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i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 18 Issue 2

Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions

Most Cited

Volume 6 Issue 3 November - January 2013

Research Paper

Social Networking of Depressed and Non-depressed Female College Students

Sarwat Sultan* , Irshad Husain**

* Bahauddin Zakariya University, Multan, Pakistan.

** The Ismamia University of Bahawalpur, Pakistan.

Sarwat Sultan and Irshad Hussain (2013). Social Networking Of Depressed And Non-depressed Female College Students. i-manager’s Journal on Educational Psychology, 6(3), 1-8. https://doi.org/10.26634/jpsy.6.3.2088

Abstract

The present study aimed at examining the interpersonal aspects of depression among female college students. A sample of 60 undergraduate female college students (50 pairs: 25 depressed and 25 non-depressed subjects along with their best friends) was drawn from Government Degree College for Women, Multan. Beck Depression Inventory (Beck et al., 1961) was administered to both the depressed and non-depressed subjects along with their best friends (i) to fill it out for themselves, (ii) to fill it out for as would their friends (iii) and to fill out for, as would the average person. Statistical analysis showed that the best friends of depressed subjects were significantly more depressed than the best friends of non-depressed subjects. Results also suggested that depressed subjects perceived their best friends and the average persons to be more depressed as compared to the non-depressed subjects. No significant differences were found between actual and perceived scores of best friends of both the depressed and non-depressed subjects. Also, no significant differences were found between best friend’s perception and actual scores of depressed and non-depressed subjects.

References

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Research Paper

Comparison Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

Ali Khaneh Keshi* , Farahnaz Azizi Tas Ahmadi**

* Department of Counseling, Behbahan Branch, Islamic Azad University, Behbahan, Iran.

** Department of Psychology, Yasuj Branch, Islamic Azad University, Yasuj, Iran.

Ali Khaneh Keshi and Farahnaz Azizi Tas Ahmadi (2013). Comparison Of Self-Efficacy And Self-regulation Between The Students With School Refusal Behavior (SRB) And The Students Without (SRB), And The Relationships Of These Variables To Academic Performance. i-manager’s Journal on Educational Psychology, 6(3), 9-16. https://doi.org/10.26634/jpsy.6.3.2089

Abstract

The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students with NSRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had school refusal behavior (SRB) and 60 of students without SRB were selected from 8 high schools. The general self efficacy scale (GSE; Schwarzer& Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007’s school refusal criterions; self-regulation inventory (Kanlapan & Velasco, 2009), and the student’s current academic performance scores as a measure of academic performance were used for collecting the data. Independent t-Test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p<0.05). Finally results showed that self-efficacy and self-regulation have simple and multiple significant correlation with academic performance in two groups (p<%5).

References

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[6]. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals: Annual Review of Psychology, 53(1), 109-132.

[7]. Fremont, W. P. (2003). School refusal in children and adolescents, American Family Physician, 68(8):1555-1561.

[8]. Fuladchang, M. (2002). The effect of self-regulating skills and increased Autarky beliefs on high school students' academic performance, an unpublished doctoral thesis, Department of Psychology, Shiraz University, Shiraz, Iran.

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[11]. Kanlapan, Ma & Velasco, C. Joseph. (2009). Constructing a self-regulation scale, TESOL Journal, Vol. 1. PP. 70-94.

[12]. Karimzadeh, M. (2000). The relationship between academic self-efficacy and academic achievement among the girl high school students, Tehran, Woman studies, Islamic Azad University.

[13]. Kearney, C. A., Cook, L. C., & Chapman, G. (2007). School stress and school refusal behavior, Encyclopedia of stress, First edition, V. 3: 684-687.

[14]. Kovack, J.C. (2000, October). Self-regulatory strategies in an accounting principles course: Effects on student achievement. Paper presented at the Mid-Western Educational Research Association, Chicago, Illinois, [On-line], Available at: http://www.cedu.niu.edu/pierce/Self-regulatoryStrategies.htm

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[17]. Schunk, D. H. (1991). Self-efficacy and academic motivation, Educational Psychologist, 26: 207–231.

[18]. Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy Scale. In J. Weinman, S. Wright, & M.Johnston, Measures in health psychology: A user's portfolio, Causal and control beliefs (pp. 35-37), Windsor, UK: NFER-NELSON.

[19]. Setzer, N., & Salzhauer, A. (2001). Understanding school refusal, New York University Child Study Center. Retrieved from http://www.aboutourkids.org/articles/ understanding_school_refusal.

[20]. Shapiro, E. S. (2000). School psychology from an instructional perspective: Solving big, not little problems. School Psychology Review, 29(4): 560-572.

[21]. Walters, C. C. (1998). “Self-regulated learning and college students' Regulation of Motivation”, Journal of Educational Psychology, V. 90, No.2.

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[26]. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, 81: 329-339.

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Research Paper

Apologia of St. Ignatius Loyola’s cura personalis: Brigham Young University’s Positive Behavior Support Initiative compared to the Syracuse Academy of Science Charter School’s 7th and 8th grade literacy program: A qualitative analysis (Abridgment)

Gabrielle L. McBath*

Ph.D. Candidate in Educational Leadership, Northcentral University.

Gabrielle L. Mcbath (2013). Apologia Of St. Ignatius Loyola's Cura Personalis: Brigham Young University's Positive Behavior Support Initiative Compared To The Syracuse Academy Of Science Charter School's 7th And 8th Grade Literacy Program: A Qualitative Analysis (abridgment). i-manager’s Journal on Educational Psychology, 6(3), 17-31. https://doi.org/10.26634/jpsy.6.3.2090

Abstract

The following is an abridged version of the author’s original Master’s thesis written in 2008 for LeMoyne College in Syracuse, New York. This qualitative, structural, comparison determined if twelve Character Education studies of Brigham Young University, specifically the Positive Behavioral Support Initiative, assessed the same literacy program components this author designed in spring 2008 for the Syracuse Academy of Science Charter School in Syracuse, New York. Based on McConnell and LoGiudice’s (1998) That’s Life! Social Language, five main curricular units connected student communication, conversation, emotions, peer relationships, and collaboration. This study found that the Society of Jesus and the Church of Jesus Christ of Latter-day Saints upheld the importance of an educational setting beginning at home and continuing religious objectives within K-12 academia. Still, future research was needed to analyze the level of impact of parochial curricula on U.S. Federal mandates.

References

[1]. Anderson, D. (2008, July). Using dialogue journals to strengthen the student-teacher relationship: A comparative case study. Symposium conducted at the U.S. Office of Special Education Programs (OSEP) Conference in Washington, D.C.

[2]. Aristotle (trans. 1992). Nicomachean ethics. In Michael L. Moore's (Ed.) Classics of moral and political theory. Indianapolis, IN: Hackett Publishing Company.

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[4]. Caldarella, P., Adams, M.B., Valentine, S.B., & Young, K.R. (2008, March). School-based mentoring: An effective intervention with students at risk for EBD (Emotional Behavior Disorder). Symposium conducted at the Association of Positive Behavioral Support (APBS) Conference in Chicago, IL.

[5]. Caldarella, P., Richardson, M.J., & Young, B. (2008, July). Further validation of the systematic screening for behavior disorders in middle and junior high school. Symposium conducted at the U.S. Office of Special Education Programs (OSEP) Conference, Washington, D.C.

[6]. Covey, S.R. (1991/ 2003). Principle-centered leadership. New York, NY: Free Press.

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[12]. Cox, G., Young, B., Peterson, J. A., Young, E., & Young, K. R. (2008). Praise notes: An effective part of school-wide positive behavior support? Brigham Young University. McKay School of Education, Case Study. Retrieved from http://education.byu.edu/pbsi/ documents/praise_notes_poster.pdf

[13]. David O. McKay: Prophet and educator (2005, fall). McKay Today Magazine. Brigham Young University, pp. 14-15. Retrieved from http://education.byu.edu/news/ magazines/issues/Fall_2005.pdf

[14]. Gorgueiro, V. (2008, March). Practical solution for initiating positive behavior support (PBS) in secondary schools. Symposium conducted at the Association of Positive Behavioral Support (APBS) Conference in Chicago, IL.

[15]. Holy Bible: King James Version (2007). Peabody, MA: Hendrickson Publishers Inc.

[16]. Ignatius (1546/ 2009). Letter to the fathers attending the Council of Trent. Georgetown University. Retrieved from http://woodstock.georgetown.edu/ignatius/ letter8.htm.

[17]. Ignatius (1599/ 1970). Ratio studorium. Alan, P Farrell, S.J. (Trans.). Conference conducted at the Conference of Major Superiors of Jesuits in Washington, D.C. Retrieved from http://admin.wyk.edu.hk/documents/ A01%20Jesuit%20Education%20&%20Ignatian%20Pedagogy/Ratio%20Studiorum.htm.

[18]. Kraner, B., Young, B., Haymond, R., & Munk, J. (2008). Achievement plus curriculum: Intervention for Secondary Students at-risk for emotional disturbance. Brigham Young University- McKay School of Education- Peaceable Schools Project.

[19]. Leadernetwork.org (2007, June). National leader of the month Stephen Covey. Retrieved from http://leadernetwork.org/stephen_covey_june_ 07.htm.

[20]. Lickona, T. (2000, April). Early childhood today interview: Thomas Lickona, Ph.D., talks about character education. Retrieved from http://www.scholastic.com/ teachers/article/ect-interview-thomas-lickona-phd-talks-about-character-education.

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[22]. Marchant, M., Anderson, D., Caldarella, P., Fisher, A., Young, B., & Young, K.R. (2008, March). School-wide screening and programs of PBS. Symposium conducted at the Association of Positive Behavioral Support (APBS) Conference in Chicago, IL.

[23]. Marchant, M., Renshaw, T., & Christensen, L. (2008, March). Training elementary school general educators to implement function-based support. Symposium conducted at the Association of Positive Behavioral Support (APBS) Conference at Chicago, IL.

[24]. Mayes, C. (2005, fall). Quiet heroes. McKay Today Magazine. Brigham Young University. Retrieved from http://education.byu.edu/news/magazines/issues/Fall_2005.pdf.

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[28]. McMahon, M. (2004, summer). The Jesuit model of education. EDOCERE: A Resource for Catholic Education. Retrieved from http://www.edocere.org/ articles/jesuit_ model_education.html.

[29]. Moore, K. (2008). Teaching values. New York, NY: Scholastic Inc.

[30]. O'Connell, J. F. (1993). Ignatian Pedagogy: A Practical Approach. International commission on the apostolate Jesuit education. World Union of Jesuit Alumni. Retrieved from http://www.jesuitalumni.org/ est/doc/chara-en.pdf.

[31]. Peterson-Nelson, J.A., Webb, N., & Caldarella, P. (2008, March). Effects of peer praise notes on socially withdrawn adolescents: A classroom intervention. Symposium conducted at the Association of Positive Behavioral Support (APBS) Conference in Chicago, IL.

[32]. Peterson-Nelson, J.A., Young, E., & Webb, N. (2008, July). The effects of praise notes on students displaying externalizing and internalizing behavior. Symposium conducted at the U.S. Office of Special Education Programs (OSEP) Conference in Washington, D.C.

[33]. Pope Paul VI. (1965, October 28). Gravissimum educationis: A declaration on Christian education. Retrieved from http://www.vatican.va/archive/ hist_councils/ii_vatican_council/documents/vat-ii_decl_19651028_gravissimum-educationis_en.html

[34]. Positive Behavior Support Initiative (2008). What is positive behavior support? McKay School of Education of Brigham Young University. Retrieved from http://education.byu.edu/pbsi/

[35]. Public Agenda/ Common Good (2004, May 1). Teaching interrupted: Do discipline policies in today's public schools foster the common good? Retrieved from http://www.publicagenda.org/files/pdf/teaching_interrupted.pdf

[36]. Richardson, M., Caldarella, P., Young, B., & Young, E. L. (2008, March). Validation of the SSBD (Systematic screening for behavioral disorders) in secondary schools: Student and parent correlates. Symposium conducted at the Association of Positive Behavioral Support (APBS) Conference in Chicago, IL.

[37]. Sabbah, H., Young, B.J., Young, E.L., & Young, K.R. (2008, March). Gender differences/ similarities for adolescents identified at-risk for emotional/ behavioral risk in the secondary school. Symposium conducted at the Association of Positive Behavioral Support (APBS) Conference in Chicago, IL.

[38]. Stanford University: Metaphysics Research Lab (2008). Moral character. Retrieved from http://plato.stanford.edu/entries/moral-character/.

[39]. Top, B.L., & Chadwick, B.A. (2006, February). Helping children develop feelings of self-worth. Ensign. pp. 32-37. Retrieved from http://www.lds.org/ensign/2006/02/ helping-children-develop-feelings-of-selfworth? lang=eng.

[40]. United States Department of Education/ Office of Communications and Outreach/ Office of Safe and Drug-free Schools. (2005). Helping your child become a responsible citizen. Retrieved from http://www2.ed.gov/parents/academic/ help/citizen/citizen.pdf.

[41]. West, R.P., Young, R.K., Mitchem, K.J, & Calderella, P. (1998, winter). What's happening in Utah to help students at risk for anti-social behavior? Center for Persons with Disabilities News: Utah State University, 21(2).

[42]. Young, E.L. (2008, July). Gender and ethnicity in the early adolescent screening process for emotional and behavioral disorders. Symposium conducted at the U.S. Office of Special Education Programs (OSEP) Conference in Washington, D.C.

[43]. Young, K.R., & Shatzer, R.H. (2008, July). School-wide positive behavior support: Effects on middle school teachers' perceptions of school quality. Symposium conducted at the U.S. Office of Special Education Programs (OSEP) Conference in Washington, D.C.

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Research Paper

A Cognitive Behavioral Depression Prevention Program For Early Adolescents

Lence Miloseva*

Goce Delcev University, Stip, R. Macedonia.

Lence Miloseva (2013). A Cognitive Behavioral Depression Prevention Program For Early Adolescents. i-manager’s Journal on Educational Psychology, 6(3), 32-40. https://doi.org/10.26634/jpsy.6.3.2091

Abstract

The aim of this study was to present results of our one year experience with Cognitive Behavioral Psychology Program, in order to contribute to the building of whole school approach and positive psychology preventive mental health problems model. Based on Penn Resilience program (PRP), we modify and create program for early adolescents: how to prevent depression and to develop resilience. The program should promote optimism and reduce depression in children. Our focus was on explanatory style and optimism. Program’s goal is not simply to teach “positive thinking”. The goal is realistic thinking. During one academic year we have implemented this program in four classes in one primary school in Stip, R. Macedonia. One hundredth and twenty, eight grade’s adolescents, at the age of 14 years, 56 boys, 64 girls, were involved. We conducted a pre & post survey. Children’s Attribution Style Questionnaire (CASQ, Seligman et al.,1995), was used in order to measure the optimistic and pessimistic level among students. According to the results gathered by the pre & post survey, we can see that there exist some changes in the children’s optimistic and pessimistic level. Depression prevention research will live up to its promise if interventions like PRP can be successfully implemented by schools, clinics, and other community settings.

References

[1]. Abela, J. R. Z., & Payne, A.V. (2003). A test of the integration of the hopelessness and self-esteem theories of depression in schoolchildren. Cognitive Therapy and Research, 27, 519?535.

[2]. Abela, J. R. Z., & Skitch, S. A. (2007). Dysfunctional attitudes, self-esteem, and hassles: Cognitive vulnerability to depression in children of affectively ill parents. Behavior Research and Therapy, 45,1127– 1140.

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[6]. Ellis, A. (1962). Reason and Emotion in Psychotherapy. New York: Lyle Stuart.

[7]. Gillham, J.E., Jaycox, L.H., Reivich, K.J., Seligman, M.E.P.,& Silver, T. (1990). The Penn Resiliency Program. Unpublished manual, University of Pennsylvania, Philadelphia .

[8]. Gillham, J. E., Brunwasser, S. M., & Freres, D. R. (2008). Preventing depression in early adolescence: The Penn Resiliency Program. In J. R. Z. Abela & B. L. Hankin (Eds.), Handbook of depression in children and adolescents, (pp. 309 –322). New York, NY:Guilford Press.

[9]. Griciute, A. (2011). Analysis of association between depressive symptoms and resilience in secondary school student groups. International Journal of Psychology: A Bio psychosocial Approach, 9, 9-28.

[10]. Garber, J., & Flynn, C. (1998). Origins of depressive cognitive style. In D. K. Routh & R. J. DeRubeis (Eds.), The Science of Clinical Psychology: Accomplishments and future directions (pp. 53-93). Washington, DC: American Psychological Association.

[11]. Garber, J., Keiley, M. K., & Martin, N. C. (2002). Developmental trajectories of adolescents' depressive symptoms: Predictors of change. Journal of Consulting and Clinical Psychology, 70, 79?95.

[12]. Hankin, B. L., & Abramson, L.Y. (2002). Measuring Cognitive Vulnerability to Depression in Adolescence: Reliability, Validity, and Gender Differences. Journal of Clinical Child and Adolescent Psychology, 31,4, 491-504.

[13]. Hankin, B.L., & Abela, J.R.Z. (2005). Depression from childhood through adolescence and adulthood : A developmental vulnerability and stress perspective, In B.L. Hankin & J.R.Z. Abela ( Eds.), Development of psychopathology; A vulnerability- stress perspective (p.245 -288 ). Thousands Oaks , CA: Sage.

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[16]. Nrughma, L., Holen, A., & Sund, A. (2010). Associations between attempted suicide, violent life events, depressive symptoms, and resilience in adolescents and young adults. The Journal of Nervous and Mental Disease, (198)(2), 131-136.

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[19]. Wagnild, G. M., & Young, H. M. (2010). “Defining Individual Resilience.” The Resilience Scale website. Retrieved from www.resiliencescale.com.

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Research Paper

School Counselor Perception of their Multicultural Competency

Mary G. Mayorga* , Karen Furgerson, Katrina Cook*, Elizabeth Ann****

- Texas A&M University, San Antonio.

-**** Texas A&M University, Kingsville.

Mary G. Mayorga, Farahnaz Azizi Tas Ahmadi, Katrina Cook and Elizabeth Ann Wardle (2013). School Counselor’s Perception Of Their Multicultural Competency. i-manager’s Journal on Educational Psychology, 6(3), 41-49. https://doi.org/10.26634/jpsy.6.3.2092

Abstract

A school counselor’s work environment is diverse by virtue of the student population that attends the school setting, yet it is possible that school counselors may not be prepared to deal with a diverse population. As part of counselor training a course in multicultural counseling is offered so that counseling students become familiar with the competencies and knowledge that help develop multicultural competency. Counselors are ethically mandated to remain multiculturally competent as they progress in their chosen profession. The perception of being multiculturally competent is different than being multiculturally competent. This article will examine the importance of school counselors maintaining their multicultural competency and will examine school counselor’s perception of their own skills, attitudes, and knowledge about multicultural competency.

References

[1]. American School Counselor Association (2006-2010). Why elementary school counselors. Retrieved July 19, 2011 from http://www.schoolcounselor.org.

[2]. American School Counselor Association. (1999). The professional school counselor and cross/ multicultural counseling. (Position statement). Alexandria, VA: Author.

[3]. Constantine, M. G. (2001). Theoretical orientation, empathy and multicultural counseling competency in school counselor trainees. Professional School Counseling. 4, 5. 342-346. doi: 10.1037//0022-0167.48.4.456.

[4]. Council for Accreditation of Counseling and Related Educational Programs. (2009). CACREP accreditation manual: 2009 standards. Alexandria, VA: Author

[5]. Cowles, T. B. (2005). Ten strategies for enhancing multicultural competency in evaluation. The Evaluation Exchange: A Periodical on Emerging Strategies in Evaluation, 9, 2. (no page number available). Retrieved July 19, 2011 from http://www.hfrp.org/evaluation/ theevaluation- exchange/issue-archive/evaluation-methodology. No doi.

[6]. D’Andrea, M., & Daniels, J. (2001). RESPECTFUL counseling: an integrative model for counselors. In D. Pope-Davis & H. Coleman (Eds.), The interface of class, culture and gender in counseling, 417-466. Thousand Oaks, CA: Sage.

[7]. D’Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling and Development, 70, 143-150. doi: 10.1002/j.1556- 6676.1991.tb0157.x

[8]. Dinsmore, J. A., & England, J. T. (1996). A study of multicultural counseling training at CACRE Paccredited counselor education programs. Counselor Education and Supervision, 36, 58-76. doi: 10.1002/j.1556-6878.1996.tb00238.x.

[9]. Evans, M., Zambrano, E., Cook, K., Moyer, M., & Duffey, T. (2011). Enhancing school counselor 21 School Counselors Perception of their Multicultural Competency leadership in multicultural advocacy. Journal of Professional Counseling: Practice, Theory, & Research 38 (2) 52-67.

[10]. Holcomb-McCoy, C., & Myers, J. E. (1999). Multicultural competence and counselor training: a national survey. Journal of Counseling and Development, 77(3), 294-302.

[11]. Holcomb-McCoy, C. (2001). Exploring the self-perceived multicultural counseling competence of elementary school counselors. Professional School Counseling, 4, 195-201.

[12]. Holcomb-McCoy, C. (2004). Professional School Counseling. American School Counseling Association. 7, 3. doi: 10.1177/1066480703258615.

[13]. Holcomb-McCoy, C., Harris, P., Hines, E. M., & Johnston, G. (2008). School counselors’ multicultural self efficacy: a preliminary investigation. American School Counseling Association. 11, 3. Doi:10.5330/PSC.n.2010-11.166.

[14]. King, M. A., Sims, A., & Osher, D.. (no date). How is cultural competence integrated in education? In Center for Effective Collaboration and Practice. Retrieved July 19, 2011, from http://cecp.air.org/cultural/Q_integrated. htm. no doi found.

[15]. Le Beauf, I., Smaby, M., & Maddux, C. (2009). Adapting counseling skills for multicultural and diverse clients. In G. R. Walz, J. C. Bleuer, & R. K. Yep (Eds.) Compelling counseling interventions. VISTA 2009, 33-42. Alexandria, VA. American Counseling Association. No doi found.

[16]. Paisley, P., & Hayes, R. (2003). School counseling in the academic domain: transformations in preparation and practice. Journal of Counseling and Development, 70, 477-486.

[17]. Pedersen, P. B. (2002). The making of a culturally competent counselor. In Online Readings in Psychology and Culture: International Association for Cross-Culture Psychology. Unit 10, Chapter 2. Retrieved July 19, 2011 from http://orpc.iaccp.org. no doi found.

[18]. Portman, T. A. A. (2009). Faces of the future: school counselors as cultural mediators. Journal of Counseling & Development. 87, 1. 21-29. Doi: 10.1002j.1556-6678.2009.tb00545.x.

[19]. Robles-Pina, R. A. (2002). A survey of school counselor’s multicultural counseling competencies. TCA Journal. 30, 1. 45-50. Retrieved February 15, 2011, from http://www.questia.com/reader/printPaginator/1152. no doi found.

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[23]. Texas Council for Developmental Disabilities (2008). Public School Student Population. In Project IDEAL: informing & designing education for all Learners. Retrieved February 8, 2011, from http://projectidealonline.org/mod2_studentPopulation.

[24]. U.S. Department of Education, National Center for Education Statistics (2009-2010). Common core of data. “Public elementary/Secondary School Universe Survey”, Version 1a., and “Local Education Agency Universe survey”, Version 1a., and “State Nonfiscal survey of Public elementary/ Secondary Education”, Version 1a.

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Research Paper

To Study The Relationship Between Creativity & Personality Among Highschool Students

Shaheen Perveen* , Dr. Shaikh Imran Ramzan**

* Principal, DSR College of Education, Aurangabad.

** Marathwada College of Education, Aurangabad.

Shaheen Parveen and Shaikh Imran Ramzan (2013). To Study The Relationship Between Creativity & Personality Among Highschool Students. i-manager’s Journal on Educational Psychology, 6(3), 50-55. https://doi.org/10.26634/jpsy.6.3.2093

Abstract

The central dimension of human personality is extroversion and introversion, the present study is therefore focussed on the relationship between creativity and extraversion and introversion personality traits. A teacher can identify extrovertism and introvertism among the students easily on the basis of their behaviour and habits. Teacher can also identify the relationship between creativity and these personality traits. This is the basic reason behind the present study undertaken by the investigator. In the present study, the data is collected randomly from ten schools; the total number of the students taken for the investigation are 100. The researcher selected Baqar Mehdi’s Creativity Test and Dr. Jai Prakash’s Diagnostic Test for Introversion and Extraversion in the present investigation. The data is analyzed by way of mean, standard deviation, critical ratio and Co-efficient of co-relation. The results are discussed and the conclusions are drawn. On overall observation of the study of some educational implications are also given. This research denies any relationship between creativity of extroverts and introverts, which will help all the person related to the student’s personality development.

References

[1].Allport, (1937), “Personality: A Psychological Interpretation”. Holt, Rinehart, & Winston, New York.

[2].Baqer Mehdi, “A Manual of Verbal Test of Creativity”, National Psychological corporation, Agra, India.

[3].Fergusson, L.W., (1952). “Personality Measurement”, McGraw Hill Book Co., New York.

[4].Garret, H.E. (1971), “Statistics in Psychology and Education”. Vakils, Feiffer and Simons private ltd. (6th Indian Edition), Mumbai.

[5].Guilford, J.P. (1978), “Fundamental Statistics in Psychology and Education”, McGraw-Hill, New York.

[6].Jai Pakash, “A Diagnostic Test for Introversion and Extraversion Personality”, National Psychological corporation, Agra, India.

[7].Jung, C.G. (1967), “The Development of Personality”, Routledge Collected Works, Vol. 17, 1991 Ed. London

[8].Mark A. Runco (1997), “The Creativity Research - Handbook”, Hampton Press, New York.

[9].Murray (1953), “Personality in Nature, Society, and Culture”. Alfred A. Knopf Publications, New York.

[10]. Ramajee Lal, (1984), “A study of some personality characteristics of creative adolescents with the help of projective test”. Ph.D. thesis, Edu, p .504, 4th survey of educational research , NCERT, New Delhi.

[11]. Rathi Devi, K. (1984), “A study of certain social familial and personality correlates of creativity among secondary school children”, Ph.D. thesis, Edu, p .502, 4th survey of educational research , NCERT, New Delhi.

[12]. Tripathi, V.K. (1983), “A study of personality trait as related to creativity among male and female teachers trainees of high, middle and low SES,” Ph.D. thesis, Edu, p .520, 4th survey of educational research , NCERT, New Delhi.

[13]. Verma, J. (1988), “A study of the differences in the personality patterns of high and low creative adolescent in schools”. Ph.D. thesis, Edu, p .523, 4th survey of educational research , NCERT, New Delhi.

i-manager's Journal on Educational Psychology (JPSY)

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Volume 6 Issue 3 November - January 2013

Social Networking of Depressed and Non-depressed Female College Students

Sarwat Sultan* , Irshad Husain**

* Bahauddin Zakariya University, Multan, Pakistan. ** The Ismamia University of Bahawalpur, Pakistan.

Sarwat Sultan and Irshad Hussain (2013). Social Networking Of Depressed And Non-depressed Female College Students. i-manager’s Journal on Educational Psychology, 6(3), 1-8. https://doi.org/10.26634/jpsy.6.3.2088

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Comparison Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

Ali Khaneh Keshi* , Farahnaz Azizi Tas Ahmadi**

* Department of Counseling, Behbahan Branch, Islamic Azad University, Behbahan, Iran. ** Department of Psychology, Yasuj Branch, Islamic Azad University, Yasuj, Iran.

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Apologia of St. Ignatius Loyola’s cura personalis: Brigham Young University’s Positive Behavior Support Initiative compared to the Syracuse Academy of Science Charter School’s 7th and 8th grade literacy program: A qualitative analysis (Abridgment)

Gabrielle L. McBath*

Ph.D. Candidate in Educational Leadership, Northcentral University.

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A Cognitive Behavioral Depression Prevention Program For Early Adolescents

Lence Miloseva*

Goce Delcev University, Stip, R. Macedonia.

Lence Miloseva (2013). A Cognitive Behavioral Depression Prevention Program For Early Adolescents. i-manager’s Journal on Educational Psychology, 6(3), 32-40. https://doi.org/10.26634/jpsy.6.3.2091

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School Counselor Perception of their Multicultural Competency

Mary G. Mayorga* , Karen Furgerson**, Katrina Cook***, Elizabeth Ann****

*-*** Texas A&M University, San Antonio. **-**** Texas A&M University, Kingsville.

Mary G. Mayorga, Farahnaz Azizi Tas Ahmadi, Katrina Cook and Elizabeth Ann Wardle (2013). School Counselor’s Perception Of Their Multicultural Competency. i-manager’s Journal on Educational Psychology, 6(3), 41-49. https://doi.org/10.26634/jpsy.6.3.2092

Abstract

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To Study The Relationship Between Creativity & Personality Among Highschool Students

Shaheen Perveen* , Dr. Shaikh Imran Ramzan**

* Principal, DSR College of Education, Aurangabad. ** Marathwada College of Education, Aurangabad.

Shaheen Parveen and Shaikh Imran Ramzan (2013). To Study The Relationship Between Creativity & Personality Among Highschool Students. i-manager’s Journal on Educational Psychology, 6(3), 50-55. https://doi.org/10.26634/jpsy.6.3.2093

Abstract

References

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* Bahauddin Zakariya University, Multan, Pakistan.

** The Ismamia University of Bahawalpur, Pakistan.

* Department of Counseling, Behbahan Branch, Islamic Azad University, Behbahan, Iran.

** Department of Psychology, Yasuj Branch, Islamic Azad University, Yasuj, Iran.

Mary G. Mayorga* , Karen Furgerson, Katrina Cook*, Elizabeth Ann****

- Texas A&M University, San Antonio.

-**** Texas A&M University, Kingsville.

* Principal, DSR College of Education, Aurangabad.

** Marathwada College of Education, Aurangabad.