chapter ii review of related literature 2.1...
TRANSCRIPT
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CHAPTER –II
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
Review of related studies implies locating, studying and evaluating reports of
relevant researches, study of published articles, going through the related portions of
Encyclopedia and research abstracts. It is one of the pre-requisites of the investigator
needed for his chosen problem in a systematic way. It helps the investigator choose a
problem and give an adequate familiarity with the work which has already been done in
the area of his choice. It gives information in the particular area. Review of literature
provides maximum benefit to know the previous investigations, recorded knowledge of
the past and brings out a good value to the present investigation of a chosen problem.
A thorough study gives useful information to the investigator for understanding the
problem, and shows a way to solve the chosen problem from different dimensions. It
enriches the present study by the past findings and gives a proper insight to the research
study by which any one can think creatively.
In this chapter an attempt is made to present a background of research so for in the
area on the basis of the review of related literature, the problem was postulated and
hypothesis formulated. The review of related literature has been presented under the
headings such as academic achievement, achievement in chemistry, educational aspiration,
emotional intelligence, mental health and scientific aptitude.
2.2 STUDIES CONDUCTED IN INDIA
2.2.1 Academic Achievement
Basant (2000) found that there was difference in the total academic performance
of students as well as in their scores in language, science, social science with respect to
culture but not gender; parents beliefs about development due to learning as well as
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cognitive processes were relatively positive to students’ intelligence quotient as well as to
their academic performance.
Suneetha et al. (2001) explored that age and gender differences as factors
affecting academic achievement and examined that gender was the more important
variable than intelligence quotient in deciding high academic performance, girls were
among top ranking students, girls were better in interaction and concentration while boys
were better than girls in language, reasoning and drilling dimension.
Vyas (2002) investigated that most of the girls showed academic attainment of
average level; no significant difference in the achievement of girls belonging to arts and
science group; and there was significant difference in the learning style and mental
abilities of girls residing in urban and rural area.
Adepoju (2002) found that significant difference existed in the academic
performance of students in urban and rural secondary schools particularly in English
language; and the locational factors did not contribute significantly to the academic
performance in English language and Mathematics.
Jagannadhan (2003) identified that there exists significant correlation between
home environment and achievement of high school students. For boys and girls the
respective correlations were 0.391 and 0.450 which were positive and significant.
Diseth (2003) explored that among students of class XI, the intelligence test scores
of boys were higher than those for the girls. In case of boys there was very high
correlation between intelligence test scores and academic achievement, whereas in case of
girls there exist average correlation only.
Kasinath (2003) examined that mental health had significant determinant effect on
achievement in school subjects; and students having better social and emotional
adjustment must had good academic scores.
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Kumaran (2003) investigated that younger schools were better in academic
performance; unaided private schools had better position than government corporation and
aided private schools in all aspects of organisational climate and academic performance;
mixed schools had better organisational climate aspects than unisex schools and also the
academic performance was good in these schools.
Prakash (2003) found that there was no significant relationship in academic
achievement and study habits for rural and urban students; a positive significant difference
between low and high achieving students in the areas of home and family, personal and
emotional, education, health and total adjustment; in social adjustment there was no
significant difference between low and high achieving groups. There was no significant
difference between rural and urban boys with regards to academic achievement.
Gakhar et al. (2004) investigated that rural students as well as male rural students
scored high academic scores as compared to their counterpart. Rural students scored
higher on reasoning ability test than urban students, although locality was affecting the
reasoning ability of the students significantly at 0.01 levels.
Bhuvaneswari et al. (2004) found that there was no significant difference in the
category of gender and type of school for achievement; and there was a significant
relationship between spatial ability and achievement in science and mathematics subject.
Srivastava (2004) proved that closed versus paternal type of school climate had
significant difference in the achievement in physics of XI class pupils whereas no
significant difference was observed in the academic achievement in physics of XI class
pupils between the familiar and open climate.
Ganguly (2004) examined that parental care about child’s education, emotional
climate at home and socio-economic status of family had a positive correlation and
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crowded living conditions at home had a negative correlation with the academic
achievement of students in rural and urban areas.
Mehera (2004) investigated that achievement in Mathematics was significantly
related to major learning environment; urban students showed significantly higher
achievement in Mathematics, better learning environment and better attitude towards
subject.
Reddy et al. (2004) explored that learning achievement of the rural students was
lower than the achievement of the urban students; academic performance of girls was
superior to the performance of boys; there was low and positive relationship between
physical, curricular and administrative factors on the learning achievement of pupils in
each subject; relationship between administrative factors of school effectiveness and
learning achievement was negative and not significant.
Avinashilingam, N.A.V. and Sharma, G. (2005) stated that classroom factors
play a major role in affecting the students’ academic performance. This is followed by
environmental factors and developmental factors. The students’ inner urge, the
competency of teachers, no physical distraction and contacts with like-minded colleagues
make a student more competent to succeed in life.
Panigrahi (2005) found that there was significant and positive correlation between
academic achievement and emotional intelligence; high intelligence leads to better
academic success; a low positive correlation between academic achievement and
socioeconomic status; there was no significant difference between boys and girls with
respect to academic achievement.
Panda (2005) proved that there was low relationship between intelligence and
academic achievement in different categories of school and also there was a significant
difference in academic achievement of students studying in different categories of school.
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Dwivedi, R.D. (2005) examined that students from schools with enriched
environment had significantly better academic achievement than the students from poor
school environments. The students who were high approval seekers had significantly
greater achievement than the students who were low approval seekers. Academic
achievement of students of the urban schools was significantly higher than that of students
of the rural schools.
Pandey (2005) explored that there was a positive effect of father’s disciplining
behaviour upon academic achievement of urban adolescents of high intellectual level; and
rural adolescents showed positive and significant impact of mother’s disciplining
behaviour upon academic achievement of average intellectual level.
Singh (2005) proved that high socio economic status was positively related with
achievement, the achievement of students belonging to SC/ST groups was low;
achievement of government school students was also poor.
Vamadevappa, H.V. (2005) investigated that there was positive and significant
relationship between parental involvement and academic achievement; There was a
significant difference in the achievement scores of boys and girls of high parental
involvement group; There was significant difference between high achievers and low
achievers with respect to parental involvement and there was significant difference
between boys and girls in their academic achievement.
Satya Prakash, Patnaik, S.P. (2005) explored that there was positive effect of co-
operative learning on achievement motivation. Co-operative learning has a positive effect
on achievement in Biology in terms of knowledge, understanding and application
objectives as well as total achievement.
Vijayalakshmi et al. (2006) found that there existed a negative and low
correlation between students stress and mathematics achievement; gender, year of study,
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management, medium of instruction and level of parental educational qualification do not
had any effect on mathematics achievement; students studying in urban locality colleges
were having higher mathematics achievement when compared to semi-urban and rural
localities.
Bajwa et al. (2006) examined that there was a significant difference in academic
achievement of girls studying in co-educational and single gender school; significant
difference in academic achievement of boys studying in co-educational and single gender
school.
Chamundeswari et al. (2006) found that there was a significant difference
between achievement in Mathematics of students at secondary level in government, aided
and matriculation, government and government aided matriculation and corporation
schools; there was significant correlation between mental alertness, intelligence,
achievement in Mathematics and English of students at the secondary level in different
types of school.
Yenagi (2006) examined that the overall study habit was significantly differed
from gifted and non-gifted groups. General habits and attitudes, planning of subjects,
reading and note taking habits, habits of concentration were also found to be significant.
Sharma (2007) explored that high achievers had high problem solving ability in
comparison to average and low achievers; and there exist positive relationship between
achievement, problem solving ability and scientific attitude.
Dange et al. (2007) proved that intelligence and academic achievement were
directly related to the psychological character of an individual; reading ability,
concentration and sitting hours improves the academic scores of students.
Rajendran et al. (2007) investigated that there was no significant difference
between achievement of boys and girls in the post test, when the parents education was
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taken into consideration; there was no significant difference among achievement of
zoology students in the post test, when the parents education was taken into consideration;
there was no significant difference among the achievement of boys and girls of
experimental group in the post test, when their parents education was taken into
consideration.
Rajendran et al. (2007) examined that there was no significant difference among
the achievement of boys as well as girls in the post test of chemistry; and locality of
students (urban/rural) had no influence on the achievement scores of students at college
level.
Meera et al. (2008) found that achievement in social studies vary with regard to
difference in the self esteem of student’s ; achievement in social studies for boys and girls
vary with regard to difference in their classroom learning environment.
Das N R and Karuna Baruah (2008), examined that mathematics performances
of schools are positively correlated with the academic performance of school and also with
the performances in subjects other than mathematics.
Subramanyam et al. (2008) found that there was no significant difference with
regard to the impact of gender on emotional intelligence and academic achievement,
besides there being no relation between academic achievement and emotional intelligence.
Babu et al. (2008) explored that there was significant and relatively low
relationship of higher secondary students in respect of achievement in accountancy and
parental encouragement; no significant relationship in respect of parental encouragement
and achievement in accountancy for female students, urban students and students belong
to joint family system; males, rural students and students of nuclear families showed better
achievement than that of their counterpart.
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Paltasingh (2008) found that there was significant positive correlation among
creativity and science achievement, creativity and scholastic achievement, intelligence and
science achievement as well as intelligence and scholastic achievement.
Mittal (2008) investigated that there was significant difference in academic
achievement of secondary level students of different localities; academic achievement of
urban locality was better than the academic achievement of rural locality of secondary
level students; urban locality students had better teaching learning environment at school
as well as at home than students of rural locality; relationship between academic
achievement and mental health of students of secondary level of urban locality was highly
significant; and there was no significant difference between correlation coefficient of
academic achievement and mental health of secondary level students of different
localities.
Sood, Raman and Kumar, Dalvinder (2008) found that rural and urban
subsequent generation learners have better study habits than rural and urban first
generation learners. First generation learners’ parents are illiterate and the home
environment was not conducive for their education. The study reveals that learners
belonging to good study habit groups have better academic achievement.
Aruna et al. (2009) examined that there was no significant difference in the
achievement of social studies for the students paired as government and private school;
management of school and social phobia were not the factors influencing the achievement
in mathematics; This indicates that factors like gender and socio economic status were the
factors influencing the achievement in social studies.
Dhal et al. (2009) found that there was a significant relationship between academic
achievement and intelligence of secondary school students; there existed a significant
difference between boys and girls of secondary school in terms of intelligence; and there
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existed significant difference between boys and girls of secondary school in terms of
academic achievement.
Noorjehan et al. (2009) explored that factors like mathematical creativity, attitude
towards mathematics, achievement motivation and a low level of anxiety influenced the
academic achievement in mathematics at secondary stage and recommend the inclusion of
curricular and co-curricular programmes to improve performance in mathematics.
Gurubasappa (2009) investigated that there was high significant correlation
between academic achievement with intelligence and self concept; there was significant
difference in the academic achievement of students with different levels of intelligence
and self concept; there was significant difference in the academic achievement of students
in context of gender, type of school, medium of instruction, locality and socio economic
status.
Ganihar, N. N. and Wajiha, A. H. (2008) found that girls were high on
achievement in mathematics and test anxiety than boys. Students of aided schools were
high on achievement in mathematics, mathematical creativity, test anxiety, and
achievement motivation as compared to students of government schools.
Mohanty (2009) found that socio economic status was a potential social correlate
of academic achievement; home environment had positive correlation with academic
achievement in case of low achievers only; and school environment failed to establish any
relationship with the achievement level of high and low achievers.
Choudhary (2009) examined that students from urban joint family were better in
academic achievement than the students coming from rural joint family; students coming
from urban nuclear family were better in academic achievement than the students coming
from rural nuclear families; and urban students were better in academic achievement than
rural students.
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Singh (2010) reported that male students had significantly higher level of
academic achievement than female students; students residing in urban area had
significantly higher academic achievement than students residing in rural area; academic
achievement of students studying in aided schools was significantly higher than students
studying in government schools; academic achievement of students studying in unaided
schools was significantly higher than students studying in government school; and
academic achievement of students studying in aided schools was significantly higher than
students studying in unaided schools.
Sarsani et al. (2010) found that girls performed better than boys in Mathematics
scholastic achievement test; caste did not influence the performance in Mathematics
scholastic achievement test; and type of school, medium of school and locality influenced
the performance in Mathematics scholastic achievement test.
Mehta (2010) investigated that need achievement, need dominance; need
nurturance and need endurance were positively and significantly related to students’
academic achievement while need succorance, affiliation, abasement and aggression were
significantly but negatively related to academic achievement.
Lal et al. (2010) reported that the male scheduled caste students having high
emotional intelligence and academically superior to their counterpart; there was significant
difference between mean achievement scores of male scheduled caste students of arts and
science stream having high and low emotional intelligence; and there was no significant
difference between mean achievement scores of female scheduled caste students of arts
stream having high and low emotional intelligence.
Gakhar et al. (2010) examined that science achievement was not significantly
correlated with scientific attitude. The reasons may be that science achievement depends
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on memory, recall, knowledge and hard work whereas scientific attitude involves
scientific temper of mind, rational thinking, open mindedness, objectivity etc.
Singh et al. (2010) explored that academic achievement of adolescents with low
spiritual intelligence were better than adolescents with average spiritual intelligence; male
adolescents had higher academic achievement than females; academic achievement of
adolescents studying in aided schools were better than adolescents studying in government
schools; academic achievement of adolescents studying in unaided schools were better
than adolescents studying in government schools.
Vijayakumari (2010) found that academic achievement was negatively related to
academic anxiety and positively to achievement motivation; the interaction of academic
anxiety and achievement motivation on academic achievement was not significantly
different for boys and girls.
Sadia Mahmood and Tahira Khatoon (2011) investigated that males reported
more mathematics achievement than females and students with low mathematics anxiety
had highest achievement scores. Findings also reveal a significant negative correlation (–
0.48) between mathematics achievement and mathematics anxiety.
Suppiah Nachiappan (2011) indicated that female students outperform male
students in examinations. The sample also summed up the factors leading to the failure of
male students in performing well and ways to overcome this setback.
2.2.2 Chemistry and Achievement
Kalaivani and Babu (2011) study had shown that the higher secondary students
have high achievement in Chemistry. The study habit of higher secondary students was
found to be average. There was positive and significant correlation found between study
habits and achievement in Chemistry. So, there was an influence of study habits with
achievement in Chemistry.
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2.2.3 Educational Aspiration
Chen (2001) supported the effectiveness of home environment, attitudes towards
mathematics and educational aspiration as the more important and consistent predictor of
mathematics achievement; peer influence, school environment and study habits had
mixed inconsistent effects on mathematics achievement.
Jayaswal et al. (2003) reported that parents of high achievers exerted significantly
more support in their children’s studies than the parents of low achievers students; the
parents of high achievers had higher aspiration for their children’s educational success and
high prestigious occupation with attractive financial return.
Vaidya (2006) investigated that there was significant difference in the academic
achievement between the students studying through formal and non formal education in
Telgu test; significant difference exist between students studying through formal and non
formal mode of education in their academic achievement in the areas of vocabulary,
reading comprehension, writing and grammar; students from non- governmental school
had higher educational aspiration than the students from government school.
Uniyal (2007) explored that there exists a very high significant difference in
between the high and low achiever students in overall aspiration scale; gender and
achievement of students do have interactive effects on level of aspiration; level of
aspiration was significantly influenced by scholastic achievement of students.
Prashad (2007) investigated that gender and achievement of students did not have
interactive effects on level of aspiration; the high achievers students had higher aspiration
level in comparison to low achievers students.
Uniyal, Marian Parshad (2008) examined the sex and achievement of students
does have interactive effects on the level of aspiration. Boys and girls did not differ in
their educational aspirations. The high achiever students had a higher level inspiration in
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comparison to the low achiever students. High achiever students from all caste categories
were found to have significantly higher mean scores on educational aspirations in
comparison to the low achiever students.
Pandey, S. N. and Mishra, B. K. (2008) found that normal and crippled
adolescents differ significantly at the level of aspiration. Both the normal and crippled
male & female adolescents differ significantly at the level of aspiration.
Singh (2011) shown that the personality traits and educational aspiration score for
the high school students were not distributed normally. The educational aspiration level of
boys was better than girls, and medium of instruction also influence the educational
aspiration level.
Murugan.S and Jeyaseelan .M (2013) found that there were a task oriented
behaviour among the students in order to accomplish the target such as watching news
channels, updating general knowledge, doing physical exercise, participating in
competition. 48.3 per cent of the respondents’ concerned money was the prime
motivational factors.
2.2.4 Emotional Intelligence
Thomas et.al 2006 reported that employees' emotional intelligence was positively
associated with job satisfaction and performance. Manager's emotional intelligence had a
more positive correlation with job satisfaction for employees with low emotional
intelligence than for those with high emotional intelligence. These findings remain
significant after controlling for personality factors. A similar pattern was found for job
performance; however, the effect did not meet traditional standards of significance.
Subramanian and Selva Ranee (2008) showed that there was significant
difference in emotional intelligence between mathematics teachers and science teachers
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for the subscale of regulation of emotion. The mathematics and science teachers ranked
average in their emotional intelligence.
Babu and Sameer (2008) examined that the correlation coefficient between self-
esteem and emotional intelligence of science stream students was high. Both in self-
esteem and emotional intelligence, it was found no significant difference among the
students based on stream of study, marital status and age, except in the comparison of
them in their self-esteem based on age.
Dubey, Ruchi (2008), explored that there was no significant relationship between
emotional intelligence and achievement among arts and science stream students and there
was no relationship between emotional intelligence and achievement in various subjects.
Rathod, A. (2008) identified that self regulated learners attributed ‘efforts’ as a
cause of their high achievement and success. Science students were more self regulated
learners than non-science learners. Girls are more self regulated than boy learners. There
was no significant difference in emotional intelligence of science and non science
students. Girl learners were found more emotional intelligent than boys.
Paltasingh, S (2008) found that there was significant and positive correlation
between creativity and intelligence, (2) There was significant positive correlation between
creativity and science achievement, (3) There was significant and positive correlation
between creativity and scholastic achievement score, (4) There was significant positive
correlation between intelligence and science achievement, and (5) There was significant
and positive correlation between total intelligence and scholastic achievement scores.
Reetasuri (2010) examined that no significant relation was found between
Emotional Intelligence and achievement with respect to XII class CBSE students. Boys’
students had more emotional intelligence than girls’ students and urban students had more
emotional intelligence than rural students. Emotional intelligence, parental educational
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qualification, nature of the family and socio economic status had contributed significantly
in their students’ achievement.
Vanitha G. and Barani G. (2012) stated the ways in which emotional intelligence
contributes all round individual development and improvement in organizational
efficiencies. The Emotional Intelligence is one, which has been taken into consideration in
order to make the workers work more effectively.
Shankar (2012) conducted a pilot study on the relationship between emotional
intelligence and achievement in chemistry of higher secondary school students and found
that gender, school type, parents’ educational qualification and parents’ annual income had
no influence over the achievement in chemistry. There exists significant difference
between the emotional intelligence of higher secondary students with respect to school
location and family type. There exists positive and significant relationship between
emotional intelligence and achievement in chemistry. For the whole sample (N=60), the
level of higher secondary students was average in nature. Boys, private students, students
with high family income, urban school students, students with high parental income and
joint family students have more emotional intelligence than their counterparts.
2.2.5 Mental Health
Mohapatra.C (1992) examined significant relationships between coping and
mental health among different professional groups, and experience of job stress among
coping strategies in different professional groups. The major findings shown that
professional groups differed significantly on job stress dimensions. The lawyers and the
doctors differed on mental health dimensions.
Kamau and Catherine (1992) explored that male teachers were emotionally over
extended , exhausted , internally controlled , anxious, callous towards students and
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personally accomplished, but less capable of establishing constructive relationship;
however , they were more capable of coping with stresses than female teachers.
Mohanty.S (1992) investigated that private sector executives in general,
experienced greater job stress, mental health problems and perceived greater organised
support than public sector executives. They also used problem focused coping more than
public sector executives.
Muralidharan.R.et al. (1993) developed a strategy to help young primary school
children to develop mental health and an interest in learning and acquiring the required
competence, and improve their learning and social skills. The mental health of the
students was good. The major findings of the mathematics tests revealed that the
maximum problem existed in the following areas like concept of place value, concept of
shape, concept of ascending and descending order, and number of days in a week.
Shanmugam.N (2008) examined that mental health and social maturity of higher
secondary was average in nature. It was clear that boy’s were superior in mental health
than girls. It was also noted that , type of management of schools, type of family, birth
order of the child, father’s educational qualification, mother’s educational qualification
and father’s monthly income have no significant difference on mental health of higher
secondary students.
Permual, R (2008) explored that the majority of VIII standard students of Kerala
does not have high mental health status. There was no significant difference between the
rural and urban, gender groups with respect to mental health status students. There exists a
significant correlation among mental health status and achievement in English of VIII
standard students of Kerala. There was a significant difference in the correlation between
mental health status, locus of control and achievement in English in the total sample and
sub-sample based on gender and locale.
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Mittal. A (2008) identified that there was significant difference in academic
achievement of secondary level students of different localities. Academic achievement of
secondary level students of urban localities was better than the academic achievement of
secondary level students of rural localities. The significant difference between mental
health of secondary level students of different localities was not significant. There was no
significant difference between correlation coefficient of academic achievement and mental
health of secondary level students of different localities.
Bandhana, Darshana and Sharma (2012) found that significant relationship
between home environment, mental health and academic achievement among higher
secondary school students. Home environment and mental health had significantly
contributed the academic achievement on 12th grade higher secondary school students.
Results also revealed that mean value of mental health of girls was 74.76 and boys was
70.76. The mean value of mental health of girls was more when compared to boys.
Naren Rao; Shivarama Varambally; and Gangadhar (2013) found that yoga
′corrects′ an underlying cognitive physiology and depressive disorder. Elevation of
oxytocin may be a mechanism of yoga effects in schizophrenia. Certain components of
yoga have demonstrated neurobiological effects similar to those of vagal stimulation,
indicating this (indirect or autogenously vagal stimulation) as a possible mechanism of its
action.
Ponnudurai R (2013) reported that alcohol and related mental health problems
prevalent in the Jewish culture. The biblical messages and teachings that could be applied
for psychotherapy and behaviour modification strategies have been outlined. The mental
concepts of Jewish culture and their relevance to Indian culture have also been discussed
from a cross-cultural perspective.
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Mahmoud Shirazi, Matloob Ahmed Khan, and Mohd. Faim A. Ansari (2012)
found no significant difference in the mean scores of professional and non-professional
students’ mental health and personality characteristics in terms of gender. Early detection
for indications of mental health problems and understanding factors contributing to stress
among students would promote better understanding of mental health in future and
findings suggest that should do more researches about students’ mental health and
personality characteristics.
Abhinav Tandon Singh (2013) found that Gandhian concepts like nonviolence,
satyagraha, brahmcharya and the concepts related to ′Truth′ and ′God′ can give
psychological strength and mental resilience to any individual trying to cope up with the
demands of life.
Vinod Kool (2013) highlighted the significance of Gandhian concepts in research
in psychology and its related fields. To illustrate the application of Gandhian ideology, a
test of non-violence was described here with its psychometric properties. Further, two
unexplored research issues having a bearing on clinical psychology and psychiatry have
been delineated. Firstly, a call for addressing the mental health problems of non-violent
protesters numbering over one billion spread all over the world has been made. Secondly,
there is a need for understanding the neurological basis of non-violent form of behavior,
for example, the role of oxytocin, to increase the legitimacy of non-violence as adaptive
behaviour.
Prabhat Sitholey; Vivek Agarwal; Satya Vrat (2013) studied on “Indian Mental
Concepts on Children and Adolescents”. They stressed the ancient Indian mental concepts
were based on a very positive regard for the children′s development, education and future
independence, adult role and contribution to society. Children The children were
categorized in to four different varnas based on their intelligence, abilities, merit and
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aptitude and educated accordingly, away from their home, at Gurukulas. They had
universal right to education. Girls received attention equal to boys. The boys were
expected to earn their livelihood, while the girls were expected to be homemakers.
Graduation of the young person at the end of education and return to home marked the
emancipation from adolescence. Children′s physical and mental health and its disorders
were given due attention. Aetiology and treatment of physical and mental disorders was in
accordance with the overall scientific development of those times.
Tiwari.S; Nisha Pandey (2013) studied on “The Indian Concepts of Lifestyle and
Mental Health in Old Age”. They stressed that in Indian lifestyle, principles of Karma
(action) and dharma (the righteous way to perform the work) are given significant value.
However, revolution in the social milieu and political scenario changed the patterns of
lifestyle of individuals. The faulty lifestyle (smoking, alcohol intake, improper diet and
lack of exercise as well as an adverse psycho-social milieu) affects the longevity and
health in old age and in developing cognitive disorders like Alzheimer′s disease (AD). AD
found to be more common in socially isolated older adults. Adopting the advocated
principles of Indian concepts of lifestyle and paying proper attention to mental illnesses of
older adults and recognizing their problems may preserve mental health in old age.
Rakesh Chadda; Koushik Deb(2013) conducted a study on “Indian Family
Systems, Collectivistic Society and Psychotherapy’. They stressed that Indian society is
collectivistic and promotes social cohesion and interdependence. The traditional Indian
joint family, which follows the same principles of collectivism, has proved itself to be an
excellent resource for the care of the mentally ill. However, the society is changing with
one of the most significant alterations being the disintegration of the joint family and the
rise of nuclear and extended family system. Family focused psychotherapeutic
interventions might be the right tool for greater involvement of families in management of
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their mentally ill and it may pave the path for a deeper community focused treatment in
mental disorders.
Prakash Behere; Anweshak Das; Richa Yadav; Aniruddh Behere (2013)
explored that the Integrating Psychotherapy and Vedic principles teaches us how to
rediscover critical knowledge and awareness of the natural forces and rhythms that
compliment and strengthen our human experience, through the understanding of the
psyche and what our inner experiences are and also involving practical daily activities
with thorough attention to our total environment to bring about radical changes in our
mental outlook and in physical health.
Suneetha K. (2013) examined that the level of stress is high and is for a prolonged
period of time usually results in depression. Due to lack of proper coping skills and
remedial help increasingly more and more adolescents are committing suicides in India. It
is essential that stress and depression in adolescents is identified at the initial stages.
Awareness of factors that contribute to the negative states and feelings of the adolescents
can help in developing and implementing preventive measures.
2.2.6 Scientific Aptitude
Sharma (1995) investigated that over achievers excelled significantly in scientific
aptitude than under achievers, whereas under achievers excelled significantly on numerical
ability, reasoning aptitude and verbal aptitude than over achievers.
Singh (2004) reported that (i) Males had significantly higher scientific aptitude
than female, (ii) Urban and rural group of students differed significantly. Urban students
had more positive scientific aptitude than rural students. (iii) Female scored high in the
subject of science, but there was no significant difference in male and female group of
students at any level and (iv) The coefficient of correlation of scientific aptitude with
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achievement in science was 0.61, which was positive, high and significant at 0.01 level of
significance.
Bruce G. Charlton (2006) stated that a wide variety of science options in a multi-
disciplinary degree will increase the possibility of student motivation and aptitude. A
multi-disciplinary and conceptually-based science core curriculum should provide an
appropriate preparation for dealing with the demands of modern societies; their complex
and rapidly changing social systems; and the need for individual social and professional
mobility. Training in rational conceptual thinking also has potential benefits to human
health and happiness, since it allows people to over-ride inappropriate instincts, integrate
conflicting desires and pursue long-term goals.
Vasugi, K. and Padamakalavathy, K (2008) investigated that scientific aptitude
of high school students in Dindigul district is high. The high school students’ significantly
differ in their scientific aptitude with respect to gender, location of school, and medium of
instruction. The high school students from matriculation and Govt aided school differ
significantly in their scientific aptitude.
Nataraj and Manjula (2012) evaluated that the scientific aptitude and
achievement in science shows that male and female, Hindu, Christian and Muslim students
do not differ significantly. While Scientific Aptitude and achievement in science between
rural and urban high school students differ significantly. Also a significant correlation was
found between achievement in science and Scientific Aptitude of high school students.
Mukhopadhyay Rajib (2013) found that rate of admission of students in science
learning in institutions is increasing at a rapid rate particularly in senior secondary section,
but the result of students’ achievement in learning science is not as per the level of
expectation. Among different discipline science aptitude in physics has become the area
drawing increasing attention of counsellors and researchers. The review indicates extreme
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inadequacy in number of available related studies and thereby suggests the scope of
further investigation of aptitude in physics. The study has its relevance to the researchers
in operationalizing the construct psychometrically, to design the tools having sound
psychometric basis in view of all these.
Senthil Raja.S (2014) examined the overall scientific aptitude of higher secondary
students in Namakkal District and found that it was below average in nature (77.49).
Among the total 140 subjects, 65(46.1percent) students had average scientific aptitude, 58
(41.1 percent) students had below average scientific aptitude, 17(12.7percent) students had
low scientific aptitude and no students belong to above average and high level scientific
aptitude category. Gender, medium, family type, community, parental education, parental
income, birth order, and attendance were not found as influencing factor of scientific
aptitude whereas school management type, locality of school, type of school, religion,
socio economic status and parental occupation influences scientific aptitude of higher
secondary students. Regression analysis predicted that numerical ability, scientific
information, reasoning ability, scientific vocabulary, management type, parental
occupation and parental education contribute significantly to the scientific aptitude of
higher secondary students.
2.3 STUDIES CONDUCTED IN ABROAD
2.3.1 Academic Achievement
Aluede and Onolemhemhen (2001) studied the effect of study habit counselling
on the academic performance of secondary schools students in English language. The
findings of the study were counselling students on good study habits can bring about
improvement in the students’ academic performance. Students with no study habit
counselling had scored low than their counterparts.
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Oyesoji (2005) shown that there existed a significant relationship between
learning styles and academic performance of secondary school adolescents; three senses of
learning viz. auditory, visual and kinaesthetic significantly contributed to academic
performance.
Fitz (2006) evaluated that weaker preference for imaginative thinking style was
likely to obtain poor academic achievement or vice versa. As regard the other thinking
styles viz: logical thinking style, fractional thinking style, divergent thinking style,
convergent thinking style, creative thinking style, intellectual thinking style, optimistic
view of problem solving thinking style and analytical thinking style were not significantly
associated with academic achievement of the students.
Gafoor et al. (2007) examined that there was significant difference between
achievement in science of pupils belonging to tuition and non tuition groups, when
intelligence and achievement motivation were controlled; achievement in science did not
differ in two groups, but the pupils of low achievement motivation improved their
achievement in science by receiving private tuition.
Francis A. Adesoji and Oludipe Oladele (2007) examined that the student
variables- gender, study habit and mathematical ability had no direct and indirect effect on
academic achievement in chemistry. This is not to say that they did not have effect but
their effects are not significant particularly in the presence of the teacher variables. This
finding established the importance of teacher in a teaching – learning situation.
Adeniyi et al. (2008) evaluated that the causative factors of academic
performance as resident in the family, school, society and government were not significant
in predicting the secondary students’ performance in two major subjects (English and
Mathematics). But there was significant relationship between the causative factors resident
in the child and the academic performance of the school.
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Alim et al. (2008) found that there was significant difference in academic
achievement of children of working and nonworking mothers; significant difference in
academic achievement of boys and girls of working mothers; significant difference in
academic achievement of boys and girls of non working mothers; academic achievement
of boys of working and non working mothers also showed the same trend.
Gafoor et al. (2008) studied the effect of private tuition on achievement in science
of secondary school pupils and found that there was significant difference between
achievement in science of pupils belonging to tuition and non tuition groups, when
intelligence and achievement motivation were controlled; achievement in science did not
differ in two groups, but the pupils of low achievement motivation improved their
achievement in science by receiving private tuition.
Sam William Bassey (2010) identified that there was a significant difference in
student academic performance in chemistry due to their cognitive styles; students with
analytic cognitive styles performed significantly higher than relational and inferential. A
significant positive relationship exists between students’ attitude to chemistry and their
performance in chemistry.
Cardoso (2011) reported that low self-esteem influences negatively teacher-
student interaction and student-student interaction, and also learning performance. The
teacher-student interaction influences positively the student-student interaction and
learning performance. The student-student interaction influences positively learning
performance that in turn influences directly the academic achievement.
Birute Balseviciene Garliava (2011), found that trait anxiety and academic
achievement are not connected in the group of subjects with deeper trait anxiety despite
their intelligence. Trait anxiety is connected with academic achievement in the group of
subjects with less trait anxiety and higher intelligence. Trait anxiety was connected with
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academic achievement just in the group of subjects with less trait anxiety and higher
intelligence.
2.3.2 Chemistry and Achievement
Bo Jiang; Xiaoying Xu, Alicia Garcia, Jennifer E. Lewis (2010) compared two
Tests of Formal Reasoning in a College Chemistry Context”. Group Assessment of
Logical Thinking - GALT and the Test of Logical Thinking - TOLT were two of the
instruments most widely used by science educators and researchers to measure students’
formal reasoning abilities. They examined that GALT was found to have no advantage
over TOLT in terms of reliability, discriminatory power, or potential item bias for either
general chemistry or preparatory chemistry students.
Laura B. Bruck; Marcy Towns; Stacey Lowery Bretz (2010) investigated
faculty perspectives of the undergraduate chemistry laboratory were the focus of a study to
articulate the goals, strategies, and assessments used in undergraduate teaching
laboratories. Problems and limitations to success in laboratory are also reported, and the
impact of these obstacles on student achievement and laboratory curricula is discussed.
Emma Smith (2011) found that recruitment to the pure sciences has stagnated,
general trends have hardly varied and the track record of government policy in influencing
change is not strong. There is no evidence for increasing achievement gaps between the
sexes at a level and even national policy requiring that all young people study science up
to the age of 16 appears to have had little impact on recruitment at this level.
Gabriela Nausica Noveanu (2011 examined the distance between the intended
outcomes as described by the Romanian National Curriculum for chemistry and the actual
acquisition as shown in the science achievement data of the 8th grade students
participating in the Trends in International Mathematics and Science Study 2003 (TIMSS
2003). The expected performances in chemistry after eight years of studying sciences in an
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interdisciplinary correlated with the intended outcomes requested by the other sciences
curricula (physics, biology and geography) are not reached by the great majority of the
Romanian students.
Hanke Korpershoek (2011) found that the latter group (and in particular the girls
in that group) had higher scores on maths ability than students who chose other
examination subjects. Regression analysis demonstrated the relative importance of maths
ability and achievement motivation for attainment in these science subjects. However, an
expected positive effect of homework time as well as possible mediating and moderating
effects of the predictors could not be confirmed.
Xiaoying Xu; Jennifer E. Lewis (2011) investigated that in the
attitude−achievement relationship, students’ attitudes had played a significant role in
predicting final achievement in a general chemistry course even when initial ability scores
were taken into account.
Enrique Lopez (2011) found that concept map scores were significantly correlated
with problem set scores and final course grade. In addition, a mediation analysis examined
that problem solving scores partially mediated the relationship between problem solving
and final course grade, confirming the role Concept Maps are expected to play in Organic
-Chemistry achievement. Implications for using Concept maps as diagnostic and formative
tools in instruction are discussed.
Barbara J. Guzzetti and Eunjin Bang (2011) focused on determining the impact
of a literacy-based approach to teaching science on secondary students' attitudes toward
science and their achievement and engagement in physical science. This inquiry also
focused on determining any differential effects for girls since females are often
marginalized in science instruction and discouraged in choosing science careers. Findings
demonstrated the positive impact of integrating literacy into science on students' inquiry
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skills and improved attitudes toward science for girls. Appealing elements of the
instructional activities are identified and described.
2.3.3 Educational Aspiration
Jennifer Sheridan (2001) found that the children of parents who planned to attend
college have significantly higher odds of completing high school, attending college, and
graduating college, for every level of parents’ education. Furthermore, this relationship
differs by the gender of both parent and offspring.
Graziella Michele Pagliarulo and Karen K. Inkelas (2004) shown that some
variance in first-generation students’ educational aspirations. Additionally, these students’
educational aspirations increased over time, and, for the most part, students did not attain
their aspirations. Differences in aspirations and attainment by race, gender, and SES were
also discovered.
Weihua M. Fan; Cathy Williams (2010) examined whether various dimensions
of parental involvement predicted 10th-grade students' motivation (engagement, self-
efficacy towards maths and English, intrinsic motivation towards maths and English)
using data from the Educational Longitudinal Study of 2002 (ELS 2002). Results showed
that both parents' educational aspiration for their children and school-initiated contact with
parents on school issues had strong positive effects on all five motivational outcomes. On
the contrary, parent-school contact concerning students' school problems was negatively
related to all five motivational outcomes investigated in the study. Additionally, parental
advising positively predicted students' academic self-efficacy in English as well as
intrinsic motivation towards English, and family rules for watching television were
positively linked to students' engagement and intrinsic motivation towards both English
and maths.
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S. Sinclair; J.H. McKendrick; G. Scott (2010) examined that the majority of
these young people were ambitious regarding their post-school career paths and optimistic
about their employment prospects. Emphasizing the alleged low aspirations of young
people in deprived communities fails to address the socio-economic conditions and
opportunities that limit educational attainment and inhibit their accomplishment of full
citizenship.
Andrea Madarasova Geckova; Peter Tavel; Jitse P Van Dijk; Thomas Abel;
Sijmen A Reijneveld (2010) identified that statistically significant associations with
educational aspirations for the factors parental educational level, father's unemployment,
doubts about the affordability of future study, school atmosphere, attitude towards school,
social support from the father and a sense of coherence.
John Aubrey Douglass (2010) conducted a research on “Creating a Culture of
Aspiration: Higher Education, Human Capital and Social Change”. This research briefly
discusses the vital role of human capital for national economies, past and future. It also
examines the public and private benefits of higher education, the effort of nation-states,
and region, to build a culture of aspiration, and the convergence of approaches towards
building a “Structured Opportunity Market” in higher education. There was also the
culture of aspiration-the sense that the individual has the freedom and the means to better
themselves, to advance their knowledge, skills, and position in society.
Peter Creed; Clare Tilbury; Nick Buys; Meegan Crawford (2011) examined
that measures of career aspirations (job aspirations, job expectations, educational
aspirations) and goal orientation (learning, performance-prove, performance-avoid), and
tested the causal relationship between goal orientation and aspirations. It was found that
significant, synchronous associations at T1 (Goal Orientation) and T2(Outcome variable)
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between goal orientation and career aspiration, significant stability coefficients for all
variables.
Abdul Hamid Abdul Rahim; Norzaini Azman (2010) investigated that the
level of educational aspirations of first-generation students to pursue studies at higher
education institutions was high. The study also showed that parents’ factors influence the
first-generation students’ educational aspirations in pursuing tertiary education.
Fabio Arico, Laurence Lasselle and Kannika Thampanishvong (2011)
examined the impact of two non-formal education programmes on their participants’
aspirations beyond primary education in two middle-income countries, Mauritius and
Thailand. The results indicated that participation in the programmes has a favourable
impact (i) on students’ attitude towards learning, (ii) on students’ confidence, and (iii) on
students’ opportunities to enlarge their social network. It was highlighted that most
students acknowledge the role played by their teachers in raising their aspirations towards
their educational achievement.
Paweł Strawinski (2011) investigated that the level of aspirations is well
diversified and is higher in developed areas of Poland. The educational aspirations and
expectations are closely linked to respondents’ level of education. The higher the
education level of the respondent, the higher is the educational aspirations. There were no
significant differences among respondents with different material status, although the
correlation seems to be positive, i.e. the higher income the higher aspirations.
Mojtaba Dorri; Aubrey Sheiham; Richard G. Watt(2011) explored that the
association between tooth brushing frequency and educational achievement was
significant only after adjusting for the father’s level of education and the child’s career
aspiration. Tooth brushing frequency was highly significantly associated with gender, and
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this association remained unaltered after adjusting for educational achievement and career
aspiration. Career aspiration and tooth brushing frequency were significantly associated.
Rich; Delgado (2011) found that Work Satisfaction was higher for employed than
unemployed participants; Educational Satisfaction was higher among more educated
participants; Work Aspiration was higher for clients who expressed a desire to start
working or to move to more competitive levels of employment; Educational Aspiration
was higher for clients who indicated a desire for more education.
Paul Boxer; Sara E. Goldstein; Tahlia Delorenzo; Sarah Savoy; Ignacio
Mercado(2011) reported that students who aspire to achieve more than they expect to
achieve also are likely to have more economically disadvantaged backgrounds and poorer
academic performance.
Zhi-jin Hou; S. Alvin Leung (2011) indentified that there were also gender
differences for both expectations (parents' expectation toward sons and daughters) and
aspirations (aspirations of male and female students). Types of high school (key or regular
high schools) and parental educational background also related to expectations and
aspirations. Theoretical, research, and practice implications were discussed.
Jo-Anne Baird; Jo Rose; Alison Mcwhirter (2012) evaluated that students from
further education settings mentioned career aspirations more frequently and educational
aspirations less frequently than students in non-further education settings. Aspirations
such as personal happiness and life satisfaction were also mentioned by students. The need
for Further education colleges to support students in developing high aspirations was
highlighted. Furthermore, a wider framework of student aspiration for use in both research
and educational practice is needed.
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2.3.4 Emotional Intelligence
Claudia (2000) found that the curriculum process and specific scaffolding
strategies teachers can use to support students' efforts. Elements in the curriculum process
include storytelling, drawing self-portraits and action pictures, and story writing. This
study concludes by noting that the range of representational opportunities embedded in
this process enables children with a variety of intelligences to identify and share their
feelings in meaningful ways.
Torrie and Prindle (2000) stated that test scores in five general areas:
intrapersonal, interpersonal, adaptability, stress management, and general mode,
suggesting that it could yield information that would enhance student development.
Luca et.al (2001) reported that the framework was developed from the literature
based on students' emotional intelligence and prosperity to engage in collaborative
teamwork. It was found that there was a strong correspondence between students'
emotional intelligence and team harmony.
Matha and George (2001) focused many research studies and reported most
research studies based on the emotional Intelligence and its relation with other variables
such as emotional maturity and leadership traits, and the relation between emotional
Intelligence and academic achievement. Many of these research studies showed
differences between high achievers and ordinary students in gender and age.
Jaege Audrey (2002) found that emotional capacities could be enhanced in the
traditional graduate classroom. Furthermore, findings reveal a strong relationship between
emotional intelligence and academic performance.
Maree and Fernandes (2003) reported that emotional intelligence plays an
important role in an individual's optimal functioning. Emotional intelligence entails an
individual's ability to deal with emotional issues, to partake in interpersonal relationships,
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and to make effective decisions. He investigated the possible impact of emotional
intelligence on solution-focused therapy with an adolescent.
Woitaszewski & Aalsmas study (2004) investigated that there was significant
positive relationship between emotional intelligence and academic success for both
groups. Results also showed that emotional intelligence can predict the academic success
statistically. Upon comparing both groups, results examined that the correlation between
Emotional Intelligence and academic success for high achievers were higher than the
Emotional Intelligence and academic success of ordinary students.
Parker (2004) identified that academic success is strongly related to the
dimensions of Emotional Intelligence. Students whose averages exceeded 80% achieved
more than those whose averages were below than 59%.
Ecclestone and Kathryn (2004) identified that the people need professional help
and institutional recognition in the form of comforting educational experiences.
Interventions that focus on emotional vulnerability, which suggest that people suffer from
low self-esteem or are emotionally unintelligent and which confer esteem might be seen as
a springboard to empowerment and challenge.
Swati Patra (2004) reported that emotional intelligence has emerged as the crucial
factor in the successful management of organisations. Emotional intelligence can help in
creating an enthusiastic work environment, employee satisfaction, efficient administration,
useful vision for the future and achieving organisational development. Hence, educational
management will also do well to incorporate practices of emotional intelligence, thus
leading to emotional quality management in the organisation.
Adeyemo and David Akinlolu (2005) investigated that there was a significant
relationship between emotional intelligence and adjustment. It was also found that the
strengths of emotional intelligence, defined in terms of high, moderate and low,
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significantly impacted the adjustment of students in transition. The outcome of this study
has strengthened the need to mount an emotional-intelligence based counselling
intervention programme to mitigate the transition trauma of pupils moving from primary
to secondary school.
Cakan and Mehtap (2005) reported that from the gender, age, and job experience
of the participants, Male and females scored similarly and emotional intelligence scores of
the participants did not differ as their age and job experience increases.
Liptak and John (2005) investigated that emotional intelligence skills are as
important as, if not more important than, job-related skills. Counsellors working with
college students, however, usually focus on career management and job search skills and
neglect the development of EI skills. EI seems to be an excellent framework to use in
helping college students find a job and succeed in the workplace.
Chan and David (2006) examined that an adequate and moderately good fit,
suggesting that emotional exhaustion, influenced by emotional appraisal and positive
regulation, was causally prior to depersonalization and personal accomplishment, but
personal accomplishment could develop relatively independently from the burnout
components through the influence of positive utilization of emotions.
Anne Abraham (2006) highlighted the importance of emotional intelligence and
demonstrates the recognized need for well-developed emotional intelligence levels in the
workplace, and in particular for accountants. It outlines recent research studying emotional
intelligence in relation to university students, and concludes with a call for university
educators to integrate EI skills in their courses.
Santesso et.al (2006) explored that boys had significantly lower emotional
intelligence than girls, and low emotional intelligence was associated with significantly
more externalizing behaviours (i.e., aggression and delinquency), replicating previous
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work. Findings also suggest that individual differences in emotional intelligence may not
be based on differences in levels of emotional regulation or the generation of positive
affect as reflected in frontal EEG asymmetries, but rather other social and cognitive
competencies required for adaptive behaviour.
Al- Masri study (2007) investigated that female students achieved better in the
compassion dimension. It also showed that there was a significant positive correlative
between the gender variable and Emotional Intelligence in favour of the female students.
No significant differences were noticed in Emotional Intelligence between high achievers
and ordinary students.
Humphrey et.al (2007) stressed that there has been an increased interest in the
role of emotional intelligence in both the academic success of students and their emotional
adjustment in school.
Alnabhan and Mousa (2008) identified that the female teachers exhibit higher
levels of interpersonal management than their male counterparts. On the other hand, male
teachers were better on adaptability and emotions regulation components. An interaction
between gender and education background were found to be significant on all components
of the emotional intelligence.
Qulter, Whiteley, Morely & Dudiac's study (2009) proved that students who
have high levels of emotional intelligence are more likely to succeed academically. The
study also showed that students whose emotional intelligence is developing become more
academically successful.
Saenz and Tracy Johnson (2009) reported that for gender and emotional
intelligence there was no statistically significant difference. There were no statistically
significant findings in verbal, performance, and full scale intelligent quotient when
compared to emotional intelligence.
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Polat, Soner; Ulusoy-Oztan, Yildiz (2009) investigated that a meaningful and
positive connection was found out between the students and teachers' emotional
intelligence perception. It is seen that teachers' emotional intelligence management skill
affects the emotional intelligence skill which students use positively and is an important
explanatory variable.
Moafian, Fatemeh; Ghanizadeh, Afsaneh (2009) revealed that there was a
significant relationship between the teachers' emotional intelligence and their self-efficacy.
Three subscales of emotional intelligence--emotional self-awareness, interpersonal-
relationship, and problem solving--were found to be good predictors of teacher self-
efficacy.
Salami, Samuel Olayinka (2010) found that emotional intelligence and gender
predicted career development and gender moderated the relationship between emotional
intelligence and career development.
Joseph, Dana L.; Newman, Daniel A. (2010) explored that a strong latent
correlations between others' emotion appraisal and trait agreeableness , between use of
emotion and trait conscientiousness, between regulation of emotion and trait neuroticism,
and between self emotion appraisal and trait neuroticism. There was also post hoc
evidence of potential leniency in self-reported emotion regulation.
Clarke, Nicholas (2010) investigated that an one-day emotional intelligence
training alone had no effect but when followed by participating in team-based learning
positive effects were found, but only for those who were categorized as participating more
intensively in team learning and only one specific emotional ability.
Olatoye, R. Ademola (2010) evaluated that there was a very low negative, no
significant relationship between creativity and emotional intelligence; and there was no
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significant difference between male and female students' academic achievement, creativity
and emotional intelligence.
Sung, Helen Y. 2010 identified that East Asian beliefs in hierarchy in family
order, hard work/education, respect for elders and sibling relations have an impact on
parent/child interaction. Distinct attitudinal and perceptual differences between
adolescents with very low and high emotional quotient were found.
Alegre, Alberto (2011) investigated that parental responsiveness, parental
emotion-related coaching, and parental positive demandingness are related to children's
higher emotional intelligence, while parental negative demandingness was related to
children's lower emotional intelligence.
Ramezan Hasanzadeh (2011) reported that there was a significant relationship
between students’ total emotional intelligence and learning strategies both in females and
males; and there was a meaningful difference between males and females in learning
strategies.
Mohammad Ahmad Alrfou (2012), identified that there was a statistically
significant relation on the level(α= 0.05) which showed the adaptability and academic
achievement dimensions for high achievers: There was a statistically significant relation
on the level(α= 0.05) which showed the adaptability and academic achievement
dimensions for male high achievers and there was no statistically significant relation
between the Emotional Intelligence and academic achievement for female students.
Christina Hamme Peterson (2012) investigated that three factors to describe
group emotional regulation of its members: caring orientation, confronting members, and
ground rules. Reliability and evidence of validity were strong.
Sergio Agnoli (2012) reported that an interaction between trait emotional
intelligence and cognitive ability in predicting academic performance. In particular, trait
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emotional intelligence was positively associated with better language performance in
children characterised by low or medium cognitive ability, but not in pupils characterised
by high cognitive ability.
Kajbafnezhad (2012) found that from the two variables of mental skill and
emotional intelligence, mental skill was the best predictor for athletic success motivation
and has a better ability to predict the success rate of the participants. Among all the
components of emotional intelligence, self-respect had a significantly higher ability to
predict athletic success motivation.
Albert Alegre (2012) investigated that the amount of time mothers spent with their
children and the quality of their interactions were important in terms of children’s trait
emotional intelligence, not only because those times of joint activity reflect a more
positive parenting, but because they are likely to promote modelling, reinforcement,
shared attention, and social cooperation.
Sarah K. Davis; Neil Humphrey (2012) explored that ability emotional
intelligence influences mental health via flexible selection of coping strategies, trait
emotional intelligence modifies coping effectiveness; specifically, high levels of trait
emotional intelligence amplify the beneficial effects of active coping and minimise the
effects of avoidant coping to reduce symptomatology.
Frank Walter (2012) examined the complex connection between individuals'
emotion recognition capability and their emergence as leaders. It was found that emotion
recognition and extraversion interactively relate with an individual's task coordination
behaviour which, in turn, influences the likelihood of emerging as a leader.
Edith Filaire; Patrick Treuvelot; Hechmi Toumi (2012) found that the
disordered-eating group presented a positive correlation between disordered-eating
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attitudes symptoms and both avoidance- and emotion-oriented coping but a negative
correlation between disordered eating attitudes and task-oriented coping.
Martyn Griffin (2012) investigated that emotional intelligence is presented as an
essential capacity that can fulfil this role for the deliberative citizen and deliberative
democracy more generally. The ‘deliberative school’ is suggested as a potential site for
this transformation that can progress from generation to generation, cultivating citizens
that are increasingly better equipped to handle emotionally-laden deliberative engagement.
Wail Minwer Al- Rabadi (2012) explored that the participants emotional
intelligence assessment degree of their psychological harmony was medium; There was a
significant difference between emotional intelligence and the psychological harmony and
there were statistically significant differences between the academic major and the
emotional intelligence in favour of students of the applied sciences section.
Nicola S. Schutte; John M. Malouff (2012) identified that participants in the
emotional competency prime condition performed significantly better on the emotional
intelligence tasks comprising the MSCEIT (Mayer–Salovey–Caruso Emotional
Intelligence Test) than those in the control condition.
Feng Kong; Jingjing Zhao; Xuqun You (2012)investigated that social support
and self-esteem fully mediated the relationship between trait emotional intelligence and
life satisfaction in late adolescence. Moreover, a multi-group analysis indicated that the
males with high social support were more likely to gain greater life satisfaction than the
female counterparts.
Nathalie P. Lizeretti; Natalio Extremera; Ana Rodríguez (2012) explored that
Patients from clinical group show higher levels of attention to feelings, but lower scores in
abilities to manage effectively their negative emotional states compared to participants
from non-clinical control group.
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Desiree (2012) reported that students who participated in the emotional
intelligence educational program reported fewer clinical symptoms compared with
students in the control group, and these differences persisted six months after the
conclusion of the program.
Susan Tee Suan Chin (2012) identified that emotions affect the perceptions and
attitudes of people in the workplace. The ability to assess verbal and non-verbal
expressions helps in understanding the needs and wants of the employees and customers.
Majeed Sharei; Farhad Kazemi; Morteza Jafari (2012) evaluated that there was
a significant relationship between the general scores of metacognitive capabilities and
emotional intelligence skills, and some of their components with mathematical problem
solving ability. The performance of male students was better than females in
metacognitive capabilities and problem solving, but the score of female students was
higher than males in emotional intelligence skills.
Faik Ardahan (2012) explored that a positive impact of being outdoor sports
participants has been found on life satisfaction, and a meaningful difference has been
emerged between life satisfaction of outdoor sports participants and non participants of
outdoor sports. In addition to this, as emotional intelligence increases, life satisfaction also
increases.
Lorraine Dacre Pool; Pamela Qualter (2012) reported that the measure
emotional self-efficacy was found to correlate with trait emotional intelligence and
showed expected correlations with personality. It did not correlate with ability emotional
intelligence or cognitive ability. These findings were interpreted as offering support for the
use of the emotional intelligence as a reliable measure of emotional self-efficacy.
Mehmet Karakuş(2012) identified that there were gender related differences in
the relationships of age, emotional intelligence, stress, anxiety, burnout and depression.
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The results imply that school managers should take into consideration the teachers’
personal variables such as gender and age in order to assess the use of emotional
intelligence in coping with negative feelings at the place of work effectively.
2.3.5 Mental Health
Ruffolo (2004) examined risk and protective factors for delinquent, diverted and
high risk adolescent girls to inform the development of effective mental health prevention
and intervention programs. A majority of the girls reported moderate to severe depression,
but only about one third had received mental health speciality services. Girls in the
community based closed residential settings had significantly higher levels of depression,
experienced negative life events, more often had special education status , were more
likely to come from families who received welfare, had more disruption in living
situations, exhibited more delinquent behaviour, and used more negative coping
behaviours that did girls in the other programs.
Esther and Katherine et al.,(2004) found that maternal aggregating strain
mediates between children mental health problems, and three indicators of maternal health
problems with significant indirect pathway through maternal care giving strain replacing
the formerly significant direct contribution of child’s problem severity to each maternal
mental health measure.
Noradilah (2010) studied on “A Study on Selected Demographic Characteristics
and Mental Health of Young Adults in Public Higher Learning Institutions in Malaysia”.
Findings indicated that a majority of undergraduates exhibit a healthy mental state while a
minority has some mental health concerns. One-way ANOVA tests showed that the mental
health of undergraduates in this study differed in terms of ethnicity, year of study and
academic field.
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Jahanshir Tavakolizadeh (2011) conducted an experimental study on “The
effectuality of teaching of self-regulated learning strategies on mental health in students”.
The experimental group was given teaching in self-regulated learning strategies for 18
one-hour sessions. After the teaching a post-test using the tools were taken from both
groups. The results showed that there was no meaningful difference between means of
mental health situation and its symptoms (physical complaints, anxiety, social dysfunction
and depression) in both experimental and control groups. There were significant
relationship between the teaching of self-regulated learning strategies and mental health.
Although, the relationship with these variables can be affected by factors such as
measurement tools of mental health, the time limitation of executing the teaching of self-
regulated learning strategies (the role of time factor in modifying awareness), the
opportunity of more practicing and utilizing self-regulated strategies in everyday life.
Jane (2012) studied on “Adolescent Mental Health, Behaviour Problems, and
Academic Achievement”. This study revealed that attention problems, delinquency, and
substance use were significantly associated with diminished achievement, but depression
was not. Combinations of problems involving substance use were especially
consequential. Results demonstrated that the social consequences of mental health
problems were not the inevitable result of diminished functional ability but, rather, reflect
negative social responses.
Patra and Maharana (2013) explored that incidence of dementia had direct
relationship with increasing age beyond the age of 60 yrs. Dementia was prevalent in 23%
of subjects having Hypertension but it was 16% in normotensives. Dementia was
prevalent in 22% of subjects having diabetes but it was 13% in non-diabetics. Dementia
was prevalent 27% of patients having both hypertension and diabetes.
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Deborah (2013) identified that using technology as a delivery vehicle to further
advance the field of Behavioural Parent Training and the potential implications of
technological innovations in BPT for other areas of children's mental health.
Mariana (2013) identified that mental health problems in the caregivers, violent
behaviours of the caregivers toward the children, absence of a partner living in the house,
and lower levels of family functioning increased the risk of mental health problems in the
children.
2.3.6 Scientific Aptitude
Shea, Daniel L.; Lubinski, David; Benbow, Camilla P (2001) found that spatial
ability added incremental validity to scholastic assessment test mathematics- SAT-M- and
scholastic assessment test verbal- SAT-V assessments in predicting educational-vocational
outcomes over these successive time frames. It appears that spatial ability assessments can
complement contemporary talent search procedures.
Ruth Jarman; Billy McClune (2002) investigated that used newspapers must
develop an aptitude among their students and ability to read and respond critically to
science in the media. It is suggested that such findings are significant in the context of
current discussion of the school curriculum and 'scientific literacy'.
John Hoberman; John Hoberman (2004) explored that a powerful stereotype of
‘tropical nature’ and its ‘superabundant’ vitality has influenced non-African thinking
about African athletic potential. The idea that evolutionary adaptation in Africa was a
particularly severe version of natural selection has had a similar effect on Western
thinking about African runners. Romantic ideas about African athletic aptitude may,
therefore, be understood as modern versions of the doctrine of black ‘hardiness’ that
survives in contemporary biomedicine in various forms.
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Spelke, Elizabeth S (2005) identified that mathematical and scientific reasoning
develop from a set of biologically based cognitive capacities that males and females share.
These capacities lead men and women to develop equal talent for mathematics and
science.
Muhammad Aqeel Raza and Ahmad Farooq Shah (2011) found that the
coefficient correlation (r) between the students’ aptitude test score and their specific score
was 0.84. The mean score in science aptitude test of students having science subjects as a
favourite subjects was 21.14 and mean score in science aptitude test of students having
other than science subjects as a favourite subjects was 16.97. So, at the time of admission
in secondary classes in science education, science aptitude of the students should be
seriously considered with other factors.
2.4 CRITICAL DISCUSSION
From the above referred ninety nine 98 Indian studies, it is confirmed that most of
the studies are found to be normative survey in nature and few studies are experimental in
nature. Most of the studies are academic achievement oriented than compared to other
studies in the field of educational aspirations, emotional intelligence, mental health and
scientific aptitude. The nutshells of all relevant studies with important findings were
discussed below.
From the above referred 96 foreign studies were concerned most of the studies are
experimental when compared to the academic achievement, educational aspiration,
scientific aptitude, emotional intelligence and clinical reports regarding mental health. The
nutshells of all relevant studies with important findings were discussed below.
2.4.1 Academic Achievement
Suneetha et al. (2001) found that age and gender differences as factors affecting
academic achievement and examined that gender was the more important variable than
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intelligence quotient in deciding high academic performance. Vyas (2002) found that there
was significant difference in the learning style and mental abilities of girls residing in
urban and rural area.
Gakhar et al. (2003) found that problem solving ability was significant and
positively correlated with mathematical achievement. Kasinath (2003) found that mental
health had significant determinant effect on achievement in school subjects. Prakash
(2003) found that a positive significant difference between low and high achieving
students in the areas of home and family, personal and emotional, education, health and
total adjustment. Bhuvaneswari et al. (2004) found that there was no significant
difference in the category of gender and type of school for achievement.
Avinashilingam, N.A.V. and Sharma, G. (2005) found that classroom factors
play a major role in affecting the students’ academic performance. Panigrahi (2005)
found that there was significant and positive correlation between academic achievement
and intelligence. Panda (2005) found that there was low relationship between intelligence
and academic achievement. Dwivedi (2005) found that academic achievement of students
of the urban schools was significantly higher than that of students of the rural schools.
Rajasekar (2005) found that there was no significant difference between boys and
girls, urban and rural students, and students studying in private and government schools in
respect of their achievement in computer science. Vamadevappa (2005) found that there
was a positive and significant relationship between parental involvement and academic
achievement; significant difference between boys and girls in their academic achievement.
Sharma (2007) found that high achievers had high problem solving ability in
comparison to average and low achievers; there exist positive relationship between
achievement, problem solving ability and scientific attitude. Subramanyam et al. (2008)
found that there was no significant difference with regard to the impact of gender on
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emotional intelligence and academic achievement, besides there being no relation between
academic achievement and emotional intelligence.
Mittal (2008) found that there was significant difference in academic achievement
of secondary level students of different localities; relationship between academic
achievement and mental health of students of secondary level of urban locality was highly
significant. Vasanthi (2010) found that the correlation between learning environment and
academic achievement of Hindu students, non BC students, and rural students vary
significantly. Singh (2010) found that male students had significantly higher level of
academic achievement than female students.
Gakhar et al. (2010) found that science achievement was not significantly
correlated with scientific attitude. Singh et al. (2010) found that academic achievement of
adolescents with low spiritual intelligence were better than adolescents with average
spiritual intelligence. Vidhyageetha. N and Padma.B (2012) that favourable attitude
towards computer has great impact in the academic achievement of the students. Gafoor
et al. (2007) found that there was significant difference between achievement in science of
pupils belonging to tuition and non tuition groups.
Gafoor et al. (2008) found that there was influence of external (positively) and
conservative (negatively) thinking on achievement in physics. Udida (2010) found
significant positive relationship exists between students’ attitude to chemistry and their
performance in chemistry.
Gabriela Nausica Noveanu (2011) found the expected performances in chemistry
after eight years of studying sciences in an interdisciplinary correlated with the intended
outcomes requested by the other sciences curricula (physics, biology and geography) are
not reached by the great majority of the Romanian students. Xiaoying Xu (2011) found
that the attitude−achievement relationship, students’ attitudes played a significant role in
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predicting final achievement in a general chemistry course. Guzzetti and Eunjin Bang
(2011) found that the positive impact of integrating literacy into science on students'
inquiry skills and improved attitudes toward science for girls. Kalaivani and Babu (2011)
study had shown that the higher secondary students have high achievement in Chemistry
and average study habits. There was positive and significant correlation found between
study habits and achievement in Chemistry.
2.4.2 Educational Aspiration
Chen (2001) supported the effectiveness of home environment, attitudes towards
mathematics and educational aspiration as the more important and consistent predictor of
mathematics achievement. Tehlan (2001) found that general intelligence and aspiration
of male scheduled caste students were better than the female scheduled caste students.
Jayaswal et al. (2003) found that the parents of high achievers had higher aspiration for
their children’s educational success Uniyal (2007) found that level of aspiration was
significantly influenced by scholastic achievement of students. Prashad (2007) found that
gender and achievement of students’ did not have interactive effects on level of aspiration;
the high achiever students had higher aspiration level in comparison to low achievers
students.
Pandey, S. N. and Mishra, B. K. (2008) found that Normal and crippled
adolescents differ significantly at the level of aspiration. Normal and crippled of both
male and female adolescents differ significantly at the level of aspiration. Singh (2011)
shows that educational aspiration level of boys is better than girls, medium of instruction
also influence the educational aspiration level. Peggy Froerer (2012) studied on the
relationship between education, aspiration, and social mobility marginalized adivasi
(tribal) girls and the ways in which girls' education-related aspirations are altered in
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relation to the changing possibilities of realizing them. Murugan.S and Jeyaseelan .M
(2013) found that no one aspire to choose sports as their career.
Graziella Michele Pagliarulo (2004) found that some variance in first-generation
students’ educational aspirations. Weihua (2010) found that both parents' educational
aspiration for their children and school-initiated contact with parents on benign school
issues had strong positive effects on all five motivational outcomes.
Andrea Madarasova Geckova (2010) found statistically significant associations
with educational aspirations for the factors parental educational level and father’s
unemployment. Fataar, Aslam (2010) stressed to open a window onto how young people
now go about navigating their educational aspirations in the light of their contingent life
circumstances. Peter Creed (2011) examined the causal relationship between goal
orientation and aspirations. Abdul Hamid (2010) found that the level of educational
aspirations of first-generation students to pursue studies at higher education institutions
was high.
Rich; Delgado (2011) found that Educational Aspiration was higher for clients
who indicated a desire for more education. Ignacio Mercado (2011) found that students
who aspire to achieve more than they expect to achieve also are likely to have more
economically disadvantaged backgrounds and poorer academic performance. Zhi-jin
Hou; S. Alvin Leung (2011) found that there were also gender differences for both
expectations and aspirations. Types of high school (key or regular high schools) and
parental educational background also related to expectations and aspirations. Jo- Anne
Baird; Jo Rose; Alison Mcwhirter (2012) found that students from further education
settings mentioned career aspirations more frequently and educational aspirations less
frequently than students in non-Further Education settings.
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2.4.3 Emotional intelligence
Thomas et.al (2006) found that emotional intelligence had a more positive
correlation with job satisfaction for employees with low emotional intelligence than for
those with high emotional intelligence. Babu and Sameer (2008) found that the
correlation coefficient between self-esteem and emotional intelligence of science stream
students was high. Dubey, Ruchi (2008), found that there was no significant relationship
between emotional intelligence and achievement among arts and science stream students.
Rathod, A. (2008) found Girl learners were more emotional intelligent than
boys. Paltasingh, S (2008) found that there was significant and positive correlation
between creativity and intelligence. Reetasuri (2010) found that no significant relation
was found between Emotional Intelligence and achievement with respect to XII class
CBSE students. Matha and George (2001) found that many studies in foreign focuses on
Emotional Intelligence and its relation with other variables such as emotional maturity and
leadership traits, and the relation between emotional Intelligence and academic
achievement, and finally social treatment and asking for psychological assistance.
Maree and Fernandes (2003) found that emotional intelligence plays an
important role in an individual's optimal functioning. Woitaszewski & Aalsmas study
(2004) found that there was significant positive relationship between Emotional
Intelligence and academic success. Parker (2004) found that that academic success was
strongly related to the dimensions of Emotional Intelligence. Swati Patra (2004) found
that emotional intelligence has emerged as the crucial factor in the successful management
of organisations. Weinberger and Lisa (2004) found that no relationship was found
between the various dimensions of emotional intelligence and leadership style. Cakan
and Mehtap (2005) found that emotional intelligence scores of the participants did not
differ as their age and job experience increases.
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Liptak and John (2005) found that emotional intelligence skills are as important
and it was not more important than job-related skills. Anne Abraham (2006) highlighted
the importance of emotional intelligence and demonstrates the recognized need for well-
developed emotional intelligence levels in the workplace, and in particular for
accountants. Santesso et.al (2006) found that boys had significantly lower emotional
intelligence than girls. Al-Jundi study (2006) found that the individual differences in
emotional intelligence between high achievers and ordinary students of both genders and
its relation with academic achievement.
Al- Masri study (2007) found that there was a significant positive correlative
between the gender variable and Emotional Intelligence in favour of the female students.
Humphrey et.al (2007) stressed that there has been an increased interest in the role of
emotional intelligence in both the academic success of students and their emotional
adjustment in school. Kok-Mun et.al (2007) found that possible country-of-origin
difference on trait emotional intelligence among different national groups. Omran and
Punmaki (2008) found that there was a significant positive correlation between gender
and emotional intelligence in the case of female students. Difabio & Palazzesschi (2009)
found that the ability of a number of variables, such as emotional intelligence and
personality traits was a predictor of academic performance. Qulter (2009) found that
students who had high levels of emotional intelligence are more likely to succeed
academically.
Afolabi (2009) found that emotional intelligence has a significant influence on
interpersonal relations; need for achievement among undergraduates; and emotional
intelligence and need for achievement had significant influence on academic achievement.
Moafian (2009) found that there was a significant relationship between the teachers'
emotional intelligence and their self-efficacy. Salami, Samuel Olayinka (2010) found
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that emotional intelligence and gender predicted career development and gender
moderated the relationship between emotional intelligence and career development.
Clarke, Nicholas (2010) found that greater participation in team-based learning
may create stronger relational bonds that support the development of emotional abilities
once individuals have gained personal insights into their own emotional intelligence.
Gharaibeh (2011) found that the Emotional Intelligence of High achievers was high.
Farah (2011) found that there was significant correlation between academic
achievement and emotional intelligence. High achievers and low achievers showed
significant differences on overall emotional intelligence. Sergio (2012) found that an
interaction between trait of EI and cognitive ability in predicting academic performance.
Sarah (2012) found that ability EI influences mental health via flexible selection of
coping strategies. Desiree (2012) found that Students who participated in the EI
educational program reported fewer clinical symptoms compared with students in the
control group, and these differences persisted 6 months after the conclusion of the
program.
2.4.4 Mental Health
Shanmugam.N (2008) conducted a study examined that mental health, value
conflict and social maturity of higher secondary was average in nature. It was also noted
that , type of management of schools, type of family, birth order of the child, father’s
educational qualification, mother’s educational qualification and father’s monthly income
had no significant difference on mental health of higher secondary students. Permual
(2008) found that the majority of VIII standard students of Kerala do not have high mental
health status. There was a significant difference in the correlation between mental health
status, locus of control and achievement in English in the total sample and sub-sample
based on gender and locale.
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Mittal, A (2008) found that there was significant difference in academic
achievement of secondary level students of different localities. Bandhana, Darshana and
Sharma (2012) found that the mean value of mental health, home environment and
academic achievement of girls is more in comparison to boys.
Mahmoud Shirazi (2012) found no significant difference at the mean scores of
professional and non-professional students’ mental health and personality characteristics
in terms of gender. Abhinav Tandon (2013) found that Gandhian concepts like
nonviolence, satyagraha, brahmcharya and the concepts related to ′Truth′ and ′God′ can
give psychological strength and mental resilience to any individual trying to cope up with
the demands of life.
Prabhat Sitholey (2013) stressed on Indian Mental Concepts on Children and
Adolescents and stressed the Children′s physical and mental health and its disorders were
given due attention. Tiwari (2013) found that the adopting the advocated principles of
Indian concepts of lifestyle and paying proper attention to mental illnesses of older adults
and recognizing their problems may preserve mental health in old age.
Rakesh Chadda; Koushik Deb (2013) evaluated the scope and effectiveness of
family focused psychotherapy for mental disorders in India. Jahanshir Tavakolizadeh
(2011) found that there was no meaningful difference between means of mental health
situation and its symptoms. Ali Akbar (2011) found that college students who had
positive image of God were higher in mental health than in college students who had a
negative image of God.
Jane (2012) found that the social consequences of mental health problems were
not the inevitable result of diminished functional ability but, rather, reflect negative social
responses. Esther (2013) found that mental health problems in the caregivers, violent
behaviours of the caregivers toward the children, absence of a partner living in the house,
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and lower levels of family functioning increased the risk of mental health problems in the
children.
2.4.5 Scientific Aptitude
Sharma (1995) found that over achievers excelled significantly in scientific
aptitude than under achievers, whereas under achievers excelled significantly on numerical
ability, reasoning aptitude and verbal aptitude than over achievers. Singh (2004) found
that Males had significantly higher scientific aptitude than female; urban students had
more positive scientific aptitude than rural students. Rajni (2006) concluded that there
was significant correlation between mathematics aptitude and achievement in mathematics
at 0.01 level of significance. Vasugi and Padamakalavathy (2008) found that scientific
aptitude of high school students in Dindigul district is high. There was a significant
positive high relationship between scientific aptitude and achievement in science.
Nataraj and Manjula (2012) found that the Scientific Aptitude and achievement
in science shows that male and female, Hindu, Christian and Muslim students do not differ
significantly. Also a significant correlation was found between achievement in science and
Scientific Aptitude of high school students. Mukhopadhyay Rajib (2013) found that
different discipline in science aptitude in physics has become the area drawing increasing
attention of counsellors and researchers and suggested the scope of further investigation of
aptitude in physics. Senthil Raja.S (2014) examined the overall scientific aptitude of
higher secondary students in Namakkal District and found that it was below average in
nature. Gender, medium, family type, community, parental education, parental income,
birth order, and attendance were not found as influencing factor of scientific aptitude
whereas school management type, locality of school, type of school, religion, socio
economic status and parental occupation influences scientific aptitude of higher secondary
students.
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Shea, Daniel L.; Lubinski, David; Benbow, Camilla P (2001) found that spatial
ability added incremental validity to Scholastic Assessment Test Mathematics and
Scholastic Assessment Test Verbal assessments in predicting educational-vocational
outcomes over these successive time frames. Ruth Jarman; Billy McClune (2002) found
that used newspapers must develop an aptitude among their students and ability to read
and respond critically to science in the media. Spelke, Elizabeth S (2005) provided
evidence that mathematical and scientific reasoning develop from a set of biologically
based cognitive capacities that males and females share. Muhammad Aqeel Razaand
Ahmad Farooq Shah (2011) found that there exists coefficient correlation between the
students’ science aptitude test score and their individual achievement test score.
2.5 DISCUSSION
In today’s world, education is a necessity and it has assumed an increasingly
important role in future plans, especially for young people. During the educational process
students gain necessary skills and competencies to be able to function on different
competitive opportunities. Higher levels of education are associated with higher income, a
more prestigious career, lower risk of unemployment and an improved well-being.
Education is also a key factor in promoting and sustaining economic growth and
technological development. When there is a lack of qualified individual, technological
expansion is hampered. Also, along with technological changes the society must learn how
to adjust to them and for that reason good education is needed desperately. Nobody wants
their children to drop out from the educational system after completing the primary or the
lower secondary school, and only a few accept the upper secondary school level as a
desired education for children.
Problem of the Study Goleman (1995) believes that the educational establishment
is responsible for achieving the emotional competence by means of building and
90
improving emotional intelligence skills from the kindergarten stage up to the university.
Effective competence is divided into interpersonal competence and intrapersonal
competence. Mental Intelligence plays only a minor role in leading a successful life while
emotional intelligence plays a major role. It is the major task of teachers to find, out the
root cause of such poor performance, whether it may be in them, in children or in the
institutions and to find out suitable remedial measures. Higher secondary school pupils are
usually teenagers and proper maintenance of mental health and achievement at this period
helps them to choose a proper education carrier and lead to a happy life. Shek (1997) has
found that family factors play an important role in influencing the psychosocial
adjustment, particularly the positive mental health, of Chinese adolescents. Whether
parents are involved in and support their adolescent school life can directly affect their
personal and social development as well as their academic success.
But in the present system of school education at the time of admission in the
various field of study in the higher secondary stage, students’ aptitude in that discipline is
hardly recognized as the as the matter of consideration . As a result, in spite of gradual
increasing rate of enrolment of students in science courses, the scenario of students’
achievement in science is not as per the level of expectation. This failure in science
learning increases the possibility of wastage of human resource and therefore has become
a major concern of school teachers, administrators and also science educators (Ganguli &
Vashistha, 1991; NAEP, 1979). Under this circumstance scientific aptitude of high
secondary students particularly has become an issue of major concern (DST, 2010). This
also leads to selection of the present topic.
First year higher secondary students’ achievement in the school level studies plays
an important role in their life carrier. Reports from researchers and above refereed studies
have examined that the current state of students’ performance in achievement in chemistry
91
at examinations not to be at expected level. It could be predicated that demographic
variables and other personal variables may accountable for their achievement. Thus
various psychological factors may impact on their achievement with one another among
the school going students are not only in their whole academic achievement but also in
their individual subject achievement.
With the views expressed from the above referred foreign and Indian studies, the
investigator felt strongly motivated to study about the achievement in chemistry of first
year higher secondary school students in relation to selected major variables like
educational aspiration, emotional intelligence, mental health and scientific aptitude on the
basis of sub - samples such as gender, medium of school, school location, type of school,
family type, school management, religion, community, father education, mother education,
father occupation, mother occupation, parental monthly income, sibling, and attendance.
Hence the present study is entitled as “A study of achievement in chemistry in
relation to selected variables”.
2.6 CONCLUSIONS
A close review of the related literature enlightened about various dimensions of
work culture and their relation with variables and also it provides ideas about reasoning
ability and its related variables. Thus, the review of related literature provided a good
poetical prospective to verify the study under investigation.