Gupta Renu & (2010) Study habits and Academic Achievement among the students belonging to scheduled caste and non-schedules caste group. Bhan Sumbali Kiran Objectives: (1) To study the effect of sex on study habits and academic achievement of students. (2) To find out the effect of caste on the study habits and academic achievement of students. (3) To find out the significant interactional effect of sex and caste on the study habits and academic achievement of students. Method: 100 scheduled caste and 100 non-scheduled caste students studying in class 10th was randomly selected from government high schools of Jammu city. Study Habit Inventory prepared and standardized by Dr. B. V. Patel (1975) was 84

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

employed. Regarding academic achievement the marks of class 8th and 9th were pooled together, added and then percentages found in order to obtain academic achievement index scores of boys and girls belonging to scheduled and non-scheduled caste group. Findings: (1) The results revealed that sex has no significant impact on the study habits and academic achievement of students non-scheduled students have significantly better study habits and academic achievement than counterparts scheduled caste students. (2) However, no interactional effect of sex and caste was found on the study habits and academic achievement of students belonging to scheduled caste and non-scheduled caste group. Nouhi E, Shakoori A (2008) Study habits and skills, and academic achievement of students in Kerman. and Nakhei N This study investigates the study skills and habits of medical students and their educational achievement. Method: Based on a pilot study the sample size was estimates as 400. Systematic cluster sampling based on medical school registry of students was used. The subjects were medical sciences students of different program. Data gathered with a researcher-made questionnaire of study skills containing five part including demographic question; 14 items on planning and time management; 20 on active reading , 8 on concentration and 18 on note taking; and 20 on study habits. The major defects in students’ study skills were planning and time management followed by concentration and note-taking skills. Findings: (1) Study skills had a significant correlation with educational achievement while study habits correlation with educational achievement was not significant. (2) Although males scored slightly better in study habits and all components of study skills but this superiority was only significant for reading comprehension and speed. A Comparative Study of the Study Habits of High Achieving CBSE and ISSE Students in the Secondary School Examination. Objectives: (1) To study the Study Habits of High Achieving CBSE Students. (2) To study the Study Habits of High Achieving ICSE Students. (3) To compare the Study Habits of High Achieving CBSE and ICSE Students in school hours. (4) To compare the Study Habits of High Achieving CBSE and ICSE Students in non-school hours. (5) To compare the Study Habits of High Achieving CBSE and ICSE Students in different curricular activities and practices. (6) To compare the Study Habits of High Achieving CBSE and ICSE Boys and Girls in Secondary school Examination. Method: Descriptive Survey method has been used for the study. 200 high achieving students selected purposively in which 100 CBSE and 100 ICSE students from different regions of Orissa (boys and girls) students were selected as the sample of the study.

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Niradhar Dey

(2008)

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Findings: (1) High Achieving CBSE and ICSE students were having very positive and constructive Study Habit. (2) In the examination ahead both CBSE and ICSE students were studying around 10 hours per day. (3) High achieving CBSE girls were studying more than the boys. (4) High achieving ICSE boys were devoting more time to studies in comparison to girls. (5) High achieving CBSE students were giving more weightage to mathematics with comparison to ICSE students. (6) Both CBSE and ICSE student’s second choice of subject were science and in third choice Social Science for CBSE and English for ICSE students. (7) More ICSE students were attending Private tuition in comparison to CBSE students. (8) More boys were attending tuition than the girls. (9) CBSE students were spending more money than CBSE students. (10) ICSE students were spending more money than CBSE students. (11) Most of the high achieving CBSE and ICSE students were attending private tuition in the subjects like Mathematics, Science and English. (12) More ICSE students were having the habit of studying late at night than CBSE students. (13) Main causes of attending private tuition were shortage of time in day hour, late night was suitable time for study, were requiring more time to complete their task and they were willing to study more. (14) More than 90 % CBSE and ICSE students were liking to study alone or self-study.

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Marcus C. and (2008) Study Habits, Skills, and Attitudes the Third Pillar Supporting Collegiate Academic Performance. Nathan R. K. Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. This meta-analysis (N 572, 431, 5344) examines the construct validity and predictive validity of 10 study skill constructs for college students. Finding: (1) It has been found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs. (2) Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. (3) Academic specific anxiety was found to be an important negative predictor of performance. Muniraja Reddy and (2008) Impact of study Habits on Achievement in reading in English. Ramachandra B. R. The study was carried out to find out the levels of achievement in reading in English as a second language among High school students the influence of study Habits on achievement in reading, the correlation between study Habits and achievement in reading and the predication of achievement in reading with the help of study habits. Method: A stratified random sample of 628 boys and 572 girls studying class X were selected from the schools aided by the Government 86

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

of Andhra Pradesh in Chittor District. A ‘Reading Achievement Test’ consisting of a ‘vocabulary Test’ and a ‘comprehension Test’ was constructed. A pilot study was carried out in 4 different types of school on a sample of 370 X class students studying in 9 schools. Item analysis had been carried out. The items having the validity index of 0.33 and above were selected for the final vocabulary Test and the items having the validity index of 0.21 above were selected for the comprehension Test Reliability and K-R Formula-20 ‘techniques’. The final test was administered on a sample of 1200 pupils. The statistical techniques employed for the analyses were ANOVA and ‘F’-tests. The Findings: (1) Majority of the students are having average level of study Habits (2) Study habits like Reading and Note taking, General habits and Attitudes and ‘School Environment’ have major impact on vocabulary and comprehension, and as a whole study habits have their own influence on achievement in reading of the high school students except factors of ‘Home Environment’ and ‘Planning of work’.

Perseverance, Study Habits and Self-Concept as Predictors of student’s performance in Secondary School Mathematics in Nigeria. This study attempted to investigate the validity of students’ perseverance, study habit and self-concept in predicting their performance in secondary mathematics. In all 130 (S.S. III) Student sampled from five secondary schools in Ogun State participated in the study. The 130 students (Male, 80 and Female 50) responded to four research instruments i.e. Self-concept Inventory (SCI); Study Habits Inventory (SHI); Perseverance Questionnaire (PQ); Mathematics Performance Test (MPT). The self-concept Inventory and study Habits Inventory are standardized inventories constructed by Akinboye (1979) and Bakare (1970) respectively while the perseverance and Mathematics performance Tests were constructed and validated for the study. Students Mathematics performance can be predicted by using the regression equation MP is Math’s performance SC is Self-Concept PE is perseverance SH is study Habits Findings: (1) Self-concept, perseverance and study Habit contribute respectively to the variance in math’s performance of the subject, with only study Habit having a statistically significant contribution. (2) The three independent variables (SC, PE and SH) account for 24.9% of the variance of math’s performance a contribution which is statistically significant however female students possessed better study habits as compared to male students.

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O. A. Oyedeji

(2007)

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Nor S. Karim A. (2007) Reading habits and attitude in the digital age; Analysis of gender and academic program differences in Malaysia. Hasan A. This study aims to understand the reading habits and attitude of the bachelor of information technology and the Bachelor of Arts students from the international Islamic university Malaysia. This study also aims to explore these differences in terms of gender. Method: The study used a survey approach in collecting the data. The population of the study was the under graduate students from two academic faculties and the university. The faculties were Kulliyah of information and communication technology (KICT) (IT- based) and Kulliyah of Islamic revealed knowledge and human science based on the 900 sample drawn 127 responses were received from the survey. Findings: (1) The study finds that the web site is seen as an increasingly important reading source. (2) Significant differences exist between academic programs and types of reading materials and reading resources. (3) Some differences in reading habits and attitudes were also observed between male and female participants. (2006) Study Skills and Academic Performance among SecondYear Medical Students in Problem-Based Learning. Deborah A. Sleight and Brian E. This research study highlights the relationship between study aid use and exam performance of second year medical students. It also discusses how students used study aids in preparing for Problem Based Learning exams. Method: A questionnaire was distributed to second-year medical students after completion of their exam. The data from the questionnaire were linked to students’ examination scores and other academic indicators. Findings: (1) The study habits were more similar than different when compared by exam performance. (2) A majority of students used study aids as a memory aid or for review, but students who performed in the top third of the class were less likely to use them at all. (3) Pre-existing differences related to academic achievement and study strategies were found when students at the top, middle and bottom of exam performance were compared. A study on academic performance in relation to selfhandicapping, test anxiety and study habits of high school children. The present study explored academic performance in relation to self-handicapping, test anxiety and study habits of high school children (n=200) from government senior secondary school of Himachal Pradesh. Tools: The tools used were Self-Handicapping Questionnaire (Sujata, 2003) Test Anxiety inventory (TAI, Sud and Sud 1997). Study habits inventory (Palsane and Sharma 1989) and academic performance (school marks were considered). Finding: (1) The results revealed that boys were poorer in study habits than girls.

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Sud and Sujata

(2006)

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A Study of the Impact of Modular Approach on Achievement, Study Habits and Attitude of Students in Tamil Grammar at Secondary Level. Objectives: (1) To prepare and validate the Modular Approach to teach Tamil Grammar at Class IX; (2) to study the effectiveness of the Modular Approach materials in terms of achievement of the students of Class IX; and (3) to study the habits of students. Method: Experimental method was adopted for the study. Qualitative and quantitative approach was used in the study. A sample of 80 students from Class IX was selected through probability sampling method for this study. The t-test and Product moment correlation were used in the study for data analysis. Findings: (1) Male Female students differ significantly in their study habits however, female students possessed better study habits than the male students. (2) There was significant relationship between the achievement and study habits. (3) The Modular Approach was effective in enhancing the academic achievement and study habits. Pazhanivel, G.

(2004)

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Anton A. and (2004) Socialized Personality, Scholastic Aptitudes, Study Habits, and Academic Achievement: Exploring the Link Blanch A. This study analyzed the relationships among Cattellian personality factors, scholastic aptitudes, study habits, and academic achievement. A total of 887 volunteer students from primary education (453 males and 434 females), enrolled in 29 public schools, participated in this research. It was found that the scholastic aptitudes were the most predictive variables of achievement, while the personality traits had a low direct contribution to academic achievement, although the students with higher scores on socialized personality traits showed better study habits than those students with lower scores on personality socialization traits. The relationship between personality and academic achievement seems to be mediated by study habits. Moreover, females obtained higher academic achievement scores than males. These differences could be explained by the fact that females showed better study habits than male students. Bernadette M. (2004) Relationships between Study Skills, Self-Concept and Academic Achievement. Gadzella James The purpose of the study was to see relationship between study skills, self-concept and academic achievement and to observe whether self-concept measures contribute to the prediction of GPA for university students. One hundred ten under graduate completed the Tennessee SelfConcept Scale-Clinical Research Form and a study skills test Finding: (1) Self-Concept and Academic Achievement correlated significantly with each other. (2) In addition to the total study skills score measures of study skills Coral reporting and interpersonal (Personal Self) contributed to the prediction of GPA. 89

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

A study of under achievement in relation to study Habits and Attitudes The present study aimed to find relation between under-achievement, study habits and Attitudes. A sample of 1000 elementary grade students were taken from X composite schools of South District Delhi. Tools: Tools used were general mental ability test by Jalota, teachers made achievement tests and test of study habits and attitudes by Mathur. Finding: (1) The results found that guidance program shall lead to better results, improving the achievement of the students and thus their potentialities be maximally utilized. Sirohi

(2004)

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Riaz Aisha, Kiran (2002) Relationship of Study Habits with Educational Achievements. Asma The study, aimed at the determination of the effect of the study habits on the achievements of students. Study implies investigation for the mastery of facts, ideas or procedures that are yet unknown or only partially known to the individuals. A number of factors are associated with this cause, out of which the effectiveness of study habits occupies a pivotal place. In order to check the influence of study habits on the learning outcomes of the students, a survey was conducted in the University of Agriculture, Faisalabad by interviewing all the 150 B.Sc. and M.Sc. Home Economics students. Method: All the 150 students of B.Sc. Home Economics and M.Sc. Home Economics (Food and Nutrition) during the year 2000-2001 were taken for the study. The data were collected with the help of an interview schedule and then analyzed by using X2 test to draw conclusions. Findings: (1) There exists a significant and positive relationship between the achievements and proper study schedule drawn up by the students. (2) The study revealed that the habit of writing back was significantly related with the achievements in the examinations. (3) There existed significant relationship between achievements and the habits of taking class notes. Those who took notes in the class scored higher than those who did not. (4) The results indicate a strong impact of study habits on the educational performance of learners. Reddy Ramachandra, (2001) Influence of Sex and Locality on Study Habits of Class X Pupils. and Nagaraju Objectives: (1) To identify the difference in the study habit between boys and girls; (2) to study the difference in the rural and urban school pupil’s Study Habits. Method: Descriptive survey methods as well as qualitative and quantitative approaches were adopted in the study. The sample was taken 200 pupils from Class X, Kurnool district in Andhra Pradesh, using probability sampling method for the study. Findings: (1) Urban pupils differed from the rural pupils in their study habits however urban pupils scored higher on study habits than the rural pupils. (2) There was no significant impact of sex on the study habits. (3) There was no interaction effect of sex 90

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

and locality on the study habits. Study habits need to be improved among the high school students. Verma, Saroj and Raj (1999) Relationship between the study habits and achievement. Kumar The study aimed at finding out the relationship between the study habits and achievement in 5 different school courses. A sample of 1,000 students studying in class X in government and Government aided Secondary and Senior Secondary schools of Delhi were selected. Findings: (1) Achievement in English, Hindi, mathematics, General Science and Social Studies were found to be positively and significantly correlated with study habits of the students. (2) Male female differed significantly in their study habits, female students has better study habits as compared to male students. (3) Overall achievement was significantly and positively related to the study habits of the students.

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Sampath (1997) Study habits of higher secondary commerce students. Study habits of higher secondary commerce students 428 higher secondary second year commerce studying in Chidambaram taluk in Tamil Nadu were selected by using cluster sampling technique. Study Habit Inventory of Mukopadhyay and Sansanwal (1983) was used as a tool for the study. Results indicated that there was no significant difference between study habits of boys and girls. Blumber Harry, C. (1997) Study Habits and Academic Achievement of Engineering Students. R. Herbert The purpose of the present study was to assess the Study Habits and Academic Achievement of Engineering Students Hypotheses: (1) Students who earn the highest grades, in contrast to less successful peers, will tend to be less distractible and more inquisitive. (2) The advantage of such study habits will be evident when effects of academic aptitude (SAT performance) are controlled. Method: A study habits index measuring distractibility, inquisitiveness, and compulsiveness in test and homework situations was administered to 69 (27 women and 42 men) firstyear, college engineering students. Scholastic Aptitude Test (SAT) scores and grade-point averages were also obtained. Finding: (1) No significant sex differences were found for aptitude or grades, but women scored higher on the compulsiveness study habits scale than men.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Qualitative aspects of study habits of the pupils and its impact on the school achievements. Method: The population comprised of 578 pupils of class VIII of eight schools each of urban and rural settings of Keeda District (Gujarat). 72 pupils were finally selected through random selection method. Tools: The tools used to collect the data included study habits Inventory of B.V. Patel, General Ability Test of M.T. Patel and annual results of the school. The collected data were analyzed with mean, ANOVA and Newman Keul’s Sequential Range Tests. Findings: (1) The results indicated that the achievement scores of the pupils having and low G.A were significantly different. (2) Those pupils who had good study habits did get significantly more achievement scores than those who had poor study habits. (3) It was found that sex and study habits interacted significantly in explaining achievement scores. Patel, R. P.

(1996)

(1996) Effect of study habits on academic achievement. Aim of this study was to see the Effect of study habits on academic achievement among 500 students of X class. Method: The sample was selected from schools in Delhi by using random cluster sampling technique. Two Way Analysis of variance was applied to know the main and interaction effects. Findings: (1) Significant independent effect of study habits was found on performance in Hindi, English and Social Studies. (2) This result further revealed that students possessing good study habits scored higher than students possessing poor study habits in these courses. Verma

Effect of counseling in improving the study habits of School children. The present study focused on the effect of counseling in improving the study habits of School children. A sample of 93 girls of classes 8, 9, and 10 was administered the study habits Inventory (Mukhopadhayay and Sansanwal (1983) including 9 components of study habits twice with a gap of 2 months between the two administrations. Finding: (1) There was a significant improvement in 7 out of 9 components of study habits following counseling. Osmania, R. S.

A study on the effect of parental absence on adjustment, study habits and academic development of high school students. The high schools and intermediate colleges of 5 Districts of Garhwal Division constituted the population for the present study. The sample of the study comprised 25 schools and colleges which were selected using stratified random sampling technique. Tools: The tools used include Adjustment Inventory for school students (AISS) by A.K. Sinha and R.P. Singh study Habits Inventory (SHI) by Mukhopadhyay and D. N. Sansanwal, Personal Data Schedule and Academic

Rawat, L. Copyright © 2014. Diplomica Verlag. All rights reserved.

(1995)

(1995)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Records. The collected data were treated using mean, S.D. t-test. Findings: (1) The findings have shown that parental-present students differed significantly from the parent-absent students on their personality adjustment, while they did not differ on the study habits, except on comprehensive and concentration.

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Stella and Purushothaman (1993) Study Habits of underachievers. The present investigation investigated Study Habits of underachievers. 90 underachievers from rural and urban schools in Tamil Nadu, India were selected by using randomized block design. Tool: Patel’s (1976) Study Habit Inventory was used for the study. The investigators carried out a study on study habits of under achievers. The sample selected through randomized block design consisted of students of Standard IX from there state board schools of Tamil Nadu, India. One rural and two urban areas were selected. IQ score was taken as a blocking variable. There were 30 under achievers from each IQ category high, average and low. Culture Fair Intelligence test scale-2 form 3 designed by Cattell and Cattell (1961) edition and study habits Inventory by Patel (1976) were used as tools of the study. Findings: (1) Significant difference was found between study habits of high and low IQ underachievers. (2) High IQ high achievers had better study habits than low; IQ underachievers. (3) Significant difference was found between urban and rural students in respect of study habits. The mean value showed that urban students had better study habits than rural students. Sen Bharat (1992) An investigation in the personality make-up, Intelligence and Study Habits of high and low Achievers. Kalpana The study attempts to focus on the personality make up, Intelligence, and Study Habits of high and low achievers at secondary school stage. Objective: To explore the extent of relationship of Study Habits, pattern intelligence and several personality factors the scholastic achievement at the secondary stage of education. Method: The sample comprised of 186 high achievers and 227 low achievers including both boys and girls, classified on their performance in the madhyamik Pariksha conducted by the West Bengal Board of secondary examination. They were selected from higher secondary schools/colleges of Calcutta and its suburbs. High achievers were those who had scored more than 60% and low achievers are those who had scored between 35% and 44%. The study involved the use of three tools namely NIIP Group Test 10/23 Cattell’s 16 PF. Questionnaire from Calcutta (Bengal adaptation) and a Questionnaire developed by the investigator herself. The collected data were treated using ANOVA and correlation. Findings: (1) There was an overall significant difference between the two achievement groups in Study Habits. (2) The two achievement groups differed significantly on intelligence. (3) Between the

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

two achievement groups there were differences in the personality factors except C, E, G, and H. 4. (4) Study Habits Achievement and Intelligence Achievement were positively correlated. A study on assessing the level of test anxiety, Self-Concept, Adjustment and study habits in predicting Academic Achievement. The study was conducted on assessing the level of test anxiety, Self-Concept, Adjustment and study habits in predicting Academic Achievement a sample of 88 Oriya male students of 9th and 10th class in three schools of Bhubaneshwar and Orissa, India. To determine study habits of subjects Wrenn’s (1941) study habits inventory was used and total marks obtained in annual examination was used to know the relationship between the independent and dependent variables. Finding: (1) There was a significant and positive correlation between study habits and academic achievement. Indira K. (1992) A study of the reading interests and study habits of Neo-Literates. The study was formulated to identify the reading interests and study habits among neoliterates. Objectives: (1) To identify the reading interests and study habits of neo-literates and (2) To find out whether there is any significant difference in the reading interests of men and women, the married and unmarried Adult education literates and general literates. Those having children and those having children and those who do not have children (Young middle and old (6) Forward backward and schedule caste/schedule tribes and (7) low middle and high income groups. Method: In the study 240 neo-literates selected randomly from 30 janasikshana Nilayams served as subjects for the study. A Numerical rating scale, and a study Habits Questionnaire were used to collect the data. The collected data were treated with mean’, S.D, t-test and analysis of variance. Finding: (1) A majority (53.33%) of respondents seemed to read during the morning many (37.5%) seemed to spend about one hour for reading many 50.83%) seemed to read five days in a week only 50% claimed that they read every day and as many as 65% seemed to depend on libraries for reading materials. Misra

Relationship between the selected study habits of the final year (B.sc Home science) students of the Punjab Agriculture University Ludhiana with their Academic Achievement. The study was conducted on randomly selected 90 final year 1985-86 B. Sc (Home science) students of the college of Home science. The Study Habits Inventory developed by Bhai Lal and Patel was used as a tool to collect the data. Coefficient of correlation was used in the treatment of the data. Findings: (1) Home environment of the students and planning of schedule was significantly related to their academic achievement. (2) The relationship between concentration for examination and academic achievement was significant. (3) Significant relationship Deb M. and Grewal P.

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(1992)

(1990)

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between study habits and academic achievement was found. Student’s habits and interests also influenced their academic achievement College environment was related to study habits. An investigation into the Study habits of scheduled caste Adolescents in relation to their sex and achievement Motivation. An investigation into the Study habits of scheduled caste Adolescents was carried in relation to their sex and achievement Motivation. The study was conducted on 150 boys and 150 girls belonging to scheduled caste from 9th classes in Himachal Pradesh, India. The ‘F’ value of 5.16 for the main effect of sex on the study habits was significant at 5 percent level. Findings: (1) It indicated that the study habits of boys and girls differed significantly. (2) Boys had significantly better study habits than girls.

Singh

(1990)

Relationship between Study Habits and Academic Achievement in high and low achieving boys and girls. This study investigated the relationship between study habits and academic Achievement in high and low achieving boys and girls of 11th standard in Madurai district, Tamil Nadu, India. The study habit inventory of Patel (1976) was used to measure the study habits. Product moment correlation was used to find out the relationship between study habits and academic achievement. Finding: (1) The correlation analysis revealed significant relationship between the study habits and academic achievement variables. Ramaswamy

(1990)

(4)

Academic Achievement of Female Student teachers at B. Ed level of Karnataka in relation to their Learning Style, Intelligence, Adjustment and self concept. The present study was conducted for the study of Academic Achievement of female student teachers at B. Ed level of Karnataka in relation to their learning style, Intelligence, Adjustment and self concept. This study was completed by taking four educational divisions scoring. Researcher has used the survey method for this study, and by using standard tools for each variable. Sample: The sample was 150 female student teachers from each division. 600 female student teachers were taken for the study. Tools used: Standard Questionnaires are used to measure the independent variables. Data was collected by using-Questionnaire used to measure the learning style. RPM used to measure the intelligence of the female student teachers. MTAIMangal Teachers Adjustment Inventory is used to measure the Adjustment of the female student teachers. Pratibha Deo standard Questionnaire is used to measure the self-concept. Statistical Zarinabegum G.

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Studies on Academic Achievement

(2011)

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Techniques: Arithmetic Mean, Standard deviation, Regression analysis, Co-relation and ANOVA were calculated for statistical analysis. Findings: (1) The female student teachers of Belgium division have higher academic achievement scores as compared to male student teachers of Bangalore division. (2) The female student teachers belongs to aided college have higher academic achievement scores as compared to male student teachers belongs to unaided college (3) The female student teachers belongs to SC/ST caste have higher academic achievement scores as compared to male student teachers belongs to other than SC/ST caste (5) The female student teachers belongs to SC/ST caste have higher adjustment scores as compared to female student teachers belongs to other than SC/ST. Student’s self-perception of reading ability, enjoyment of Reading and reading achievement. The present study focused on Students self-perception of reading ability, enjoyment of Reading and reading achievement. Reading self-efficacy reading enjoyment and reading achievement were examined in samples of 8 and 12 years old children. Sample: Sample sizes were N=480 for each group. While reading achievement increased substantially from age 8 to age 12 reading enjoyment and reading self-efficacy declined. Finding: (1) Girls out performed boys in reading achievement and showed higher levels of reading enjoyment; differences in selfefficacy by gender were minimal.

Smith J. Smith L.

(2011)

A Study of Relationship between Achievement Motivation, Self-Concept and Achievement in English and Mathematics at Secondary Level. This study examined the achievement and its relationship with achievement motivation and self concept. Method: The subjects consisted of 336 students (146 males and 172 females) from four public and four private schools of the Sargodha district at the secondary level. Intact groups of all eight schools enrolled in 9th grade were involved in the study. An Urdu translated version of ‘Academic Self-Description Questionnaire II’ (Marsh, 1990) and ‘General Achievement Goal Orientation Scale’ (Mc Inerney, 1997) was used. Findings: (1) Achievement Motivation and Self-concept are significantly related to academic achievement. (2) Significant gender differences were discovered which were in favor of girls. Copyright © 2014. Diplomica Verlag. All rights reserved.

Awan Riffat- UnNisa N. G.

(2011)

Relationship between self-concept and academic Achievement of female bachelor degree students. The study was designed to investigate relationship between self-concept and academic achievement of female bachelor degree students. Objectives: (1) To explore by measurement the Zahra Tuz

Aasma-

(2010)

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areas of physical, social and academic self-concept of students, (2) To obtain a measure of academic achievement, (3) To relate the areas of physical, social and academic self-concept of students to their academic achievement. Method: The population of the study was comprised of all bachelor degree female students of 27 graduate and post graduate women colleges located in Islamabad and Rawalpindi. Sample of the study consisted of 1,500 students randomly chosen from 15 selected colleges with 100 students of 3rd and 4th year from each college. To measure self-concept, Self-Description Questionnaire III constructed by Marsh (1985) was used after modifying and translating in Urdu. Marks obtained by the students in recently held previous exams were acquired from college records as an indicator of their academic achievement. Two approaches were used for data analysis in the first approach, collected data were scored and raw scores on each variable were summarized by using xi descriptive statistics such as means, standard deviation. In order to infer mean and standard deviation of the population self-concept scores, standard error of mean, standard error of standard deviation were calculated. The correlation coefficient among the study variables was calculated by using Pearson ‘r’. To determine the degree of relationship between three dimensions of self-concept and academic achievement, technique of probable error of a coefficient (PEr) was applied. An alternative factor analysis approach was also used for the data analysis and Kendall’s Tau-b was employed to correlate the responses obtained on each of the 60 items of the questionnaire with the academic achievement scores. Findings: (1) It was found that week though real relationship existed between the academic self-concept and academic achievement. (2) No relationship was however found between physical self-concept and academic achievement as well between social self-concept and academic achievement. Students’ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria. The study was designed to find out the relationship between students personal variables such as attitude and academic ability and their achievement in English Language: Four Research Questions were generated for the Study in Lagos State. Method: The instruments used were Questionnaire on Students’ Attitude to English (QSAE) and Students’ Academic Ability Test (SAAT), four hundred 400) senior Secondary II (SSII) Students randomly selected from five (5) secondary Schools were involved in the study. A co-relational Analysis was run on the variables and their annual scores in English and t-test calculated. Findings: (1) There was a positive relationship between Students’ Attitude and their academic achievement in English Language. (2) It also showed significant difference in the academic ability of male and female students with male students having higher academic ability mean scores.

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D. O. Fakeye

(2010)

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The Relationship between Test-Anxiety and Academic Achievement among Iranian Adolescents. The purpose of this study is to determine the relationship between test-anxiety and academic achievement among adolescents in Sanandaj, Iran. Method: The respondents comprised of 400 students (200 boys and 200 girls) in the age range of 15-19 years old that were randomly selected from nine high schools in Sanandaj, Iran. Tool: A self administered questionnaire was used for data collection which includes a Test-Anxiety Inventory (TAI) (Abbolghasemi, 1988), Grade Point Average (GPA) score and personal information. Findings: (1) There is a significant correlation between test anxiety and academic achievement among adolescents. (2) In addition, there is a significant difference of academic achievement between male and female adolescents whereby female score higher in their academic achievement. Yousefi Fayegh

(2010)

Ong L. C. (2010) Factors associated with poor academic achievement among urban primary school children in Malaysia. Chandran The aim of this study was to identify factors associated with poor academic achievement during the early school years. Method: This was a cross-sectional study of urban Primary Two children. Socio-demographic and medical data were obtained from questionnaires and interviews. Achievement was based on marks obtained in the core subjects of the Primary One examination. All students underwent the Raven’s Standard Progressive Matrices test as a general measure of cognitive ability, audiometric and visual tests, and standardized measurements of weight and height. Findings: (1) Out of 1,470 eligible children, 206 (14 percent) had poor academic achievement. Of the 919 children who participated in the study, 111 had poor achievement compared with 95 of the 551 non-participants. Using logistic regression analysis, the factors that were found to be independently associated with poor academic achievement were lower mean Raven scores. Relationship between Self-esteem and Academic Achievement amongst Pre-University students. This study aimed to identify whether there are differences in academic achievement between boys and girls. Objectives: The objectives of this study were achieved by using the Cooper smith questionnaire and the student’s grade in their current and previous semesters. Method: The random sampling was used for collecting the data and as a consequence 50 male and 50 female were chosen randomly. The questionnaires were distributed amongst 100 students in Qaemshahr schools. Findings: (1) The results demonstrated that there was significant positive relationship between Self-esteem and academic achievement. (2) Moreover, there was significant difference in academic achievement between boys and girls; however male students scored

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Aryana Mohammad

(2010)

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higher in academic achievement. (3) However, there was no significant difference in Self-esteem between males and females. Deniz Deryakulu and (2009) Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles. Sener B. A total of 148 student ICT teachers from Ankara University participated in the study. Of the participants 70 were females, 78 were males; 31 were freshmen, 30 were sophomores, 40 were juniors, and 47 were seniors. The mean age was 21.47. Participants’ learning styles were measured using the Turkish version of Kolb’s Learning Style Inventory (LSI) learning and study strategies were measured using the Turkish version of Weinstein’s Learning and Study Strategies Inventory (LASSI) epistemological beliefs were measured using the Turkish version of Schommer’s Epistemological Beliefs Questionnaire (EBQ) and extrovert-introvert personality orientation was measured using the Turkish version of Eysenck’s Personality Questionnaire (EPQ). All of the Turkish versions of these scales were Concrete Experience that showed the convergers and assimilators among Information Systems (IS) students performed better than the students with other learning styles female accommodators’ academic achievement in the university was higher than their male counterparts in terms of their personality, introvert accommodators’ academic achievement in the university was higher than their extrovert counterparts.

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Habibollah, N. (2009) Self-Esteem, Gender and Academic Achievement of Undergraduate Students. and Rohani A. This study examined self-esteem, gender and academic achievement. Participants (N= 153, 105 = male and 48= female) completed the Persian version of the Rosenberg Self-Esteem Scale (RSES) (Tevakkoli, 1995). The RSES as a questionnaire test included 10 items. Cumulative grade point average (CGPA) was used to select the participants. Data were analyzed by multinomial logistic regression and independent sample t-test. Findings: (1) Self-esteem indicates a strong significant relationship on academic achievement when gender is controlled (2) There is no relationship between self esteem and academic achievement. (3) In other words, a significant difference between gender and self-esteem was observed. Baljinder S. and (2009) The Influence of Emotional Intelligence and Learning Style on Student’s Academic Achievement. Kuldip S. In this study, the researcher chose to use the self-reported measure as the data collection method as opposed to direct interview. An adapted questionnaire, with some adaptations to suit the context of the study, was used. The total population sample is 1,600 students. A sample of 500 students was chosen using random sampling. A list of students enrolled at University 99

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Technology MARA Sarawak was obtained from the Department of Academic Affairs and based on this list, 500 students were selected randomly using the stratified random sampling technique. The average age of the respondents is 21 years. Self-Report Emotional Intelligence Test (SREIT) developed by Schutte et.al (1998) questionnaire aims to assess the student’s Emotional Intelligence. The items for the learning styles were mainly adapted from the ‘VARK Learning Styles Inventory’ developed by Neil Fleming (1987). Findings: (1) A significant relationship between emotional intelligence and academic achievement was established. (2) Co-relational analysis showed a significant relationship between GPA and regulation, understanding, facilitation and expression. The results suggest that students with high levels of regulation, understanding, facilitation and expression, tend to be more successful in their academic achievement. (3) A positive relationship was also found between learning styles and academic achievement. The results of the co-relational analysis also show a significant relationship between GPA and visual, auditory, and kinesthetic at the 0.5 level of significance. In general, the results suggest that students with high levels of visual, auditory and kinesthetic tend to be more successful in their academic achievement. (4) A significant relationship was found between GPA and regulation, understanding, facilitation and expression among the female students. In general, the results suggest that female students with high levels of regulation, thought and expression tend to be more successful in their academic achievement. Differences in academic achievement among Turkish respective teachers of English as a foreign language. This study seeks to explain prevalent gender differences in academic achievement of 84 third-year students enrolled in a pre-service ELT (English Language Teaching) teacher training department. Method: The study collected both qualitative and quantitative data through semistructured interviews from a sample of 38 students and content analysis of the data indicated that male and female teacher trainee teacher’s has differentiated perceptions of social roles and as an artifact of these roles, they differed in the quality and quantity of time and effort allocated for their academic studies. Girls reported both long periods of time and more efficient Meta cognitive disposition than their male peers. Another important factor for the observed differences appeared to be the perception of teaching as a profession. Finding: (1) Female trainee teachers reported more intrinsic orientation towards the profession whereas male trainee teachers mentioned more extrinsic orientation which seemed to directly influence the participant’s engagement with their academic endeavor.

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Ismail Erten

Hakki

(2009)

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A study of mental Health and Academic Achievement of rural and urban students. Objectives: (1) To study the mental Health of rural students. (2) To study the Mental Health of urban students. (3) To study the Academic Achievement of rural and urban student’s. (4) To compare rural and urban students on their Academic Achievement and Mental Health status. Method: The sample for present study consists of 100 students 50 rural and 50 urban students of 11th, 12th and graduate level selected randomly from various private and government secondary schools and colleges from district Srinagar and Anantnag. Tools: Tools used for the present study; Mental Health Battery by A.K. Singh and Sen Gupta (Original Hindi Version). Findings: (1) There is no significant difference between rural and urban students on Mental Health, Emotional Stability, overall Adjustment, Autonomy and Security-Insecurity. However, significant difference occurs between rural and urban students on Self-Concept and Intelligence. (2) No significant difference in the Academic Achievement of rural and urban students was found. (3) All the 6 co-relation coefficients worked out between Academic Achievement and Emotional Stability, overall Adjustment, Autonomy, Security-Insecurity, Self-Concept, Intelligence in rural student’s have been found significant at 0.1 level. Rashid Rahila

(2009)

A study on Academic Achievement, Academic Selfconcept and Academic Motivation of immigrant adolescents. The study examined the self-reported academic achievement and academic motivation of 573 immigrant and non-immigrant adolescents in the greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the higher performance in mathematics, higher math and self-concept and higher intrinsic and extrinsic motivation than their nonimmigrant counterparts. Multiple regression analyses showed that verbal self-concept and school self-concept were the best predictors of English GPA’s for both immigrant and non-immigrant adolescents. Although math self-concept was the role predictor of math GPA’s for immigrant and non immigrant adolescents, school self-concept has the role predictor of overall. GPA’s for immigrant adolescents were math and school self-concept and extrinsic motivation and external regulation. Copyright © 2014. Diplomica Verlag. All rights reserved.

Shaljan Areepattamannil and Freeman John G

(2008)

A comparative study of factors affecting Academic Achievement of school going adolescent boys and girls. The aim of the study was to determine some of the selected influencing factors like daily routine of the student’s, tuitions, content viewed on television, etc. affecting the academic Sharmistha Roy

(2008)

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achievement of school going adolescent boys and girls. Method: The factor group of the study consisted of top ten rankers, both boys and girls from class 7th, 8th, 9th and 11th selected from two English medium schools located at Anand and Vallabh Vidyanagar, Gujarat. Data was collected by the questionnaire method. Each respondent was made to fill the questionnaire respectively. Analysis was done by calculating frequency and percentages. Finding: (1) Results showed that there is not much difference in the importance of money of the selected factors exhibited by boys and girls, which play an important role in their Academic Achievement. Influences of the Academic Self-concept on Academic Achievement: From a Perspective of Learning Motivation. Based on the released data of 5,690 Taiwanese 8th graders participating in TIMSS 1999, an elaborated motivation-resource competition model has been examined through the structural equation modeling technique. According to the model, a student’s self-concept in one learning subject exerts a positive effect on his/her achievement in the same subject, but a negative effect on the achievement in another learning subject. The model demonstrates that students with higher academic self-concept tend to invest more time to engage in learning activities in correspondent learning subject; on the other hand, the time spending on study for other learning subjects will decrease relatively. Method: A secondary analysis approach and structural equation modeling technique were utilized to examine the model mentioned above. Data screening and statistical assumptions testing were processed before model testing. Six latent variables are involved in the proposed model: “Science Self-Concept” (SSC) and “Math Self-Concept” (MSC) are independent latent variables, “Science Achievement” (SA) and “Math Achievement” (MA) are dependent variables, and “Investment in Science Learning” (SI) and “Investment in Math Learning” (MI) are intermediates. Among these variables, SA and MA are estimated through the plausible values of difference subareas, SSC and MSC are estimated by students’ responses on, respectively, four and five related items of the student background questionnaire (SBQ). Findings: (1) The path coefficients of elaborated MR Model estimated through the five sets of plausible values did not show the expected negative effect but a positive correlation between MI and SI. (2) The results indicate that the goodness-of-fit indices met the required criterions in substance and the estimated path coefficients confirm the revised model except for the path from SI to SA. (3) For both math and science learning areas, students’ academic self-concept exerts a positive direct effect on their academic achievement. But the indirect effects between academic self-concept and academic achievement via passive investment demonstrate a positive effect for math learning but no significant effect for science learning. (4) There is a negative effect from the academic self-concept to passive investment in another learning area. Although the selfconcept on one learning area show a negative effect on the passive investment in another

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Hau Jen -Tsung

(2008)

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learning area, the indirect negative effects from MS/SS, via SI/MI, to SA/MA are not significant. (5) The direct effect from the self-concept in one learning area still exerts a significant negative effect on another one.

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Nuthana P. G. (2007) Gender Analysis of Academic Achievement among high school students. Yenagi Ganga The study was carried out to make gender analysis of academic achievement among high school students on sample of 600 students studying in 8th, 9th and 10th standards of which 325 boys and 275 girls. Method: The sample was selected randomly from two schools of rural and two of Dharwad city, Karnataka state. To measure study habits and self-concept of students, Patel’s (1976) study habit inventory and self-concept scale of Singh and Singh (1988) were used. To collect the general information of students socio economic status scale developed by AICRPCD (2002) was used and average of grades of two previous years was taken from school records as a measure of academic achievement. The data thus collected was subjected to mean, SD, ttest, and correlation. Findings: (1) The students had good study habits and possessed high selfconcept. Academic achievement was excellent among students. (2) Class wise comparison of study habits and self-concept revealed that 8th standard students were better than 9th and 10th standards. (3) There was significant association between study habits, self-concept, socio economic status and academic achievement among boys and girls. (4) Study habits, self-concept and socio economic status were significantly related to academic achievement. (5) Rural students had better study habits and self-concept than urban students. (6) Urban students had higher academic achievement than rural students. Chowdhury, Aparajita (2007) Role of Parental support in satisfying children’s Needs and Academic Achievement. and Kumari Anita Objective: To explore the role of parental support in satisfying children’s needs and academic achievement. Method: The sample consisted of 50 children of boys and girls studying in 7th, 8th and 9th grades in school, of which an equal number of boys and girls were included in the sample. The school was in a predominantly middle class community area. The mean age of the students was 13.5 years, children’s need satisfaction, family effectiveness and social support, Inventory and academic marks were used as measures in the study. Findings: (1) Girls required more support from their parents and at the same time their needs were also found to be more than those of the boys. (2) With regard to the academic achievements, parental supports were found to have a positive effect on their children’s academic performance.

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Nirmala, P. and (2006) A study on optimization of Academic Achievement in Mathematics: A Linear Programme Approach. Merlyn Sanders Objectives: (1) To study the contributing factors of academic achievement in mathematics; (2) To study the optimizing variables of academic achievement in mathematics using linear programming approach. Method: Normative method is employed to describe and interpret the factors. It involves discovering relationship between the existing non-manipulated variables. The normative study to educational problem is one of the most commonly used approaches. For the purpose of the present study, 36 schools have been selected from in and around Chennai district by giving due representation to the management (11 Government schools, 2 Corporation schools, 12 private aided schools and 11 private unaided schools), type (10 boys, 17 Girls and 9 Coeducational schools) and board affiliation of the schools (28 schools belonged to state board and 8 to matriculation). In this study 900 students from Higher Secondary classes were selected randomly by giving due representation to the student related variables such as subject groups, sex, community parental education, etc. Different scales were used to collect data regarding Mathematics Information Processing Skills (MAPS) by Kenneth C. Bessant; Decision Making Skills (DMS) by Scott and Bruce; Attitude towards Mathematics (ATM) by Fennema Sherman; Academic Achievement Test in Mathematics (AATM) by the researcher. Finding: (1) It is observed that mathematics information skills, decision making skills and attitude towards mathematics have made a significant contribution towards the academic achievement. All the four factors of attitude to mathematics (Confidence, Usefulness, Success and Teacher) have made a significant contribution towards the maximization of the aggregate performance in mathematics.

Kassahun, T. and (2006) Girls’ Performance in Mathematics in Upper Primary Schools of Addis Ababa. Kedir, B. Objectives: (1) To make comparisons of girl’s achievement with that of boys in mathematics in the upper primary education in Addis Ababa; (2) To examine the extent of relationship between students performance in mathematics and school ownerships; (3) To examine the attitudes of both genders towards mathematics and pinpoint some of attitudinal stereotypic barriers to girls achievement in mathematics. Method: The research followed a multi-stage sampling procedure to select the main sources of data. On the basis of school ownership a list of all school operating in Addis Ababa with Class VI was prepared. The list was limited to coeducational schools and was used to selected sample schools in the third stage of sampling process. All in all, 10 schools (five each from the government and non-government sectors) were selected based on a stratified sampling procedure. Finally, one section of Class VI from each

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school selected in stage three was chosen, and all its students participated in the study. Out of the total samples of 611 students from 10 schools, 302 were girls and 309 were boys. In terms of age, about 51.3 percent of the respondents were under 13 years, 43.9 percent of them were in the range of 13 and 15 years, and remaining 4.8 percent were above 15 years. The researchers employed both objective and subjective instruments of data collection, and to maintain objectivity in data collection used a standardized mathematics test and documentary analysis. The statistical tools were used for study mean, standard deviation, Chi-square, and t-test. Findings: (1) The girl’s performance in mathematics in government schools may not be significantly different from that of non-government schools in the upper primary schools of Addis Ababa. (2) Majority of boys and girls agreed that parents did not favor sons against daughters or vice versa when it came to their schooling. More specifically, about 84.5 percent of boys and 82.2 percent of girls said their fathers had encouraged all children, irrespective of gender, to pursue their studies and perform well in school. Similarly, about 85.6 percent of boys and 84.6 per cent of girls felt that their mothers had shown equal interest in their sons and daughters education. (3) Some of boys and girls believed that most mathematics teachers were biased against girls in their classroom activities. (4) A sizeable number of boys (41.5 per cent) and girls (43.1 per cent) reported that their mathematics teachers were gender-neutral in classrooms. When the aggregate data were closely scrutinized, an overwhelming majority (57.8 per cent) of student believe that their mathematics teachers were gender sensitive in classroom activities. S. O. Salami and (2004) Influence of single parenting on the Academic Achievement of adolescents in Secondary schools E. A. Alawode The purpose of the study was to investigate the effects of single parenting on the Academic Achievement of adolescents in secondary schools in Ejigbo local government area of Osun state. Descriptive survey research design was employed. Method: A total of 100 senior secondary students randomly selected from five secondary schools in the local government were involved in the study. The Academic records of the students were obtained from their principal’s. Personal data, forms were also used to collect information as regards their age, gender, religion and type of home they come from. Students t-test statistics was used to analyze the data collected. Findings: (1) Students from intact home had significantly better academic achievement than those form single parenting homes. (2) Significant difference was found between the Academic Achievement of Christian and Muslims students from intact homes were as none was found between the Christians and Muslims from single parenting home. (3) Also significant difference has been found, between rural and urban students however, urban students scored higher in academic achievement than rural students.

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A Study of Mental Health and Academic Achievement of adolescent boys and girls. The study was conducted on a sample of 400 students (200 boys and 200 girls) of 9th and 10th standard selected randomly from 8 private secondary schools of Srinagar city. Mental Health Battery by A.K. Singh Alpana Sen Gupta was administered to assess the status of mental health of persons in the age range of 13-22 years. Findings: (1) Girls are found to have less academic achievement than boys. Gulnaz

(2004)

A study on scholastic achievement in Life Science in Relation to Cognitive Style Social Disadvantages and Interest of Secondary Students in Tripura. Objectives: (1) To find out gender differences, if any on all the variables under consideration. (2) Determination of relationship between the scores of the boys and girls on cognitive style, social disadvantages, interest and scholastic achievement if life science. (3) Prediction of scholastic achievement of boys and girls students in the subject of life science. Method: Sample: 689 students (comprise of boys N=358 and girls N=331) of class 10th reading under the syllabus of Tripura Board of Secondary Education were selected randomly from different schools of four districts in Tripura. Tools: For the purpose of the study the following instruments were used. (1) Assessment of Cognitive Style; Kit of References test for cognitive factors by John. W. French, Ruth. B. Ekstrom, Leighton. A price was used to assess cognitive style. (2) S. Chatterjee’s NonLanguages Preference Record for assessing interest of the sample students was used in this study. (3) A Scale for assessing social Disadvantages of class 10th student of different schools in Tripura was developed by researchers as no such test was readily available to meet the purpose. (4) Scholastic achievement test of life science: Marks obtained in the year 2002 by the students at the Madhyamik Examination under Tripura Board of Secondary Education which were collected from the respective schools of four districts in Tripura. Findings: (1) There was no significant difference between boys and girls in the area of cognitive style, social disadvantages, and different measures of interest on Fine arts, Literary, Scientific Agriculture, Outdoor, sports, household activities. Boys are more proficient in the subject of life science. (2) It is found that very low positive relationship exists in boys and girls between cognitive style, scientific Medical, Agriculture, Technical, Crafts, Outdoor, Sports, Household and Scholastic Achievement in the subject of Life Science. (3) Very low negative relationship exists between Fine Arts, Literary and Life Science. Moderate positive relationship exists between Social Disadvantages and Life Science. (4) Interest on household of boy’s is significant. All variables are not significant. Some are partially significant. (5) It is found that very low positive relationship exist in between scholastic achievement of Life Science and Cognitive Style, Interest on Fine Arts, Scientific,

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Krishnendu Bagghi

(2004)

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Medical, Agriculture, Technical Crafts, Outdoor, Sports, Household, Moderate positive relationship exists between Scholastic Achievement of Life Science and Social Disadvantages, Interest on Fine Arts, Interest on Literacy, Interest on Scientific, Interest on Medical, Interest on Agriculture, Interest on Household of girl students is significant. All variables are not significant, some are partly significant (6) Cognitive Style, Social Disadvantages, Measures of Interest of the students combined together is a good predictor of their Scholastic achievement in life science. (7) Girls showed significant weakness in life science in comparison to the boys. Intellectual abilities were not responsible for their low achievement. Chinese college students in Hong Kong and Singapore to their Caucasian American Counterpart. The purpose of the study was to assess the Chinese college students in Hong Kong and Singapore to their Caucasian American counterpart in an attempt to examine the similarities and differences in subjective overachievement across cultures. Finding: (1) The relevance of the subjective achievement experience in different cultures but also revealed important differences. Compared to American participants, Chinese participant showed more ambivalence about the benefits of failure, and they manifested higher levels of self-doubt as well as the tendency to discount ability under conditions of effort exertion. These cross-cultural differences persisted after controlling for individual differences in self-construal. Chang, Linchiat

Emotional Maturity of students at Secondary Stage-SelfConcept and Academic Achievement. The purpose of the study was to find the relationship between Emotional Maturity and Intelligence, Self-Concept and Academic Achievement and to find the difference in the Emotional Maturity of boys and girls. The study was conducted on a sample of 200 students of secondary schools from two Districts i.e. Punjab, Patiala and Ferozpur. Method: The sample comprised of 105 boys and 95 girls. Emotional Maturity Scale (Singh and Bhargava, 1990), Group Test of General Mental Ability (Tandon, 1971), Self-Concept Scale (Ahluwalia, 1986) and Academic Achievement of class 8th students were used. Product moment, co-efficient of correlation and ttest was used as statistical techniques. Findings: (1) It was found that there was a significant negative correlation between independent variables of intelligence and emotional maturity i.e. more the students are intelligent, more they will be emotionally mature. (2) Further, there is a significant negative correlation between Self-Concept and Emotional Maturity and therefore as per the manual students who are higher in their Self-Concept is also Emotionally Mature. (3) High Achievers are also high in their emotional maturity. (4) It was also found that boys are more emotionally mature as compared to girls. Gakher S.

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(2004)

(2003)

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A Study of relationship of Academic Achievement of boys and girls with Intelligence, Socio- Economic Status, Size of the Family and birth order of the child. In the present study a sample of 300 secondary school students of class 9th was selected from 6 institutions of Lucknow city. Institutions were divided into three categories, i.e., poor, average and good. Two institution from each category were selected, one for boys and one for girls. Academic Achievement (total marks obtained in final exam of class 8th), Prayag Mehta Intelligence Test, Socio-economic status scale by Kuppuswamy and a questionnaire for family size and birth order were administered for data collection. Pearson Product Moment correlation and Critical Ratio (CR) were used for data analysis. Findings: (1) It was found that significant positive relationship existed between academic achievement and intelligence for both the groups. (2) Academic achievement of students was found positively related with their socio-economic status. (3) It was found that there was significant negative relationship between academic achievement and family size of students. (4) Significant negative relationship was also found between academic achievement and birth order of students.

Agarwal A.

Association of Parental Involvement, Parental Aspirations (Educational and Occupational) with students Achievement and Students Aspirations. The sample of the study consisted of 310 students of Classes XI and X and their parents chosen from four schools of Chandigarh and Panchkula through stratified random sampling techniques. The responses on Parental Involvement and Parental Aspirations were collected. Profiles of Parental Behavior of high and low achieving students were prepared Descriptive statistics. ANOVA, Chi-square test were applied to analyze the data. Findings: (1) Parents of high and low achieving students exhibited differentiated behavioral profiles with regard to some dimensions of Parental Involvement. Parents of high achieving students often provide academic guidance to their children and also planned various cultural activities such as arranging picnic dance shows and other festivals. (2) Achievement scores of children belonging to high average and low groups of parental Educational Aspirations were not equal. (3) The Academic Achievement Scores were different for children belonging to different Parental Involvement groups. (4) High parental Involvement group scored higher on Educational Aspirations as compared to their counterparts in the Low Parental Involvement group. (5) Higher Parental Involvement resulted into higher Occupational Aspirations of students. Sharma, S. N.

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(2002)

(2002)

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Kobal, Darja and Musek, Janek (2001) Self-Concept and academic achievement. The investigators tested the hypothesis that academic achievement affects different components of Self-Concept. The sample comprised of 230 students in the age range of 16-17 years. Further, the authors investigated the possible influence of nationality (Slovenia, France) further in modifying the relationship between academic achievement and Self-Concept. Findings: (1) The results of two-factor (academic achievement nationality) analysis of variance and discriminant analysis showed significant correlations between academic achievement and various indices of self-concept, which varied in a nationality dependent fashion. (2) The French subjects exceeded Slovenians in some domains of Self-Concept (i.e. verbal academic relations with same sex, peers, relations with parents, religion and spirituality, and general Self-Concept), while Sloverian subjects exceeded French subjects in the domain of problem solving and creativity. (3) There was no significant difference between both national samples in self-esteem also the French subjects between exceeded Solevenian in general academic achievements. Analysis of Relationship between Academic Achievement and School Interventions of Class IX students. Objectives: (1) To find out the effect of school interventions on academic achievement in different categories of schools; (2) To assess interrelationship between academic achievement and interpretations provided in different categories of schools. Method: Descriptive survey method as well as qualitative and quantitative approaches was adopted for the study. The sample was taken as 55 Headmasters and 550 students of Class IX from different categories of schools in the district of Phenkani, Orissa, using probability sampling method for the study. The tools were used such as achievement test of annual examination. Findings: (1) All categories of school differed significantly from one another as regards the academic achievement of the learners. (2) There is no significant difference in school intervention score between government and non-government schools. (3) There is no significant relationship between academic achievement and school intervention in government and non-government schools. (4) There is marked relationship between academic achievement and school intervention in the schools managed by ST and SC Development Department.

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Pada, M.

(2000)

Mellanby, Jane Martin (2000) Gender gap in final examination results at Oxford University. Maryanne and O. Doherty, John. The authors studied that a lower proportion of women than men obtain first class degree at British Universities (the so-called gender gap). The authors have used a Questionnaire

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administered under supervision to 232 undergraduates, 2-3 numbers before their final examination to assess factors which might be expected to affect the examination performance. These included measures of verbal and non-verbal reasoning Alice Heimtest Self-esteem, motivation, responses to stresses of examination and to personal relationship, happiness, risk-taking and working patterns. The authors have also obtained a detailed breakdown of the marks the students were given in the examination. Women scored higher on negative emotions while man scored higher on self-esteem, thus perception of their own academic efficacy and on risk-taking strategies, but none of these factors predicted outcome verbal reasoning ability did predict outcome but there was no gender differences and is more likely to be related to the values of the academic assessment system. Relation of present and possible academic selves during early adolescence to grade point average and achievement goals. Griesinger, Tripp The authors conducted two studies examining the role of present and possible (future) academic Selves. In the last study, the relations between present and future selves and changes in grade point average between the 6th and 7th grades were examined. Survey data were collected from a sample of 315 7th grade students. Findings: (1) Results indicated that positive present and future academic Self-Concepts were related to positive changes in grade point average. (2) In addition, when adolescents present perceived academic selves were higher than their future academic selves were higher than their future academic selves, GPA increased, whereas when present perceived social selves were higher than future perceived social selves, GPA decreased in the second study, survey data were collected from a different sample of 220, 6th, 7th and 8th grades. The relations between present and future selves and mastery and performance-approach achievement goals were examined. (3) Results indicated that a present good student self-concept was related positively to both performance and mastery goals, whereas a future good student self-concept was related positively only to performance goals. Anderman Ericman M Ande Lynley H. and

Level of academic achievement and Motivational intensity for learning and Achievement of scheduled caste school Students of West-Bengal in comparison with non-scheduled castes students. The sample comprised of 400 scheduled caste students and 400 other students from Bengali medium secondary schools of classes 8th and 10th under the West-Bengal Board of Secondary Education, situated in the districts of Hooghly, 24 Paraganas and Nadia, which contained good proportions of both scheduled caste and other students. Findings: (1) The scheduled caste Chattopadhyay M. K.

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(1999)

(1998)

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students group of class 8th had significantly lower scores on all the four tests as compared to the other students group. (2) The scheduled caste students group of class 10th had significantly lower scores on all the four tests as compared to the other students group. (3) The scheduled caste students of each of the class 8th and 10th did not differ significantly from other students of the same grade on knowledge, understanding and application ability of basic algebra. (4) There was no significant difference between scheduled caste secondary school students of class 8th and the scheduled caste students group of class of 10th on the measures of knowledge, understanding and application ability of basic algebra. (5) There was no significant difference between the other secondary school students of class 8th and the other secondary school students of class 10th on the measures of knowledge, of basic algebra

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Kumber, D and (1998) Discrepancy between the dimensionality inherent in the design of instruments measuring apparatus to learning. Leung, D. Y. P. This study investigated discrepancy between the dimensionality inherent in the design of instruments measuring apparatus to learning and that indicated by subsequent factor analysis. Objective: The objective of the study was to examine ethnic and sex differences in academic self assessment at 7, 11 and 16 years. Method: The sample comprised of white and black U.K. pupils in inner London schools with sample sizes at 7, 11 and 16 years were 133, 175 and 108 respectively. Self assessments other self report data and attainments were collected at each age. Confirmatory factors analysis was used to examine the dimensionality of approaches to Learning Process Questionnaire. The sample used for SPQ analysis was 4843 University students from Hongkong. The LPQ data was drawn from a representative selection of 20 secondary schools in Hongkong. The total number of usable questionnaire for the LPQ was 3254. Findings: (1) The results indicated that for both sets of questionnaire data, the best fit was achieved by a model with two factors; meaning and reproducing orientation. The achieving motives and strategies subscales were significant indicators for both factors. (2) The results indicated that white pupils by the end of junior and secondary schools were less positive about their own attainments and about themselves at schools white black girls showed confidence in their school attainments and had the highest attainments in reading English white girls tended to under estimate and have little confidence in their school attainments .

Koreswara, M. N. and (1998) Influence of sex, class, locality and region on Reading Achievement of high school students. Reddy B. R. The present study attempted to find out the influence of sex, class, locality and region on reading achievement of high school students. Method: A sample of 1296 subjects (equal no of

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

boys and girls) studying in classes VIII, IX and X among 18 high schools of Andhra Pradesh were selected. Findings: (1) Girls were better than boys in reading achievement. (2) Class as a variable affected reading achievement subjects of X class were found to be far better than that of VIII and IX class subjects. (3) There was locality influence on reading performed better than subjects of residential schools performed better than subjects in rural and urban areas (4) Region and locality have no significant influence on reading achievement of high school subjects. Level of achievement of the primary school students not only in language and Mathematics but also in Environment studies. The present study aimed to assess the level of achievement of the primary school students not only in language and Mathematics but also in environment studies including certain contextual variables of the school assuming that several factors are related to achievement of students in different manners. Method: Based on multiphase sampling technique, 237 primary schools from 16 Talukas/Blocks from eight districts in four states (Bihar, Karnataka, Maharashtra and Rajasthan) have been selected. To test of the achievement in language, mathematics and environment a tests were developed based on the “Minimum levels of Learning “(MLLS) at primary stage developed by the Ministry of Human Resource Development through the per-test-after-test process. Analysis of data was made on basis of age, gender, caste, of the students as well as on the basis of classroom facility, teacher management. Mid-day meals a locality of the school class V and English medium students were used as control groups. Findings: (1) Class IV students of primary schools showed higher percentage of mean score in environmental studies followed by language and mathematics that shows that the MLL norm was much tough and of higher standard than the real ability of the students of class IV. (2) Some of the basic school factors were found in a much better position then what was a decade ago. (3) The girl students had shown lower score in mathematics than boys; Schedule castes and Schedule tribes students showed overall lower performance than general and OBC’s student’s lower age-groups had slightly better performance than the higher age-groups. Aikara, Jacob,

Classroom Learning Environment and its affect on the Academic Achievement of the pupils. The study centered upon the classroom learning environment and its affect on the academic achievement of the pupils relevant data were collected from teacher of 49 schools and from students of 39 schools is west Godavary District. Out of 15 dimensions contributed learning environment only 5 dimensions of classroom for better learning. Findings: (1) The relationship between student’s opinion and marks, and teachers opinion and marks were found positively correlated. (2) It was also found that the performance of the students depended upon the correlaRemana, K. V.

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(1997)

(1997)

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tion, Study Habits Academic Achievement and classroom learning environment where the classroom learning environment was high the performance of the students was also high.

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Tinajero, C. and (1997) Relationship between Academic Achievement and field Dependence- Independence and Cognitive style. Parama M. F. This study was conducted on the relationship between academic achievement and field dependence-independence and cognitive style. Method: The sample comprised of 408 students (215 boys and 193 girls) aged between 13 and 16. Bi-dimensional character of field dependenceindependence was considered by using a test of perception of the upright (the Rod and Frame Test) and a restructuring Ability test (the Embedded Figures Test). Multivariate analysis of covariance, with the score in Cattell’s Culture-Fair Intelligence Test as covariate, was to investigate differences in academic achievement between field-dependent and field-independent students, once effect of intelligence had been removed. Findings: (1) Field-independent boys and girls performed better than field dependent ones in all of the subjects considered, although this superiority was only manifested in the cognitive dimension of field dependenceindependence, evaluated by the embedded figures test. (2) It was found that field dependenceindependence is related to overall academic achievement. Khare S. and (1997) Relationship among Speed of Information Processing Ability, creativity and Academic Achievement. Grewal A. The present study investigated relationship among speed of information processing ability, creativity and academic achievement. Method: The sample consisted of 595 students (355 urban and 260 rural) from 19 primary schools of Bhopal division studying in Class V. The tools used to collect the data were Speed of Information Processing Ability Scale, Torrance Test of Creative thinking (TTCT), Figural Form and Academic Achievement Test. (AAT) developed by the investigators. The collected data were treated with product-moment correlations. There was negative but significant correlation between SIPA and CR of boys studying in urban primary schools. Further, significant correlation was also found between SIPA and CR of boys studying in rural primary schools. Findings: (1) There was a significant relationship between SIPA and Academic achievement of the different sub-samples students studying in rural and urban primary schools except in case of total urban sample. (2) Coefficients of correlation for the rural primary students had been found to be significant. (3) The coefficients of correlation between CR and AA of students studying in urban and rural primary schools were significant. (4) Further, coefficients of correlations for urban girls were also found significant.

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A discriminated function model to identify high school students on the basis of Academic Achievement. This study attempted to build a discriminated function model to identify high school students on the basis of academic achievement. To study the best discriminating variables that can be selected according to their ability to discriminate between high academic achievers and low academic achievers. Method: The sample of the study comprised 415 students randomly drawn from three types of high schools of Kottayam District. The tools used to collect the data included total marks obtained by the Navodaya Vidhyalaya students in the half yearly examination, Thinking Creatively with Word’s by Baquer Mehdi and socio-economic status Scale by Bharadwaj, Gupta and Chauhan. The collected data were analyzed using mean, S.D. Chi-square, ANOVA and multiple regressions. Findings: (1) It was found that performance differences between boys and girls were marginal and not statistically significant. Hindus and Christian students had a higher proportion in high academic achiever (HAA) as compared to Muslim students. (2) There existed a significant difference in academic achievement of students belonging to different religions in Kottayam District. (3) A discernible difference was found between English medium and Malayalam medium students in their academic achievement. (4) It was found that Navodaya Vidhyalaya promoted Academic Achievement followed by unaided schools. The lowest mean was obtained by the students of the Government Schools. English medium students performed better academically than Malayalam medium students. (5) It was found that Socio-economic status had the highest correlation with discriminant function D (creative thinking). Radha, M.

The relatedness of field-dependence to tasks of cognitive ability and Academic Achievement. This study examined the relatedness of field-dependence to tasks of cognitive ability and academic achievement. Method: Sixty Anglo American and 60 Mexican American 4th Grade students, whose primary home language was English, served as subjects. Students completed a series of associative-memory and reasoning ability tasks. Findings: (1) Field-dependence evidenced a strong relationship with a non-verbal test of reasoning ability tasks as well as with measures of reading and math achievement. (2) Ethnic differences in the field dependence construct were not found although ethnic differences in academic achievement were evidenced. (3) Achievement differences between Anglo and Mexican American students became nonsignificant, however, when parental level of education was controlled statistically. Finally, the best predicator of academic achievement was found to be a three-variable combination, which consisted of a field-dependence task, a non-verbal test of reasoning ability, and the student’s parental level of education. Kush, C. J.

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(1997)

(1996)

114

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

The impact of teacher’s behavior in terms of management of available learning resources on scholastic achievement and interest of Standard V primary school children. The present study attempted to study the impact of teacher’s behavior in terms of management of available learning-resources on scholastic achievement and interest of Standard V primary school children. Method: The sample comprised of 90 students of Class V studying in four schools of Baroda City, covering state government schools, private aided schools, corporation schools, central schools and public schools. The tools used to collect the data included Shukla’s Test of Measuring Intelligence; Achievement Test Interest Inventory and Socioeconomic Status Inventory. The data were analyzed using ANOVA. Findings: (1) It was found that the achievement in English, Mathematics, science and social studies of students in well managed schools of learning resources was significantly higher than the achievement among the poorly managed schools of learning resources. (2) On Hindi achievement when intelligence was taken as a co-variate, the two quality managed schools did differ significantly, while, on Hindi (with SES as a co-variate) and Gujarati achievement, the two quality managed schools did not differ significantly. (3) The mean interest scored of students from schools with well management of learning resources was significantly higher than that of students from schools with poor management of learning resources. (4) The management of learning resources and interest of Standard V students towards teaching learning were directly related. Joshi S. Biswal A.

(1996)

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The effect of demographic variables and attributes of Achievement of 8th-grade algebra students. This study examined the effect of demographic variables and attributes on achievement th of 8 -grade algebra students participants (N=107) in 4 classes completed a questionnaire that determined demographic characteristics. They also completed attitude scales at the beginning and end of the school year. Dependents measures were the North Carolina State End-of-Grade Mathematics Test and North Carolina State End-of-Course Algebra I Test, which were required of all students. Findings: (1) Ethnicity, Socio-economic status, and attitude significantly affected mathematics scores. (2) On the attitude measure, post scores were significantly less positively than were pre scores. (3) There was a significantly difference in schools that was explained partially by qualitative observations of variation in teacher quality. Mc-coy L. P.

(1996)

Verma, B. P. and Negi S.

(1995)

Differences of academic motivation of tribal and non-tribal male and non-tribal male, tribal female and non-Tribal female adolescent students.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

This study attempted to ascertain the differences of academic motivation of tribal and non-tribal, tribal male and non-tribal male, tribal female and non-tribal female adolescent students. Method: The sample of the study comprised of 225 tribal adolescents (120 males and 105 females) drawn from six tribal secondary schools of district Udaipur (Rajasthan) and 230 non-tribal adolescent students (130 male and 100 female) studying in six Government secondary schools of district Udaipur. The subjects were selected by using random cluster sampling technique. The Keel’s Academic Motivation Questionnaire by Hartley. Hold and Hogarth (Hindi version by Verma) was used as a tool to collect the data. The obtained data were analyzed by ttest. Findings: (1) It was found that the non-tribal adolescent students had significantly higher level of academic motivation as compared to tribal adolescent students (2) In both subgroups of male and female, male and female non-tribal adolescents superseded their adolescent counterparts. (3) In tribal and non-tribal groups, sex differences did not come out to be a significant differentiating factor with reference to academic motivation. Effects of Socio-Psychological environment of family on Academic Self-Concept and Achievement in science of Junior Secondary School Students. This study investigated the effects of socio-psychological environment of family on academic self-concept and achievement in science of Junior Secondary School Students. The sample comprised of 291 students covering 187 boys and 104 girls studying in class 8th in five different schools of Shahdol district of Madhya Pradesh. Findings: (1) ‘Control’ and ‘protectiveness’ dimensions of home environment were positively and significantly related with both academic Self-Control and academic achievement in science. (2) ‘Nurturance’ ‘rejection’ and ‘permissiveness’ dimensions of home environment were negatively and significantly related with achievement in science whereas ‘social isolation’ was related with academic self-concept in science. (3) The homes of high academic Self-Concept students were controlled, protective, socially isolated and less permissive. (4) The homes of high achievers in science were controlled, protective punishing, less nurtured, less rejected and less permissive. Padhi, J. S.

(1994)

Relationship between Creativity, Intelligence and Academic Achievement in different subjects of 10th graders. This study explored relationship between Creativity, Intelligence and Academic Achievement in different subjects of 10th graders. Method: The sample comprised of 600 class 10th students, 300 boys (150 rural, 150 urban) 300 girls (150 rural, 150 urban) selected through stratified random sampling technique from 300 high/higher secondary schools of Patiala, district of Punjab. The tools used were Torrance Test of Creative Thinking (verbal form A) and Sa-

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Kaur, Parvinder

(1992)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

moohik Mansik Yogyata Pariksha by R.K. Tandon, apart from marks of students in the class 10th annual examination conducted, by Punjab School Education Board. Product moment correlation, Partial correlation, multiple correlation and coefficient determination for relative predictive efficiency, f-ratios for level of significance of R values was the statistics used for data analysis. Findings: (1) It was found that for males, intelligence was positively correlated with fluency, flexibility; originality and composite creativity were positively related with achievements. Punjabi, Hindi, English, (2) Mathematics and General Science and originality and composite creativity were positively and significantly related to achievements in each of the five subjects. A study of Intelligence, Socio-Economic Status, Achievement Motivation and Academic Achievement with reference to pupil’s behaviour in classroom. The present study was conducted to study Intelligence, Socio-Economic Status, Achievement Motivation and Academic Achievement with reference to pupil’s behavior in classroom. Method: The sample comprised of 500 boys and girls of science and arts groups drawn by random purposive sampling technique. The tools used included pupil’s behavior Inventory of Wade, Socio-Economic Status Scale by R.L. Bharadwaj, Achievement Motivation Test by D.G. Rao, Group Test of General Intelligence of S.S. Jalota and Achievement marks of high school examination. Mean, S.D., critical ratio and correlation were used to treat the data. Findings: (1) It was found that boys were higher than girls in Academic Achievement. Sex difference existed in Achievement Motivation. (2) Girls showed a non-significant relationship between socio-economic status and academic achievement while this relationship was significant for boys.

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Rani, Radha

(1992)

Ngailiankim (1991) Selected variables associated with achievements in Mathematics. Caroline Objectives: (1) To find out the association between Attitude towards Mathematics and achievements in Mathematics. (2) To study Educational and Occupational Aspiration and Achievement in Mathematics. (3) To find Numerical ability, abstract reasoning space relations and achievement in Mathematics and (4) To observe various personality factors and achievement in Mathematics. Method: From the population of all classes 10th students studying in the central schools located in the states of Nagaland, Meghalaya and Manipur, 303 students concerning 163 boys and 140 girls were selected as sample for the study. Tools: The tools used were Achievement Test in Mathematics, Attitude Scale to measure attitude towards Mathematics, Educational Aspiration Scale of Sharma and Gupta, Occupational Aspiration Scale of Grewal Differential Aptitude Test and Cattell’s 14 High School Personality Questionnaire (HSPQ). Descriptive 117

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Statistical techniques together with chi-square Test and Contingency Co-efficient were used to treat the data. Findings: (1) There was a significant association between Attitudes towards Mathematics, Educational Aspiration, Numerical ability, Abstract reasoning, Personality factors A, F, P.F. G and achievement in Mathematics. (2) None of the other variables studied showed association with in Mathematics.

Pupil’s Academic Achievement in relation to their Intelligence, Neuroticism and locus of control. Objectives: (1) To study the relationship among Academic Achievement, Neuroticism, Intelligence and Locus of Control. (2) To study Intelligence and neuroticism and locus of control. (3) To study neuroticism and locus of control. (4) To study sex and intelligence, neuroticism and locus of control. Method: The sample consists of 495 students selected by random sampling from 10 English medium schools in and around the town of chidambaram, South Arcot district of Tamil Nadu. Tools: The tools used to collect the data included Locus of Control, Questionnaire designed and standardized by the Kundus Neurotic Personality Inventory, Mehrotras Mixed Type Group Test of intelligence, the school marks and personal data sheet, Student’s t-test and correlation were used for data analysis. Findings: (1) Girls had a significantly higher academic achievement than boys. (2) There was a significant difference in the intelligence of boys and girls. (3) There was no difference between boys and girls in the locus of control. (4) Academic achievement showed a positive and significant correlation with intelligence.

Devi, U. A.

A study of relationship among Intelligence, Self-Concept and Academic Achievement of pupil’s of standard 10th of Semi-urban and rural areas of Sihore Taluka. This study explored relationship among Intelligence, Self-Concept and Academic Achievement of pupil’s of standard 10th of semi-urban and rural areas of Sihore Taluka”. Method: Out of the total population of about 500 pupil’s of grade 10th of Sihore Taluka, 305 pupil’s (61%) were selected randomly from 8 schools out of which two were from semi-urban area. The sample from semi-urban area consisted of 60 boys and 67 girls. From six schools located in rural areas, 169 boys and 69 girls were selected. The sample was selected by stratified random cluster sampling method. The tools used were J.H. Shah’s Self-Concept Inventory and Desai Bhatt Group Intelligence Test. To evaluate pupil’s academic achievement, the marks were obtained. Subjects at the Gujarat state Secondary Education Board were taken into consideration and were converted into percentage. Mean, S.D., t-test and person’s product moment correlation were used to treat data. Findings: (1) It was found that there was no sex difference in SelfShah, J. H.

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(1990)

(1990)

118

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Concept either in semi-urban or rural areas. (2) There was no sex difference in the DIQ’S (Deviation Intelligence Quotient) either in semi-urban or rural areas. (3) There was significant difference in Academic Achievement in favor of boys in both semi-urban and rural areas. (4) There were positive and linear correlation among Self-Concept, Intelligence Quotient and Academic Achievement in both types of areas. A study of achievement-motivation, Occupational Aspiration and academic achievement of Adolescents in different types of school climate in Aligarh district. Problem: The study is on the effect of school climate on certain personality characteristics of the child. Objectives: (1) To find out the Occupational Aspirations of adolescents. (2) To find out the relationship between achievement motivation and academic achievement of different groups and (3) To find out significance among achievement-motivation, occupational aspiration and academic achievement of adolescents in different types of school climates. Method: The sample comprised 1000 male and female students of class 10th studying science and arts in the schools of rural and urban areas of Aligarh district using random sampling procedures. The tools used were Occupational Aspiration Scale of Grewal, Organizational Climate Description Questionnaire of Halpin and Craft, Achievement-Motivation test of Rao. Statistical measures used mean, S.D. and critical ratio. Findings: (1) Boys-girls, rural-urban students, science-art students significantly differed in their academic achievement, occupational aspiration and achievement motivation. (2) The coefficient of correlation among achievement motivation, occupational aspiration and academic achievement were significant. (3) All the correlates obtained on the basis of school climate were significant. Saraswat, Anil

Roles of academic achievement and school Background in SelfConcept, Self-Disclosure and Inferiority Feeling among students of Kumaun Hills. The study was designed to investigate the role of academic achievement and school background in Self-Concept, Self-Disclosure and Inferiority Feeling among the students of Kumaun Hills. Objectives: (1) To identify the nature and degree of relationship between study habits and study skills of polytechnic students. (2) To find the significant differences in the mean achievement in study habits and study skills among the students of different years, (3) To describe the consistency of scores in the two inventories among the sample selected for collecting data, 2 Method: The sample for the study consisted of 180 class 11th student’s studying in 3 types of schools 60 of the students were low achievers, 60 were average achievers and 60 were high achievers. Mohsin’s Self-Concept Concept Inventory was used for assessment of Self-

Panwar, P. S.

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(1988)

(1986)

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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Concept; Singh’s Self-Disclosure Inventory was used for measurement of Self-Disclosure and Polio inferiority Questionnaire was used for measurement of feeling of inferiority. Findings: (1) Academic Achievement has significant effect on Self-Concept. (2) Home background has significant effect on Self-Concept. (3) School background has significant effect on Self-Concept. (4) Academic achievement had significant relationship with feeling of inferiority. (5) There was no significant effect of school background on feeling of inferiority.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

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CHAPTER – 3 METHODOLOGY AND PROCEDURE Research is an activity directed towards the solution of a problem, characterized by systematic and logical enquiry aimed to develop generalizations. Principles, theories and that prove to be helpful in predicting future occurrence. Research is characterized by patient and unburied activity right from the identification of the problem to the last step of writing a research report. Any study cannot be meaningful unless the scientific techniques such as tests and tools are administered accurately. The systematic knowledge gained and collected around facts pushes off the clouds of ignorance. This amounts to a proper selection of the tools of investigation increasing the existing fund of knowledge. Before conducting a scientific research one must formulate a proper paradigm to collect the relevant information and to analyze it in a meaningful ways. The appropriateness of the sample and the statistical devices which one employs to analyze the data to arrive at a reliable and valid conclusions and generalizations will help one to understand and predict the variables under investigation. The nature of the problem determines which basic design is most appropriate and how the design should be tailored to meet those needs of the investigation. Therefore it is of paramount importance to a researcher before embarking on any design in to from various angles that are involved in the problem. The common idea of methodology is the collection, the comparative study, and the critique of the individual methods that are used in a given discipline or field of inquiry. It can be defined as “a body of methods, rules and postulates employed by a discipline”, or a particular procedure or set of procedures of inquiry in a particular field”. Any piece of research is incomplete without a proper plan of action. Research designs have been broadly classified under some well established patterns and are widely used in various disciplines. The descriptive, Historical and Experimental research models have been widely used by researchers in education. Research designs have been defined by different social scientists in different terms. All these definitions emphasize systematic methodology in collecting accurate information for interpretation. Kerlinger (1973) has explained and analyzed the basic characteristics for the formulation and procedural techniques of research design. He has rightly said, “A research design sets up the framework for ‘adequate’ tests of the relations among variables. Designs tell us, in a sense, what observations to make, how to make them and how to analyze the quantitative representations of the observations. A design tells us what type of statistical analysis to use. Finally, an adequate design outlines possible conclusions to be drawn from the statistical analysis”. William Zikmund (1988) has described research as “a master plan specifying the methods and procedures for collecting and analyzing the need information”. According to Henry Manheim (1977) “research design not only anticipates and specifies the seemingly countless decisions connected with 121

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

carrying out the data collection processing and analysis but it presents a logical basis for the decisions”. Martin Bulmer (1947) has said that “research design is the specification of the problem, conceptual definitions, derivation of hypothesis, to test, and defining a population to be studied”. Miller has defined research design “as the planned sequence of the entire process involved in conducting a research study. In the words of Ackoff Russell (1961) research design is planning various phases and procedures relating to the formulation of research efforts”. He further explains it as, an arrangement of the essential conditions for collection and analysis of data in a form that aims at combining relevance to research purpose with economy in the procedure”. Selltez et al. (1959) indicates that “research designs are closely linked to an investigator’s objectives. Accordingly, then specify that research designs are exploratory, descriptive/ experimental in nature”. For appropriate methodology and design one has to make one’s research problem clear in terms of objectives. For accomplishment of the objectives, the following design was adopted. Method and Design The method employed for the purpose of the present study descriptive method of research. This method has been the most popular and widely used method of research in social sciences and education. Through this method the study is designed to obtain the pertinent and precise information concerning the current status of the phenomena and also to draw valid conclusions from the facts discovered.

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Sample The sample for the present investigation consisted of 500 adolescents 250 rural (125 male and 125 female) and 250 urban 125 (male and 125 female). The schools from the two districts have been selected on the basis of systematic random sampling technique. The list of schools was taken from office of the directorate of school Education. The sample was taken randomly from the 12th class students of various Higher Secondary Institutions of District Srinagar and Baramulla, of Kashmir. The following schools were selected as sample subject for the present investigation. The school wise breakup of the sample is shown as under:

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

List of Higher secondary Schools in District Srinagar Name of the Schools

Sr. No.

Name of the Schools

1.

Govt. Girls Higher Sec. school Sonwar

14.

Govt. Boys Higher Sec. school Jawahar Nagar

2.

Govt. Girls Higher Sec. school Amirakadal

15.

Govt. Boys Higher Sec. school Soura

3.

Govt. Girls Higher Sec. school Soura

16.

Govt. Boys Higher Sec. school Zainakoot

4.

Govt. Girls Higher Sec. school Kothibagh

17.

Govt. Boys Higher Sec. school M. P. S. S.

5.

Govt. Higher Sec. school Khanyar

18.

Govt. Boys Higher Sec. school Nawakadal

6.

Govt. Girls Higher Sec. school Nawakadal

19.

Govt. Boys Higher Sec. school Tailbal

7.

Govt. Girls Higher Sec. school Chanapora

20.

Govt. Boys Higher Sec. school Hazratbal

8.

Govt. Girls Higher Sec. school Nishat

21.

Govt. Boys Higher Sec. school Nowhatta

9.

Govt. Girls Higher Sec. school Nowhatta

22.

Govt. Higher Sec. school Palpora

10.

Govt. Girls Higher Sec. school Zaldagar

23.

Govt. Boys Higher Sec. school Zadibal

11.

Govt. Girls Higher Sec. school Zadibal

24.

Govt. Higher Sec. school Batamaloo

12.

Govt. Girls Higher Sec. school Batamaloo

25.

Govt. Higher Sec. school Zaldagar

13.

Govt. Boys Higher Sec. school S.P.

26.

Govt. Higher Sec. school Shalimar

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Sr. No.

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List of selected Higher Secondary schools in District Srinagar

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Sr. No .

Name of the school

Govt. Higher School

Sec.

1.

Govt. Higher School

Sec.

2.

Sec.

3.

Govt. Higher School Govt. Higher School

Sec.

4.

Location

Boys

Girls

Total Sample Taken

Soura

29

21

48

Nawakadal

25

33

58

Nowhatta

33

34

67

Batamaloo

39

38

72

125

125

250

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

List of Higher Secondary schools in District Baramulla Sr. No.

Name of the Schools

Name of the Schools

1.

Govt. girls Higher Sec. School Singhpora Kalan

13.

Govt. boys Higher School Baramulla

2.

Govt. girls Higher Sec. School Uri

14.

Govt. girls Higher Sec. School Palhalan

3.

Govt. girls Higher Sec. School Pattan

15.

Govt. girls Higher Sec. School Goshbugh

4.

Govt. girls Higher Sec. School Mirgund

16.

Govt. girls Higher Sec. School Sopore

Govt. girls Higher Sec. School Baramulla

17.

Govt. boys Higher School Hadipora

Sec.

5.

18.

Govt. boys Higher School Bomai

Sec.

6.

Govt. girls Higher Sec. School Boniyar Govt. girls Higher Sec. School Fatehgarh

Sec.

19.

Govt. boys School Pattan

Higher

7.

20.

Govt. boys Higher School Rohama

Sec.

8.

Govt. girls Higher Sec. School Town Baramulla Govt. girls Higher Sec. School Nowpora

21.

Govt. Boys Higher School Nowpora

Sec.

9.

22.

Govt. Boys Higher School Mirgund

Sec.

10.

Govt. boys Higher Sec. School Boniyar Govt. boys Higher Sec. School Uri

23.

Govt. boys Higher School Fatehgarh

Sec.

11.

24.

Govt. boys Higher School Sopore

Sec.

12.

Govt. boys Higher Sec. School Delina

Sec.

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Sr. No.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

List of selected Higher Secondary schools in District Baramulla Sr. No.

Name of the school

Location

Boys

Girls

Total Sample Taken

1.

Govt. Higher Sec. School

Pattan

26

20

46

2.

Govt. Higher Sec. School

Boniyar

31

41

72

3.

Govt. Higher Sec. School

Nowpora

27

31

58

4.

Govt. Higher Sec. School

Sopore

41

33

74

125

125

250

Selection of the Tools Selection of the tools is very important in any research study. If appropriate tools are not used, the investigator may be misled and the efforts of the investigator would go waste as he would not be able to achieve the objectives of the study. An investigator has to look for such procedural techniques and tools which will answer his pursuits or hypotheses objectively. A competent investigator therefore looks into the possible measures which can help him in arriving at the desired results. As such the tools used for the present study were selected in a manner to achieve an optimum level of the study. Since the study principally contained variables namely Self-Concept, Learning Styles, Study Habits and Academic Achievement therefore such tools were decided to be chosen that can reliably and validly measure these variables. Accordingly, the investigator after screening a number of available tests selected the following tools to collect the required data. 1. Self-Concept Inventory (Real-Self and Ideal-Self) by Sagar and Sharma.

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2. Style of Learning and Thinking by D. Venkataraman. 3. Study Habits Inventory by Palsane and Sharma.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Description of the Tools Self-Concept Inventory Self-Concept developed by Sagar and Sharma (1971) was used. The inventory has two main items. These forms are “I am” (Real-Self) and “I would be” (Ideal-self). Self-Concept refers to the sum total of the person’s attitude and knowledge towards himself and evaluation of his achievements. This is a 67 item Inventory with a five-point scale developed by Sagar and Sharma. Each item is in the form of an adjective followed by an explanation in a very simple language. This has been done in order to overcome the possibility of varied interpretations of the adjectives by the subjects who fill this inventory. Self-Concept Inventory is a questionnaire in which subjects are required to give their own individual feelings. Scoring Procedure Each item in this inventory has been provided with 5-point rating scale. The weightage is given to each positive items as under: Very often About 50percent of time Often

1 2 3

Rarely Very Rarely

4 5

Reliability Reliability of the Self-Concept is calculated by the test-retest method shown as under: Number

Reliability

Test-retest Self-Ideal discrepancies

150 150

0.81 0.72

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Method

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Validity The content validity of self-concept was established by Sagar and Sharma and the validity co-efficient of this Inventory was found to be 0.682. DIMENSIONS OF SOLAT TOOL The number of items that each dimension measures in two styles, of learning and thinking are following. I. Learning Styles Verbal

1 to 5 items

Content preference

6 to 10 items

Class preference

11 to15 items

Learning preference

16 to 20 items

Interest

20 to 25 items

Logical/Fractional

26 to 30 items

Divergent/Convergent

31 to 35 items

Creativity

36 to 40 items

Problem solving

41 to 45 items

Imagination

46 to 50 items

II. Thinking Styles

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Reliability of the tool The reliability of the tool was measured by test-retest method. One month after the first test, retest was conducted to 300 students of 150 boys and 150 girls. The reliability coefficient of correlation for the right hemisphere function was found to be .65. The coefficient of correlation for the integrated scores was .71. These coefficients suggest that the SOLAT possesses reliability to a significant level. Validity-Content Validity Evidence A compilation of findings was made from an extensive survey of literature on specialized cerebral functions of the hemisphere (D. Venkataraman 1989). The items were constructed by attempting to translate research findings on hemisphericity into a multiple choice format, without representing particularly right hemisphere functioning or left hemisphere functioning. The original inventory consisted of 62 items, out of them 12 were deleted on the basis of pilot study (Small group study) and opinion from the experts.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

The items were finally selected for inclusion based on the sustained expert’s opinion, from professors and doctors connected in the field of Psychology, and Neurosurgery respectively. Construct Validity Evidence The initial construct validity study was conducted by the author. The SOLAT was tested with 50 students from a variety of academic disciplines. As part of the course, each student took several tests of creativity which provided to construct validity evidence. Creative problem solving and creative thinking call for both left and right-hemisphere functions. Considerable evidence suggests that the essence of creative behavior calls for right-hemisphere functions and judgment, evaluation and elaboration require left-hemisphere functions. Concurrent Validity The Solat tool was constructed and validated with the help of standardized SOLAT tool constructed by Paul Torrance. To find out the validity of the tool, both the SOLAT tools, (i.e. Tool prepared by Paul Torrance and tool prepared by the investigator) were administered to 300 subjects. The correlation between the two test scores was .842 for the right hemisphere part; .621 for the left-hemisphere part and .678 for the integrated part. The correlation coefficients reveal that the SOLAT tool possesses reasonable level of concurrent validity.

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Description of SOLAT The initial version of style of learning and thinking (SOLAT TOOL) was intended for school children from eighth standard and up to college students, and consisted of 100 items based upon accumulated research findings concerning the specialized functions of the left and right hemispheres. Each item provided the respondent with three choices-one representing a specialized function of the right cerebral hemisphere, the second representing a parallel specialized function of the right hemisphere and the third is checking of both the items representing the integration of right and left hemisphere functions. Test takers asked to indicate which of the three specific styles of thinking and/ or learning best described about their own typical behavior. Answer Key Solat has an inbuilt scoring key which makes scoring easy. Count the number of first item of serials as ‘R’ (Right) and the number of second item of serials as ‘L’ (Left). If both the items are checked count it as ‘I’ (Integrated). There is no need to count if the items are not checked.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

The Concept of SOLAT Tool The right and left hemisphere preferences for information processing for the concepts selected were identified as indicated in the literature available and in the studies by others in the area and these preferences accepted as applicable for the study are listed in the table given below: SOLAT CONCEPTS CONCEPT: VERBAL Item No.

Right Hemisphere

Left Hemisphere

1.

Understanding movement of action

Understanding verbal explanations

2.

Talking while reading or writing

Getting things quite while reading or studying

3.

Learn best by instruction which uses visual presentation

Learn best by instruction which uses verbal presentation

4.

Likes to draw more pictures

Likes to talk and write

5.

Expression of feelings through music, dance and poetry

Expression of feelings through music, plain language (or open Mindedness)

CONCEPT: CONTENT PREFERENCE

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Item No.

Right Hemisphere

Left Hemisphere

1.

Interest in soft Sciences

Interest in hard sciences (Vocational Interest in engineering)

2.

Open ended lessons

Structured lessons

3.

Likes to learn through main Ideas/basic concepts

Likes to learn through details and specific facts

4.

Writing/likes fiction

Writing /non-fiction

5.

Learning through exploration

Learning through examine

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

CONCEPT: CLASS PREFERENCE Item No.

Right Hemisphere

Get clarity through logical reasoning.

1.

Get clarity while learning experimentally Learning everything by synthesizing

Understand better while learning Critically and analytically

3.

Likes concrete learning

Likes to learn in an abstract way

4.

Slow acquisition of habits

Likes to learn in an abstract way

Not well rounded play-fullness

Interested in games and sports

2.

Left Hemisphere

5.

CONCEPT: LEARNING PREFERENCE Item No.

Right Hemisphere

Left Hemisphere

1.

Divergent

Convergent

Concentrate with several things simultaneously

Concentrate with one thing at a time

2. 3.

Competitive

Individuality

4.

Unsocial, mysterious

Social, active

Greater tolerance and adjustment

No tolerance tendency

5.

CONCEPT: INTEREST Right Hemisphere

Left Hemisphere

1.

Invent something new and Imaginative

Improve upon something

2.

Likes to solve complex problem

Likes to solve simple problem

3.

Artistic and Aesthetic interest

Temporal interest

4.

More specialized in males

More specialized in females

5.

Interested in funny things

Not interested

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Item No.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

THINKING STYLE CONCEPT: LOGIC/FRACTIONAL Item No.

Right Hemisphere

Left Hemisphere

1.

Holistic approach

Fractional approach

2.

Recall faces

Recall names

3.

Retention and Recalling shapes and figures

Retention and Recalling and Numerical figures Analyzing speech and sounds qualities

4.

A good command over total memory and tonal Organizing analogical

Sequence of ideas analogical relationship

5.

capacity

to

show

the

CONCEPT: DIVERGENT/CONVERGENT Item No. 1.

Right Hemisphere

Left Hemisphere

Deductive learning

Inductive learning

Independent thinking

Mentally receptive and responsive to what hear and say

3.

Deep thinking while lying down

Deep thinking while sitting erect

4.

Easily find surroundings

5.

Likes to make guesses

2.

directions

in

strange

Easily find directions in familiar places

Not interested in guesses

CONCEPT: CREATIVE

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Item No.

Right Hemisphere

Left Hemisphere

1.

Creative thinking

Intellectuality

2.

Likes to pre-plan

Likes to day dream

3.

Intuitive

Intellectuality

4.

Judgments experience

5.

Playful approach in problem solving

through

feelings

and Logical approach in judgments

Business like approach

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

CONCEPT: PROBLEM SOLVING Item No.

Right Hemisphere

Left Hemisphere

1.

Absent mindedness

Never be absentminded

2.

Optimistic view

Pessimistic view

Absence of repression and suppression

Presence of repression and suppression

4.

Passive

Aggressive/short tempered

5.

Stronger determination and ambition

General

3.

CONCEPT: IMAGINATION

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Item No.

Right Hemisphere

Left Hemisphere

A strong memory and remembrance over images

Remembering about languages and pictures

1. 2.

Able to do through experiments

Possesses rational learning and Analytical

3.

Haptic and tactile perception

Lacks hap tic or tactile perception

4.

Imagine and summarize

Outline

5.

Imaginary

Analysis

Administration of the Inventory The style of learning and thinking tool is constructed with simple sentences and can be easily administered in a group. It can be administered from eight standards and up to graduation or post graduation. The Solat Tool can be administered to the students below 8th standard but it is not recommended since they may check the items vaguely against their preferred style, understanding the partial or different meaning of the items. Good testing conditions should be arranged and maintained throughout testing. They should be ordered to be quiet, as distractions are possible. The temperature of the room should be comfortable. Make sure that the decisions making process is clear. For each item, there are two statements, and there are four ways to respond: 1. Check the first statement if it describes you. 2. Check the second statement if it describes you. 3. Check both statements, if both are applicable to you. 4. Check neither statements, if both are not applicable to you. 133

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Students should record their responses in the blank on the test sheet. They should examine their responses thoroughly to make sure that they have made firm marks which will enable to assess hemisphere dominance correctly.

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Scoring Procedure To score your Solat test In the tool, against serial numbers 1 to 50, checking of the first items indicates right hemisphere; second items indicates left hemisphere; and checking of both the items indicates integrated hemisphere; or whole brained. 1. First Count the number of items you checked both boxes for an item, and write that number in box “W”. 2. Second Count the number of items you checked only for an item, and write that number in box “L”. 3. Third Count the number of items you checked only “R” for an item, and write that number in box “R”. The hemisphericity dominance is determined on the basis the highest score in three categories of dominance, as far as a group testing or score is concerned. Study Habit Inventory The study Habits of the individual cover mainly the study habits in eight areas, viz. (1) Budgeting Time (2) (Physical conditions for study reading (3) Reading Ability (4) Note Taking (5) Learning Motivation (6) Memory (7) Taking Examination (8) Health Poor study habits are one of the important causes of educational backwardness. The potential of any one for full scholastic achievement is hardly ever realized due to many factors, Attempts are made to remove obstacles to higher attainments by improving the quality of instruction, instructional materials, educational environment and so on. On the part of the student also, attempts are made to improve his motivation, interest and work habits so that he can make maximum of his potential. When it is said that attempts are made, this is true of a few progressive countries and a few progressive schools only. Largely the concern for quality and optimization is lacking in our country. This inventory is only a small attempt at making the teachers, the students and parents aware that certain study habits are good and conducive to better achievement.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Purpose 1. When students want to know about their study habits they can use this inventory to find out whether they should make any improvements and if so in what direction. 2. This inventory can be used by the teachers and counselors for giving proper guidance to the students who should improve their study habits. They can help these students in the optimum use of their valuable time and energy. 3. Parents can also use this inventory to guide their children. The items of the Inventory belong to the following eight areas:Budgeting Time It is important to plan the budget of study time. Time schedule helps to adjust the study periods and other activities according to the needs of the individual. The best way to budgeting the time is to keep the record of all activities throughout the day for one week. The analysis of this diary will help in budgeting the time, students can optimize their success in study as well as their extra-curricular activities.

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Physical Conditions for the study Physical conditions play an important part in study habits. The place for study should be calm and quiet. It should be clean and there should be proper illumination and ventilation. Furniture should be comfortable. There should be sufficient light. One should use diffused light. Study table should be clean and contain only and all the necessary things e.g. papers. Pens, books, pencils, etc. Reading ability Reading is the basic skill in any kind of study. Reading ability includes various factors as good vocabulary, speed of reading, comprehension; independent selection of appropriate material for reading and locating information. One should be able to read at least 300 words per minute in his mother tongue, 75 to 100 words in any foreign language. One must try to build up a good vocabulary by remembering the precise meaning of the words. Speed of reading is also an important factor. Silent reading is always faster than loud reading. It’s necessary to adjust the speed of reading according to the importance of matter. Technical matter requires more time than usual one. An individual should try to understand what he is reading and should be able to summarize the main ideas.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Note Taking Taking notes in the classroom is an important learning activity. Taking notes from books also helps a great deal in study. There are different ways of taking notes. One may copy everything from book. One may take down only important paragraphs or one may take down the headings and sub-heading’s and important key paras to make an outline. Paraphrasing in one’s own words and summarizing is supposed to be the best way of making one’s notes. Ii is a good practice to combine class notes and notes from books to make a final note. With the help of regular practice note taking can become a habit. Factors in Learning Motivation Apart from ability to learn, desire to learn is an important consideration. If one is genuinely interested in learning he may learn quickly and retain it for a long time. There are individual differences in capacity to learn. Everybody can improve with extra efforts. Spirit of competition and co-operation helps in learning one learns better in a group. Memory Improving memory means learning better. Distributing learning periods is preferable to continuous or massed learning. The better we learn the longer we retain. Over-learning helps in remembering for a longer period. Taking examinations Most of our examinations are essay type where a few questions are given and students are required to write long write long answer. It is good to prepare an outline and arrange the ideas properly; following a logical pattern of presentation and use of simple language is advisable. Separate ideas should be discussed in paragraphs. Headings and sub-headings should be properly placed. Important words and phrases may be underlined.

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Preparation for examination One should devote more time and attention to his weak points. A time schedule for study should be prepared. If one is regular in his study habits he is already prepared for the examination is necessary and can be achieved only after a good preparation. Use of Examination From the results one can find out and weak points. Knowledge of results can motivate an individual and direct his efforts.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Health: Regular and healthy habits of eating, exercise, recreation and sleep help in maintaining good health and sound mental state which is necessary to achieve success in the examination. The following table shows the items belonging to various areas. Areas

No. of items

Budgeting time

1, 2, 3, 4, 32.

Physical condition Reading ability

5, 6, 7, 8, 9, 43. 10, 13, 14, 15, 16, 17, 22, 28.

Note taking

11, 18, 19.

Learning motivation

20, 21, 23, 24, 25, 40.

Memory

12, 26, 27, 37.

Taking examinations

29, 30, 31, 33, 34, 35, 36, 38, 39, 42.

Health

41, 44, 45.

Administration of the Inventory The inventory can be administered to individuals as well as in groups of 25 to 50. Still larger number can be handled with the help of assistant supervisors and the public address system (Loud speaker). The subjects should be seated comfortably and as far as possible should not have a chance to talk other students or glance at their answers. There should be good ventilation and light in the room. By explaining the purpose of the test the supervisor should try to get full cooperation from the students. The inventory is self administering. All the instructions are printed on the front page of the inventory. The supervisor should read these out to the students and explain to them whatever is necessary. The following points should be emphasized:

1.

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2. 3. 4.

The results are useful only if the subjects give honest answers. The needed bio-data should be filled on the page of inventory. The test administrator should see this personally. Although there is no time limit, the subjects should complete the entire inventory within 20 to 25 minutes. The answers of the individuals will be kept confidential.’ If the subjects have any difficulty in understanding the meaning of the words statements the test administrator may be consulted.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

c) Scoring The procedure of scoring is quite simple. For ‘Always’ or ‘Mostly’ response, score of 2 is awarded, whereas 1 and 0 scores are to be given for ‘Sometimes’ or ‘Never’ response respectively. Sr. No.

Response

Score

1.

Always or Mostly

2

2.

Sometimes

1

3.

Never

0

In case of statement Nos.6, 9, 13, 15, 24, 26, 34, 36, 37, 41 and 42 the weightage of scoring is reversed and it is 0, 1 and 2 for ‘Always’, ‘Sometimes’ and ‘Never’ responses respectively. The maximum obtainable score is 90. Higher score indicates good study habits. d) Reliability The reliability of the inventory is determined by two methods 1. The reliability coefficient was found to be .88 by test retest method (with an interval of 4 weeks) on a sample of 200 male students of undergraduate classes. 2. The reliability coefficient was found to be .67 (with an interval of3 months) on a sample of 60 girls studying in intermediate classes. 3. Using split half technique on 150 boys of intermediate and undergraduate classes, the coefficient of correlation was found to be .56 between odd and even items.

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e) Validity The inventory, besides having high face validity, has the other validity coefficients which are below: With External criterion (Similar type of Study Habit Inventories) Sr. No.

Name of other tests

N

Validity coefficient

1.

Study Habit Inventory

80

.69

2.

Mukhpadhyaya and Sansanwal Test of Study Habits and Attitudes C.P. Mathur

80

3.

Study Habit Inventory B.V. Patel

80

.74

4.

Study Involvement Inventory Bhatnagar Asha

80

.83

.67

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

2) With other variables Measure Sr. No. 1.

Name of other tests

N

Validity coefficient

50

.46

50

.42

Verbal Achievement Motivation Test V.P. Bhargava

2.

Scholastic Achievement Examination)

(total

Marks

in

Annual

3.

Level of Aspiration- Shah

50

.58

4.

Projective Test of Achievement and Bhargava Motivation P. Deo

50

.53

5.

Reading Comprehension Test-Ahuja and Ahuja

50

.76

The above validity coefficients indicate that the inventory has sufficiently high validity with other similar inventories and allied Measures by other authors and have significant relationship with other variables which influences the study habits and academic performances. For research purposes, the inventory can be safely recommended for use with the sample for which it has been prepared.

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Academic Achievement The academic achievement of the students was collected by giving them self-constructed information blank in which they had to give the aggregate marks of previous two classes i.e., 10th and 11th. This was then also confirmed from the school records of the respective schools.. c. Procedure The list of all the Higher Secondary Institutions was obtained from the office of the Directorate of School Education of District Srinagar and Baramulla. In order to collect the sample the investigator visited various higher secondary Institutions of District Srinagar and Baramulla of Kashmir. The Self-Concept, Learning Styles and Study Habits were administered to the sample subjects of 12th standard. These tests were administered among the sample subjects in their respective institutions and the scoring was strictly done as per the manuals of the tests. The academic achievement of previous two years i.e. 10th and 11th standard of the sample subject was collected from the official records of the Higher Secondary Institutions. d. Statistical Analysis The data has been analyzed by applying mean, S. D. and t-test.

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CHAPTER – 4 ANALYSIS AND INTERPRETATION OF THE DATA No precision in collection of data or selection of tools can guarantee the outcome of objectives unless the pooled information is adequately subjected to statistical inference. Analysis of data makes the raw data meaningful or to draw some results from the data after the proper treatment. However valid, reliable and adequate the data may be, it does not serve any worthwhile purpose unless it is carefully edited, systematically classified and tabulated, scientifically analyzed, intelligently interpreted and rationally concluded. Notwithstanding the precision of data computation, an investigator needs to be equally critical and selective in choosing an appropriate statistical method for the analysis of the data, because an inadequate statistical analysis will make the whole process a meaningless collection of tables and figures. It is pertinent to understand the objectives under investigation and to employ suitable statistical devices, so as to differentiate between the known variable and factors which interfere with their performances. Analysis of data is an important stage of the research process. It aims to provide a definition of qualitative and quantitative data analysis and opportunities to explore photographic, textual and numerical data analysis through providing worked examples and further opportunities for learners to develop knowledge and skills in data analysis. The program also aims to support the development of critical appraisal skills, through considering the critical review of research papers. Analysis of data is at great importance in the field of research. It is a process of inspecting, cleaning, transforming, and modeling data with the goal of highlighting useful information, suggesting conclusions, and supporting decision making. Statistical analysis refers to a collection of methods used to process large amount of data and report overall trends. There are a variety of ways in which researchers can approach data analysis, and it is notoriously easy to manipulate data during the analysis phase to push certain conclusions or agendas. For this reason, it is important to pay attention when data analysis is presented, and to think critically about the data and the conclusions which were drawn. Raw data can take a variety of forms, including measurements, survey responses, and observations. In its raw form, this information can be incredibly useful, but also overwhelming. Over the course of the data analysis process, the raw data is recorded in a way which will be useful. In the course of organizing the data, trends often emerge, and these trends can be highlighted in the write-up of the data to ensure that readers take note. Charts, graphs and textual write-ups of data are all forms of data analysis. These methods are designed to refine and distill the data so that readers can glean interesting information without needing to sort through all of the data on their own.

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The analysis of data constitutes an essential component of the research projects. The data as such has no meaning if it is not analyzed and interpreted properly. It represents the application of deductive and inductive logic to the research process. Careful analysis of data provides useful and in depth answers to the research questions in order to determine inherent facts, it involves breaking down existing complex factors into simple parts together in new arrangement for the purpose of interpretation. Interpretation refers to the task of drawing inference from the collected facts after an analytical and experimental study. In fact, it is a search for broader meaning of research findings. The task of interpretation has two major aspects viz. (1) the efforts to establish continuity in research through linking the results of given study with those of another, and (2) the establishment of some explanatory concepts. In one sense, interpretation is concerned with relationship within the collected data. The interpretation is the device through which the factors that seems to explain what has been observed by researcher in the course of study can be better understood and it also provides theoretical conceptions which serve a guide for further research. Any research literature on methodology and interpretation of results strictly cautions the researcher to interpret and explain the findings within the framework of objectives and hypothesis. In this way there is no place in the scientific research findings which go beyond the objectives under operation. The interpretation of data is of great importance in the field of research. The data has such as no meaning if it is not analyzed and interpreted properly. In short we can say bare facts, objectives, data never determines anything, it becomes significant only as interpreted in the light of accepted standards and assumptions and these standards in the final analysis are not susceptible of scientific determination….. In ordinary life we seldom deal with bare facts interpreted. This interpretation or evaluation is determined by the purpose to which we relate the facts.

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Table 1.0: Mean comparison of Male and Female adolescents on Ideal-Self (N=250 in each group) Group

Mean

S. D.

t- value

Level of significance

Male

235.72

50.32

7.86

Significant at 0.01 level

Female

267.79

40.64

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

The above table shows the mean comparison of Male and Female adolescents on IdealSelf Dimension of Self-Concept Inventory. The calculated t-value 7.86 exceeds the tabulated tvalue (2.58) at 0.01 level of significance, which reveals that there is a significant difference between Male and Female adolescents on Ideal-Self dimension of Self-Concept Inventory. The above result reveals that female adolescents have higher Ideal-Self than male adolescents. It further indicates that female adolescents have higher attitudes, knowledge of themselves and evaluation of their achievements than male adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Male and Female adolescents differ significantly on Self-Concept” stands accepted. Table 1.1: Mean comparison of Rural and Urban adolescents on Ideal-Self (N=250 in each group). Group

Mean

S. D.

t- value

Level of significance

Rural

268.92

38.63

5.81

Significant at 0.01 level

Urban

249.5

34.40

A perusal of above table shows the mean comparison of Rural and Urban adolescents on Ideal-Self Dimensions of Self-Concept Inventory. The calculated t-value 5.81 exceeds the tabulated t-value (2.58) at 0.01 level of significance which depicts that there is a significant difference between Rural and Urban adolescents on Ideal-Self dimension of Self-Concept Inventory. The table further reveals that rural adolescents have higher Ideal-Self than Urban adolescents. It further indicates that rural adolescents have higher attitudes, knowledge of themselves and evaluation of their achievements than urban adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural and Urban adolescents differ significantly on Self-Concept” stands accepted.

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Table 1.2: Mean comparison of Rural male and Rural female adolescents on Ideal Self (N=125 in each group) Group

Mean

S. D.

Rural Male

272.37

29.05

Rural Female

265.48

46.64

t- value

Level of significance

1.40

Insignificant

143

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

A quick look on above table shows the mean comparison of rural male and rural female adolescents on Ideal-Self Dimension of Self-Concept Inventory. The calculated t-value 1.40 is less than the tabulated t-value (1.96) at 0.05 level of significance which depicts that there is no significant difference between rural male and rural female adolescents. The above result clarifies that rural male adolescents have higher Ideal-Self than Rural female adolescents. It further indicates that rural male adolescents have higher attitudes, knowledge of themselves and evaluation of their achievements than rural female adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural male and rural female adolescents differ significantly on Self-Concept” stands rejected. Table 1.3: Mean comparison of Urban male and Urban female adolescents on ideal self (N=125 in each group). Group

Mean

S. D.

Urban Male

199.60

64.97

Urban Female

270.11

t- value

Level of significance

8.83

Significant at 0.01 level

34.10

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A quick glimpse on above table shows the mean comparison of urban male and urban female adolescents on ideal-self Dimensions of Self-Concept Inventory. The calculated t-value 8.83 exceeds the tabulated t-value (2.58) at 0.01 level of significance which depicts that there is a significant difference between urban male and urban female adolescents on Ideal-Self Dimension of Self-Concept Inventory. The above result reveals that urban female adolescents have higher Ideal-self than urban male adolescents. It further indicates that urban female adolescents have higher attitudes, knowledge of themselves and evaluation of their achievements than urban male adolescents. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Urban male and urban female adolescents differ significantly on Self-Concept” stands accepted.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Table 1.4: Mean comparison of Rural male and Urban male adolescents on ideal self (N=125 in each group). Group

Mean

S. D.

Rural Male

272.37

29.05

Urban Male

199.60

t- value

Level of significance

11.44

Significant at 0.01 level

64.97

A perusal of above table shows the mean comparison of rural male and urban male on Ideal-Self Dimension of Self-Concept Inventory. The calculated t-value 11.44 exceeds the tabulated t-value (2.58) at 0.01 level of significance which shows that there is a significant difference between rural male and urban male on Ideal-Self Dimension of Self-Concept Inventory. The above result reveals that rural male adolescents have higher Ideal-Self than urban male adolescents. It further indicates that rural male adolescents have higher attitudes, knowledge of themselves and evaluation of their achievements than urban male adolescents. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Rural male and urban male adolescents differ significantly on Self-Concept” stands accepted. Table 1.5: Mean comparison of Rural female and Urban female adolescents on Ideal-Self (N=125 in each group). Group

Mean

S. D.

Rural Female

265.48

46.64

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Urban Female

270.11

t- value

Level of significance

0.89

Insignificant

34.10

A perusal of above table shows the mean comparison of rural female and urban female adolescents on Ideal-Self dimension of Self-concept Inventory. The calculated t-value 0.89 is less than the tabulated t-value (1.96) at 0.05 level of significance, which depicts that there is no significant difference between rural female and urban female adolescents. The result from the above table further indicates that rural female and urban female adolescents have similar attitudes, knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural female and urban female adolescents differ significantly on Self-Concept” stands rejected. 145

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Table 2.0: Mean comparison of Male and Female adolescents on Real-Self (N=250 in each group). Group

Mean

S. D.

Male

247.62

33.21

Female

252.77

t- value

Level of significance

1.74

Insignificant

32.80

A perusal of above table reveals the mean comparison of Male and Female adolescents on Real-Self dimension of Self-Concept Inventory. The calculated t-value (1.74) is less than the tabulated t-value (1.96) at 0.05 level of significance, which reveals that there is no significant difference between Male and Female adolescents on Real-Self. The above result clarifies that Male and Female adolescents have the same outlook towards their personality make-up such as attitudes, sentiments, temperaments, knowledge and achievements. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Male and Female adolescents differ significantly on Self-Concept” stands rejected.

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Table 2.1: Mean comparison of Rural and Urban adolescents on Real-Self (N=250 in each group). Group

Mean

S. D.

Rural

258.98

38.22

Urban

249.95

34.40

t- value

Level of significance

2.77

Significant at 0.01 level

A quick look of above table shows the mean comparison of Rural and Urban adolescents on Real-self Dimensions of Self-Concept Inventory. The calculated t-value (2.77) exceeds the tabulated t-value (2.58) at 0.01 level of significance which depicts that there is a significant difference between Rural and Urban adolescent’s. The above result further clarifies that rural adolescents have better attitudes, knowledge of themselves and evaluation of their achievements than the urban adolescents. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Rural and Urban adolescents differ significantly on SelfConcept” stands accepted.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Table 2.2: Mean comparison of Rural male and Rural female adolescents on Real-Self (N=125 in each group). Group

Mean

S. D.

Rural Male

252.48

28.23

Rural Female

248.4

t- value

Level of significance

1.02

Insignificant

34.56

A perusal of above table shows the mean comparison of rural male and rural female on Real-Self Dimension of Self-Concept Inventory. The calculated t-value (1.02) is less than the tabulated t-value (1.96) at 0.05 level of significance which reveals that there is no significant difference between rural male and rural female. The above result further clarifies that rural male and rural female adolescents have similar attitudes, knowledge of themselves and evaluation of their achievements. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural Male and Rural Female adolescents differ significantly on Self-Concept” stands rejected. Table 2.3: Mean comparison of Urban Male and Urban Female adolescents on Real-Self (N=125 in each group). Group

Mean

S. D.

Urban Male

242.76

37.54

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Urban Female

257.18

t- value

Level of significance

3.31

Significant at 0.01 level

30.94

A quick look on the table shows the mean comparison of Urban Male and Urban Female adolescents on Real-self Dimension of Self-Concept Inventory. The calculated t-value 3.31 exceeds the tabulated t-value (2.58) at 0.01 level of significance which depicts that there is a significant difference between urban male and urban female adolescents. The above result further clarifies that urban female adolescents have better attitudes, knowledge of themselves and evaluation of their achievements than urban male adolescents. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Urban Male and Urban Female adolescents differ significantly on Self-Concept” stands accepted.

147

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Table 2.4: Mean comparison of Rural Male and Urban Male adolescents on Real-self (N=125 in each group). Group

Mean

S. D.

Rural Male

252.48

28.23

Urban Male

242.76

t- value

Level of significance

2.31

Significant at 0.05 level

37.54

A perusal of the above table shows the mean comparison of Rural Male and Urban Male adolescents on Real-self Dimensions of Self-Concept Inventory. The calculated t-value 2.31 exceeds the tabulated t-value (1.96) at 0.05 level of significance which depicts that there is a significant difference between rural male and urban male adolescents. The above result further clarifies that rural male adolescents have better attitudes, knowledge of themselves and evaluation of their achievements than the urban male adolescents. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Rural Male and Urban Male adolescents differ significantly on Self-Concept” stands accepted. Table 2.5:

Mean comparison of Rural Female and Urban Female adolescents on Realself (N=125 in each group).

Group

Mean

S. D.

Rural Female

248.40

34.56

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Urban Female

257.14

t- value

Level of significance

2.11

Significant at 0.05 level

30.94

A perusal of the above table shows the mean comparison of Rural Female and Urban Female adolescents on Real-self Dimensions of Self-Concept Inventory. The calculated t-value 2.11 exceeds the tabulated t-value (1.96) at 0.05 level of significance which depicts that there is a significant difference between rural female and urban female adolescents. The above result further clarifies that urban female adolescents have better attitudes, knowledge of themselves and evaluation of their achievements than the rural female adolescents. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Rural Female and Urban Female adolescents differ significantly on Self-Concept” stands accepted.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Table 3.0: Mean comparison of Male and Female adolescents on Learning Styles (N=250 in each group) Group

Mean

S. D.

Male

29.21

5.83

Female

26.35

t- value

Level of significance

6.08

Significant at 0.01 level

5.15

A quick look on the above table shows the mean comparison of Male and Female adolescents on Learning Styles. The calculated t-value 6.08 exceeds the tabulated t-value (2.58) at 0.01 level of significance which reveals that there is a significant difference between Male and Female adolescents on Learning Styles. The above result further clarifies that male adolescents have better Verbal concept, content preference, class preference, learning preference, interest, logic fractional, divergent-convergent, creative, problem solving and imagination than female adolescents. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Male and Female adolescents differ significantly on Learning Styles” stands accepted. Table 3.1: Mean comparison of Rural and Urban adolescents on Learning Styles (N=250 in each group). Group

Mean

S. D.

Rural

28.76

23.91

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Urban

26.80

t- value

Level of significance

4.17

Significant at 0.01 level

36.60

A quick look on the table shows the mean comparison of Rural and Urban adolescents on Learning Styles. The calculated t-value 4.17 exceeds the tabulated t-value (2.58) at 0.01 level of significance, which depicts that there is a significant difference between rural and urban adolescents on Learning Styles. The above result further clarifies that rural adolescents have better Verbal concept, content preference, class preference, learning preference, interest, logic fractional, divergent-convergent, creative, problem solving and imagination than urban adolescents. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Rural and Urban adolescents differ significantly on Learning Styles” stands accepted.

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

Table 3.2: Mean comparison of Rural Male and Rural Female adolescents on Learning Styles (N=125 in each group) Group

Mean

S. D.

Rural Male

29.38

5.16

Rural Female

24.23

4.59

t- value

Level of significance

8.61

Significant at 0.01 Level

A perusal of the above table shows the mean comparison of rural male and rural female adolescents on Learning Styles. The calculated t-value (8.61) exceeds the tabulated t-value (2.58) at 0.01 level of significance, which depicts that there is a significant difference between rural male and rural female adolescents. The above result reveals that rural male adolescents have higher Learning Styles than Rural female adolescents. The above result further clarifies that rural male have better Verbal concept, content preference, class preference, learning preference, interest, logic fractional, divergent-convergent, creative, problem solving and imagination than rural female adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural male and rural female adolescents differ significantly on Learning Styles” stands accepted. Table 3.3: Mean comparison of Urban male and Urban female adolescents on Learning Styles (N=125 in each group). Group

Mean

S. D.

Urban Male

29.04

6.44

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Urban Female

28.47

t- value

Level of significance

0.75

Insignificant

5.65

A quick look on the above table shows the mean comparison of urban male and urban female adolescents on Learning Styles. The calculated t-value (0.75) is less that the tabulated tvalue (1.96) at 0.05 level of significance which depicts that there is no significant difference between urban male and urban female adolescents on Learning Styles. The above result clarifies that urban male and urban female adolescents have similar Learning Styles. It further clarifies that urban male and urban female adolescents have similar Verbal concept, content preference, class preference, learning preference, interest, logic fractional, divergent-convergent, creative, problem solving and imagination. Thus from the confirmation of the results the above table the

150

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

hypotheses (Chapter 1) which reads as, “Urban male and Urban female adolescents differ significantly on Learning Styles” stands rejected. Table 3.4: Mean comparison of Rural male and Urban male adolescents on Learning Styles (N=125 in each group). Group

Mean

S. D.

Rural Male

29.38

6.44

Urban Male

29.04

t- value

Level of significance

0.46

Insignificant

5.16

A perusal of the above table shows the mean comparison of rural male and Urban male on Learning Styles. The calculated t-value (0.46) is less than the tabulated t-value (1.96) at 0.05 level of significance which depicts that there is no significant difference between rural male and urban male on Learning Styles. The above result reveals that rural male and urban male adolescents have similar Learning Styles. The above result further clarifies that rural male and urban male adolescents have similar Verbal concept, content preference, class preference, learning preference, interest, logic fractional, divergent-convergent, creative, problem solving and imagination. Thus from the confirmation of the results the above table the hypotheses (Chapter 1) which reads as, “Rural male and Urban male adolescents differ significantly on Learning Styles” stands rejected. Table 3.5: Mean comparison of rural female and urban female adolescents on Learning Styles (N=125 in each group). Group

Mean

S. D.

Rural Female

28.47

5.65

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Urban Female

24.23

t- value

Level of significance

6.62

Significant at 0.01 level

4.59

A perusal of above table shows the mean comparison of rural female and urban female adolescents on Learning Styles. The calculated t-value (6.62) exceeds the tabulated value (2.58) at 0.01 level of significance, which depicts that there is a significant difference between rural female and urban female adolescents on Learning Styles. The table further reveals that rural 151

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

female adolescents have higher Learning Styles than urban female adolescents. The above result further clarifies that rural female adolescents have better Verbal concept, content preference, class preference, learning preference, interest, logic fractional, divergent-convergent, creative, problem solving and imagination than urban female adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural female and urban female adolescents differ significantly on Learning Styles” stands accepted. Table 4.0: Showing the mean comparison of Male and Female adolescents on Study Habits (N=250 in each group). Group

Mean

S. D.

Male

53.01

7.75

Female

55.35

t- value

Level of significance

3.44

Significant at 0.01 level

7.60

A perusal of above table shows the mean comparison of Male and Female adolescents on Study Habits. It reveals that Male and Female adolescents differ significantly in their Study Habits. The difference was found significant at 0.01 Level. The above result further clarifies that female adolescents have better budgeting time, Physical Conditions for the study, Reading ability, note taking, learning motivation, memory, preparation for examination, use of examination and health than male adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Male and Female adolescents differ significantly on Study Habits” stands accepted.

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Table 4.1: Mean comparison of Rural and Urban adolescents on Study Habits (N=250 in each group). Group

Mean

S. D.

Rural

51.86

7.54

Urban

56.50

t- value

Level of significance

10.76

Significant at 0.01 level

8.55

A quick look on above table shows the mean comparison of rural and urban adolescents on Study Habits. It reveals that rural and urban adolescents differ significantly in their Study Habits. The difference was found significant at 0.01 Level. The above result clarifies that urban 152

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

adolescents have better budgeting time, Physical Conditions for the study, Reading ability, note taking, learning motivation, memory, preparation for examination, use of examination and health than rural adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural and Urban adolescents differ significantly on Study Habits” stands accepted. Table 4.2: Mean comparison of Rural male and Rural female adolescents on Study Habits (N=125 in each group).

Group

Mean

S. D.

Rural Male

51.85

6.10

Rural Female

58.85

t- value

Level of significance

8.40

Significant at 0.01 level

7.23

A quick look on above table shows the mean comparison of rural male and rural female adolescents on Study Habits. It indicates that Rural Male and Rural Female differ significantly in their Study Habits. The difference was found significant at 0.01 Level. The above result clarifies that rural female adolescents have better budgeting time, Physical Conditions for the study, Reading ability, note taking, learning motivation, memory, preparation for examination, use of examination and health than rural male adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural Male and Rural Female adolescents differ significantly on Study Habits” stands accepted.

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Table 4.3: Mean comparison of Urban Male and Urban female adolescents on Study Habits (N=125 in each group). Group

Mean

S. D.

Urban Male

54.16

6.10

Urban Female

58.85

t- value

Level of significance

5.32

Significant at 0.01 level

7.95

153

Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

A perusal of above table shows the mean comparison of Urban Male and Urban Female adolescents on Study Habits. It reveals that Urban Male and Urban Female differ significantly in their Study Habits. The difference was found significant at 0.01 Level. The above result clarifies that urban female adolescents have better budgeting time, Physical Conditions for the study, Reading ability, note taking, learning motivation, memory, preparation for examination, use of examination and health than urban male adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Urban Male and Urban Female adolescents differ significantly on Study Habits” stands accepted. Table 4.4: Mean comparison of Rural Male and Urban Male adolescents on Study Habits (N=125 in each group). Group

Mean

S.D.

Rural Male

51.87

6.10

Urban Male

54.16

t- value

Level of significance

2.36

Significant at 0.05 level

9.11

A quick look on above table shows the mean comparison of rural male and Urban Male adolescents on Study Habits. It depicts that rural male and Urban Male adolescents differ significantly in their Study Habits. The difference was found significant at 0.05 Level. The above result clarifies that urban male adolescents have better budgeting time, Physical Conditions for the study, Reading ability, note taking, learning motivation, memory, preparation for examination, use of examination and health than rural male adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural male and Urban Male adolescents differ significantly on Study Habits” stands accepted.

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Table 4.5:

Mean comparison of Rural Female and Urban Female adolescents on Study Habits (N=125 in each group).

Group

Mean

S. D.

Rural Female

51.85

7.23

Urban Female

58.85

t- value

Level of significance

7.36

Significant at 0.01 level

7.95

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A perusal of above table shows the mean comparison of Rural Female and Urban Female adolescents on Study Habits. It reveals that Rural Female and Urban Female adolescents differ significantly on their Study Habits. The difference was found significant at 0.01 Level. The above result clarifies that urban female adolescents have better budgeting time, Physical Conditions for the study, Reading ability, note taking, learning motivation, memory, preparation for examination, use of examination and health than rural female adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural Female and Urban Female adolescents differ significantly on Study Habits” stands accepted. Table 5.0: Mean comparison of Male and Female adolescents on Academic Achievement (N=250 in each group). Group

Mean

S. D.

Male

69.99

12.78

Female

64.55

t- value

Level of significance

5.03

Significant at 0.01 level

11.54

A quick look on above table shows the mean comparison of Male and Female adolescents on Academic Achievement. It reveals that Male and Female adolescents differ significantly in their mean scores on Academic Achievement. The difference was found significant at 0.01 Level. The above table further reveals that Male adolescents have better Academic Achievement than Female adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Male and Female adolescents differ significantly on Academic Achievement” stands accepted.

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Table 5.1: Mean comparison of Rural and Urban adolescents on Academic Achievement (N=250 in each group). Group

Mean

S. D.

Rural

63.90

11.57

Urban

70.64

t- value

Level of significance

6.24

Significant at 0.01 Level

12.75

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Shazia, Siraj. Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of .

A perusal of above table shows the mean comparison of Rural and Urban adolescents on Academic Achievement. It reveals that Rural and Urban adolescents differ significantly in their mean scores on Academic Achievement. The difference was found significant at 0.01 Level. The above table further reveals that urban adolescents have better Academic Achievement than the rural adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural and Urban adolescents differ significantly on Academic Achievement” stands accepted. Table 5.2: Mean comparison of Rural male and Rural female adolescents on Academic Achievement (N=125 in each group). Group

Mean

S. D.

Rural Male

68.13

12.09

Rural Female

59.67

11.03

t- value

Level of significance

5.83

Significant at 0.01 level

A quick glimpse on above table shows the mean comparison of rural male and Rural Female adolescents on Academic Achievement. It indicates that rural male and Rural Female adolescents differ significantly in their mean scores on Academic Achievement. The difference was found significant at 0.01 Level. The above table further reveals that Rural Male adolescents have better Academic Achievement than Rural Female adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural male and Rural Female adolescents differ significantly on Academic Achievement” stands accepted.

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Table 5.3:

Mean comparison of Urban Male and Urban female adolescents on Academic Achievement (N=125 in each group).

Group

Mean

S.D.

Urban Male

71.85

13.44

Urban Female

69.43

t- value

Level of significance

1.51

Insignificant

12.03

A perusal of above table shows the mean comparison of Urban Male and urban Female adolescents on Academic Achievement. It indicates that urban male and Urban Female adolescents do not differ significantly in their mean scores on Academic Achievement. The above table 156

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further reveals that Urban Male and Urban Female adolescents are almost similar on their mean scores of Academic Achievement. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Urban Male and urban Female adolescents differ significantly on Academic Achievement” stands rejected.

Table 5.4: Mean comparison of Rural Male and Urban Male adolescents on Academic Achievement (N=125 in each group). Group

Mean

S. D.

Rural Male

68.13

12.09

Urban Male

71.85

13.44

t- value

Level of significance

2.31

Significant at 0.05 level

A perusal of above table shows the mean comparison of Rural Male and Urban Male adolescents on Academic Achievement. It depicts that rural male and Urban Male adolescents differ significantly in their mean scores on Academic Achievement. The difference was found significant at 0.05 Level. The above table further reveals that Urban Male adolescents have better Academic Achievement than Rural Male adolescents. Thus from the confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural male and Urban Male adolescents differ significantly on Academic Achievement” stands accepted.

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Table 5.5:

Mean comparison of Rural Female and Urban Female adolescents on Academic Achievement (N=125 in each group). Group

Mean

S. D.

Rural Female

59.67

11.03

Urban Female

69.43

12.03

t- value

Level of significance

6.73

Significant at 0.01 level

A quick look on above table shows the mean comparison of Rural Female and Urban Female adolescents on Academic Achievement. It reveals that Rural Female and Urban Female adolescents differ significantly in their mean scores on Academic Achievement. The difference was found significant at 0.01 Level. The above table further reveals that Urban Female adolescents have better Academic Achievement than the Rural Female adolescents. Thus from the

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confirmation of the results from the above table the hypotheses (Chapter 1) which reads as, “Rural Female and Urban Female adolescents differ significantly on Academic Achievement” stands accepted.

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CHAPTER – 5 DISCUSSION OF THE RESULTS Self-concept originates in the early months of life and is modeled and remodeled through repeated experiences, because the Self-Concept is learned, and no one is ever born with a selfconcept (Purkey, 1988). A Self-Concept is a person’s total view of him/herself (Hamachek, 1987). Self-concepts are not static and unchanging (Hamachek, 1987). The development of the self-concept begins with an awareness of the self as an entity separate from the rest of the environment (Brooks- Gunn and Lewis, 1984). The first part refers to cognitions and evaluations regarding relatively specific aspects of self. Ideal-Self, the second part of self-concept, comprises ideals for specific aspects of self and phenomenological goals. The final division of self is “Overall self-regard”, more commonly overall/total self-concept which is influenced by many factors such as ideal/real-self discrepancies (e.g. a short person has poor self-concept because it is believed that tallness is a good quality). These aspects of self-concept are entirely subjective but are also influenced by external factors. (Triandis, 1989) Cooley (1902) developed the concept of the “Looking-glass-self”. He defines it “as we see our face, figure and dress in the glass and are interested in them because they are ours and pleased or otherwise with them”. As in imagination we perceive in others mind, some thought of our appearance manners, aims, deeds, character, friends and so on and we are variously affected by it”. We know that self-concept determines not only the kind of goals, as suitable for a student to strive for, but also his level of learning. Learning is one of the fundamental areas in psychology. The theorists named already Pavlov; Toleman, Watson, and Skinner are some of the most influential in the entire discipline. Some of the earliest psychological research came from studies in animal learning conducted by Edward L. Thorndike in the 1890’s, Edwin R. Gurthrie in the early 1900’s and from Toleman, Pavlov, and others. One of the most important movements in psychology, behaviorism, was largely a learning-based approach. Watson founded this school of thought, described in his book Behaviorism (1925), in an effort to make psychology an objective and scientific field of research. He believed that all behavior could be explained by learning principles. Skinner extended and continued this field of thought beginning in the 1930’s and behaviorism dominated psychology for most of the next few decades. There are consistent ways to facilitate learning through the use of the senses or environmental stimuli, hemisphere specialization (i.e. right or left brain) auditory, visual, kinesthetic olfactory preferences or preferences for environmental conditions e.g. light, noise are examples of physiological styles. There are consistent ways of responding and using stimuli in the environment, how things are perceived and made sense of the most comfortable, expedient and pleasurable way to process information e.g. the student may utilize field dependent or independent impulsive or reflective cognitive styles. 159

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Learning is the transformation of internal representations. Learning may be said to have occurred if the mental processes by which one represents reality and internal understandings have been changed in enduring ways that are adaptive or advantageous to the individual. Anyamele (2004:136) citing Holloway provided the background for the discussion of the process of learning. They argue that any learning situation involves an interaction of three factor(s): a task to be accomplished, a style of learning it, and learning. In addition, they suggested that the model of learning the teacher operates on would be reflected in the interaction of these factors. One main distinction they marked is between “active” and “passive” learning. The passive model reflects behaviourist assumptions about the processes of learning and is based on a static conception of knowledge as a copy of reality, which has to be committed in its present form to the memory of the learner. In this view of knowledge, the task of the learner is a straight forward one, knowledge in this circumstance is objective, external and quantitative in the sense that the more one learns the better his chances of being regarded as a competent student (Ololube, 2009). It is clear that a learning style body of knowledge has been accepted into the educational literature and professional development agenda since the 1980s (Hickcox, 2006). James and Blank (1993) categorized learning styles into three realms: perceptual, cognitive, and affective. The perceptual realm includes up to seven ways learners take in and absorb information from their environment. According to Cherry (2002), these seven perceptual learning-style factors are aural (listening), haptic (touching or holding), interactive (verbalizing and discussing with others), kinesthetic (body movement), olfactory (employing the sense of smell), print (reading and writing), and visual (viewing pictures, images, objects, and activities). Bruce and Gerber (1995) characterized the different ways in which students experience learning e.g. memorizing, acquisition of facts, procedures which can be retained or utilized in practice, abstraction of meaning, and an interpretative process aimed at understanding reality. There are various other factors related to one’s ability which an individual cannot achieve, what he want one such important factor is academic achievement. Academic achievement becomes extremely important for students. Their academic achievement can be related to their choices of subject or streams and even their secondary school, university and scholarship. Although education is not the only road to success in the working world, much effort is made to identify, evaluate, track and encourage the progress of students in schools. Parents care about their children’s academic achievement because they believe that good academic results will provide more career choices and job security. Schools are also often influenced by concern about the school's reputation, which can hinge on the overall academic achievement of the school.

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A discussion based on this analysis is presented as under: (a) Ideal-Self of adolescents (b) Real-Self of adolescents (c) Learning Styles of Adolescents (d) Study Habits of adolescents (e) Academic Achievement of adolescents (f) (a) Ideal-Self of Adolescents Male and Female adolescents were compared on ideal-self dimension of Self-Concept Inventory; it was found that male adolescents have higher ideal-self than female adolescents, which indicates that male adolescents have higher attitudes, knowledge about themselves and evaluation of their achievements than the Female adolescents. These findings are in line with Rath Sangeeta Nanda Sumitra (2012) observed that the strength of association between personal self-concept and overall self-concept in boys is higher than girls. Sahranavard Maryam (2012) revealed that there is significant difference between male and female groups in science selfefficacy only male students have better Self-efficacy than female students. R. K. Adsul (2011) found that boys were better in intellectual Self-Concept than girls. Saif ud Din (2010) showed that the degree of congruence between self-concept and occupational self-concept was significant at first, second, third and fourth grades however, the degree of congruence between selfconcept was higher in males than that of females. Jassia A. (2010) revealed that Male higher secondary students have better Ideal-Self than the female higher secondary students. Rural and Urban adolescents too were compared on ideal-self dimension of Self-Concept Inventory. It was found that rural adolescents have higher ideal-self than urban adolescents, which reveals that rural adolescents have higher attitudes, knowledge about themselves and evaluation of their achievements than the urban adolescents. The above mentioned findings are quite in line with the findings of Deore L.D. (2012) who observed that there is significant difference between rural, tribal and urban students on self-confidence. However rural students have better self-acceptance as compared to urban students. Micki M. Caskey (2010) found rural adolescents have better selfconcept than urban adolescents. Rural male and rural female adolescents were compared on ideal-self dimensions of Self-Concept Inventory. Insignificant difference was found between rural male adolescents and rural female adolescents. The results clarify that rural male and rural female adolescents have similar attitudes, knowledge of themselves and evaluation of their achievements. Urban male and urban female adolescents were compared on ideal-self Dimensions of Self-Concept Inventory. It was found that urban female adolescents have higher IdealSelf Dimensions of Self-Concept Inventory. The results clarify that urban female have higher

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attitudes, knowledge of themselves and evaluation of their achievements than urban male adolescents. Rural male and urban male adolescents were compared on ideal-self Dimensions of SelfConcept Inventory. It was found that there is a significant difference between rural male and urban male adolescents on Ideal-Self. The results further indicate that rural male adolescents have higher Ideal-self than urban male adolescents. The results also clarify that rural male adolescents have higher attitudes, knowledge of themselves and evaluation of their achievements than urban male adolescents. Rural female and urban female adolescents were compared on ideal-self. Insignificant difference was found between rural female and urban female adolescents on Ideal-Self. The results further indicate that rural female and urban female adolescents have similar Ideal-Self Dimension of Self-Concept Inventory. The results also clarify that rural female and urban female adolescents have similar attitudes, knowledge of themselves and evaluation of their achievements. (b) Real-Self of Adolescents Male and female adolescents were compared on real-self. It was found that male adolescents and female adolescents showed no significant difference on Real-self when compared with each other. The results revealed that male and female adolescents have similar Real-Self, which depicts the same actual outlook of an individual’s towards his/her personality make up such as attitudes, sentiments, knowledge etc. The above mentioned finding’s are quite in line with the finding’s of Harrington Adam (2007), Gyanani T. C. (1999), Chattopadhyay M. K. (1998), Krishnan S. Santhana (1993), Banui (1992), Kale P. S. (1992), Gupta, Ashum (1991), Burwani, Rupa, (1991), Nayal Shanti (1990) and Kale, P.S. (1982) who revealed that boys and girls did not differ significantly in self-concept. Rural and urban adolescents, were compared on real-self dimension of Self-Concept Inventory, it was observed that rural adolescents have higher real-self than urban adolescents, which shows that the actual outlook of rural adolescents towards his/her total personality make up such as attitudes, sentiments, temperaments and knowledge. The above mentioned result is quite in tune with the findings of Qayoom Abdur (2007) who observed mean scores of private urban and rural school students on self-concept and classroom environment scale are significantly different from one another. However the significance of mean difference favours rural students. Shrivastava, K.S. (2002) the rural boys showed their increasing preferences towards flexible, non-individualistic, visual, field-dependent, long ‘attention Span’, motivation-centered and environment free Learning Styles. Rural male and rural female were compared on Real-Self Dimension of Self-Concept Inventory. It has been found that no significant difference existed between rural male and rural female.

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Urban Male and Urban Female adolescents were compared on Real-self Dimensions of Self-Concept Inventory. It was found that there is a significant difference between Urban Male and Urban Female. The above result clarifies that Urban Male and Urban Female adolescents have different attitudes, knowledge of themselves and evaluation of their achievements. Rural Male and Urban Male adolescents were compared on Real-self Dimensions of Self-Concept Inventory. It was found that there is a significant difference between Rural Male and Urban Male. The above result clarifies that Rural Male and Urban Male adolescents have different attitudes, knowledge of themselves and evaluation of their achievements. Rural female and urban female adolescents were compared on Real-self Dimensions of Self-Concept Inventory. It was observed that there is a significant difference between rural male and urban female. The above result clarifies that urban female have better attitudes, knowledge of themselves and evaluation of their achievements than rural female. (c) Learning Styles of Adolescents Male and female adolescents were compared on Learning Styles. It was found that male adolescents have high Learning Styles than female adolescents. The results revealed that male adolescents have high verbal, content preference, class preference, learning preferences and interests than female adolescents, which is quite in line with the findings of Sharma Parveen (2011) who found that male and female secondary school students were different in their learning-styles. However significance of mean difference favoured male adolescents. Humera S. (2010) showed boys possessed better sociological and physical stimulus of learning styles than girls. As Per the Annual Report of American Association of colleges of Pharmacy (2006) significant difference was noted in male female student’s preferences for reflective vs. active learning; however, male students possessed better reflective vs. active learning than female students. Delialiogu, Fatma (2003) noticed that male students scored higher in kinematic skill than female students. Busato V.V. (1998) found that the meaning directed learning, learning styles change was significantly different and the significance of mean difference favored male students. The results revealed that urban adolescents have better verbal concept, content preference, class preference, learning preferences and interests than rural adolescents, which is quite in line with the findings of Chauhan, R. S. (2004) who revealed that urban students had better learning styles than the rural students. Verma, Jagdish (1992) observed rural-urban differences in learning style of students; urban students had better learning styles than the rural students. Rural male and rural female adolescents were compared on Learning Styles. It was noticed that there is a significant difference between rural male and rural female adolescents. The result indicated that rural male adolescents have higher Learning Styles than Rural female adolescents. It also

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indicates that rural male adolescents have higher verbal, content preference, class preference, learning preferences and interests than rural female adolescents. Urban male and urban female adolescents were compared on Learning Styles. It was observed that there is no significant difference between urban male and urban female on Learning Styles. The above result clarifies that urban male and urban female adolescents have similar Learning Styles which reveals that urban male and urban female have similar verbal, content preference, class preference, learning preferences and interests. Rural male and Urban male adolescents were compared on Learning Styles. It was noticed that there is no significant difference between rural male and urban male on Learning Styles. The above result clarifies that rural male and urban male adolescents have similar Learning Styles. It further indicates that Rural male and urban male have similar verbal, content preference, class preference, learning preferences and interests. Rural female and urban female adolescents were compared on Learning Styles. It was found that there a significant difference between Rural female and Urban female on Learning Styles. The table further indicates that rural female adolescents have higher Learning Styles than Urban female adolescents. It also indicates that rural female adolescents have higher verbal, content preference, class preference, learning preferences and interests than urban female adolescents. (d) Study Habits of Adolescents Male and female adolescents were compared on Study Habits. It was observed that male and female adolescents differ significantly on Study Habits. The results revealed that female adolescents have better study habits than male adolescents. The result further indicates, that Female adolescents have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health than male adolescents. The above mentioned findings are quite in line with G.I. Osa-Edoh and A.N.G. Alutu, (2012), Ossai Moses (2012), J. T. B. Oluwatimilehin (2012), Niradhar Dey (2008), Nor S. Karim A. Hasan A. (2007), Sud and Sujata (2006) Pazhanivel, G. (2004) Anton A. and Blanch A. (2004) who found that girls study habits were better than boys. Rural and urban adolescents were compared with each other on Study Habits. It was found that rural and urban adolescents differed significantly on Study Habits. The results further indicates, that urban adolescents have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health than rural adolescents. The above mentioned findings are quite in line with, Gupta Renu, Bhan Sumbali Kiran (2010) Reddy Ramachandra, and Nagaraju, (2001) Stella and Purushothaman (1993) who revealed that urban pupils differed from the rural pupils in their study habits; however, urban pupils scored higher on study habits than the rural pupils. Rural male and rural female were compared on Study Habits. It was observed that rural male and rural female 164

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adolescents differed significantly on Study Habits. The results shown in chapter IV revealed that rural male and rural female have different Study Habits. The results further indicates, that rural male have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health rural female. Urban male and urban female were compared on Study Habits. It was found that urban male and urban female adolescents differed significantly on Study Habits. The results revealed that urban male and urban female have better Study Habits. The results further indicates, that urban female have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health than urban male. Rural male and urban male were compared on Study Habits. It was found that rural male and urban male adolescents differed significantly on Study Habits. The results shown in chapter IV revealed that Rural male and urban male have different Study Habits. The results further indicates, that urban male have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health than rural male. Rural female and urban female were compared on Study Habits. It was found that rural female and urban female adolescents differed significantly on Study Habits. The results shown in chapter IV revealed that Rural female and urban female have different Study Habits. The results further indicates, that urban female have better budgeting time, physical conditions, reading ability, note taking, learning motivation, memory, taking examination and health than rural female. (e) Academic Achievement of Adolescents Male and female adolescents were compared on Academic Achievement. It was found that male and female adolescents differ significantly on Academic Achievement. The results further revealed that male adolescents have better Academic Achievement than female adolescents. The above mentioned finding’s are quite in line with, G.I. Osa-Edoh and A.N.G. Alutu, (2012), D. O. Fakeye (2010), Yousefi Fayegh (2010), Aryana Mohammad (2010), S.O. Salami and E.A Alawode (2004), Gulnaz (2004), Krishnendu Bagghi (2004), Rani Radha (1992) who found a significant difference in the academic performance between male and female students however the mean difference favored male students which depicts that male students had better academic achievement than female students. Rural and urban adolescents were compared on Academic Achievement. It was noticed that Rural and urban adolescents differed significantly on Academic Achievement. The results further revealed that urban adolescents have better Academic Achievement than rural adolescents. The above mentioned findings are quite in line with the findings of Nuthana P. G. Yenagi Ganga (2007), Verma B.P. and Negi S. (2005), S. O. Salami and E. A. Alawode (2004), Shah J. (1990), Saraswat, Anil (1988) who observed significant difference between rural and urban; however, urban students possessed higher academic 165

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achievement than rural students. Rural male and rural female adolescents were compared on Academic Achievement. It was found that rural male and rural female adolescents differed significantly on Academic Achievement. The results shown in chapter IV further revealed that rural male have better Academic Achievement than rural female. Urban male and urban female adolescents were compared on Academic Achievement. It was found that urban male and urban female adolescents did not differ on Academic Achievement. The results shown in chapter IV further revealed that the two groups i.e. urban male and urban female adolescents are almost similar in Academic Achievement. Rural male and urban male adolescents were compared on Academic Achievement. It was found that rural male and urban male adolescents differed significantly on Academic Achievement. The results shown in chapter IV further revealed that urban male have high Academic Achievement than rural male. Rural female and urban female adolescents were compared on Academic Achievement. It was found that adolescents differed significantly on Academic Achievement. The results further revealed that urban female have high Academic Achievement than rural female.

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CHAPTER – 6 SUMMARY, CONCLUSION & SUGGESTIONS

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The main purpose of the study was to compare Self-Concept, Learning Styles, Study Habits and Academic Achievement of adolescents in Kashmir. A sample of 500 adolescents of higher secondary institutions 250 rural (125 male and 125 female) 250 urban (125 male and 125 female) in the age group of 18 years were selected randomly from the various higher secondary institutions of District Srinagar and Baramulla. Self-Concept Inventory by Sagar and Sharma, Style of Learning and Thinking Inventory by D. Venkataraman and Study Habit Inventory by Palsane and Sharma were administered to measure the self-concept, learning styles, study habits of adolescents in Kashmir. In order to assess the academic achievement, aggregate marks scored by the students in 10th and 11th classes were taken as sample for academic achievement. Various statistical methods, including mean, S. D. and t-test were applied to analyze the data. Therefore the main conclusions of the study are as under: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Female adolescents have high Ideal-Self than male adolescents. Rural adolescents have high Ideal-Self than urban adolescents. Rural male and rural female adolescents have been found similar on ideal-self. Urban female adolescents have high Ideal-Self than urban male adolescents. Rural male adolescents have high Ideal-Self than urban male adolescents. Rural female and urban female adolescents have been found similar on Ideal-Self. Male and female adolescents have been found similar on real-self. Rural adolescents have high Real-Self than urban adolescents. Rural male and rural female adolescents have been found similar on Real-Self. Urban female adolescents have high Real-Self than urban male adolescents. Rural male adolescents have high Real-Self than urban male adolescents. Urban female adolescents have high Real-Self than rural female adolescents. Male adolescents have better Learning Styles than Female adolescents. Rural adolescents have better Learning Styles than Urban adolescents. Rural male adolescents have better Learning Styles than rural female adolescents. Urban male and urban female adolescents have been found similar on Learning Styles. Rural male and urban male adolescents have been found similar on Learning Styles. Rural female adolescents have better Learning Styles than urban female adolescents. Female adolescents have better Study Habits than Male adolescents. Urban adolescents have better Study Habits than Rural adolescents. Rural female adolescents have better Study Habits than rural male adolescents. Urban female adolescents have better Study Habits than urban male adolescents. Urban male adolescents have better Study Habits than rural male adolescents. 167

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24 25 26 27 28

Urban female adolescents have better Study Habits than rural female adolescents. Male adolescents have high Academic Achievement than Female adolescents. Urban adolescents have high Academic Achievement than Rural adolescents. Rural male adolescents have high Academic Achievement than rural female adolescents. Urban male and urban female adolescents have been found similar in Academic Achievement. 29 Urban male adolescents have high Academic Achievement than rural male adolescents. 30 Urban female adolescents have high Academic Achievement than rural female adolescents.

Suggestions for Further Research The following suggestions have been taken into consideration, while conducting the further study: 1.Further study may be replicated on large sample. 2.A cross-cultural study may be conducted on Self-Concept, Learning Styles, Study Habits and Academic Achievement of adolescents in various states of India. 3.The present investigation studied the adolescent group only; similar study may be conducted on different age groups. 4.Further research can be conducted on the study of Self-Concept, Learning Styles, Study Habits and Academic Achievement of special groups such as physically challenged and gifted adolescents.

Educational Implications

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After having reported the finding’s in the preceding sections. Some of its practical implications are pooled to consider their importance. Self-concept is an essential component for learning because the self-concept of a learner facilitates or inhibits learning, it may be said that to nurture adolescent’s potential, intervention efforts need to be made in enhancing their self concept. A teacher can be instrumental in creating a classroom environment which nurtures and supports students in developing positive self-concept according to his capacities, potentialities, attitudes and interests. Teachers have an important responsibility of guiding the youth because they are the nation builders. Being the best friend, philosopher and guide the teachers behavior and dealing with the students will definitely leave 168

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positive impact in motivating students by satisfying their needs and thirst for knowledge. Students should be encouraged to participate in a variety of Curricular and Co-curricular activities like games, sports, debates, discussions, singing, dancing various other programmes like scouting, N.S.S, N.C.C, clubs, excursions and trips etc because it will help them to develop the self-worth and self-confidence. The students future can be molded by developing better study habits which could consequently lead to better learning. All students should be made aware of their learning style preferences in order to understand their program, lesson, material and subject-matter more comprehensively. When designing, planning and developing new curriculums of high school, it is imperative to recognize that students’ learning styles must be taken into consideration in new learning environments. Parents should be aware about the studying habits differences of the children. The best way to help children to learn is to let them be free. It is only through this freedom that they manifest their innate skills and abilities.

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It is imperative for educators to have a critical understanding of individual learning strategies and styles of students in a high school setting. This knowledge will enable educators to serve students' learning needs more efficiently. Educators who are aware of the different learning styles will be able to narrow the existing gaps between how subject-matter and material is presented and how learners receive information and gain knowledge. Encouragement should be given to the students by the parents and teachers this can help them in creating a friendly atmosphere by encouraging students to work harder, so that they feel self-confident to take risks in their learning. The teachers should also focus on the weekly, monthly reading, tests, oral tests and written tests by making a fair assessment of the students that could be of great value in the evaluation of learning styles, study habits and academic achievement. So for this purpose a Performa for monthly evaluation of the student’s performance may be developed which should be based on continuous comprehensive evaluation. By gaining a better understanding of adolescents learning styles, it is possible that teaching strategies, methods, and techniques that can be used to assist in the development of critical thinking and other important skills can be identified and improved.

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