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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

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Volume 7 Issue 1 May - July 2013

Article

Adolescence : Search For An Identity

H.M. Kasinath*

Professor of Education & Chairman, Department of Education, Karnatak University, Dharwad (Karnataka).

Kasinath, H. M.(2013). Adolescence:Search For An Identity. i-manager’s Journal on Educational Psychology. 7(1), 1-6. https://doi.org/10.26634/jpsy.7.1.2344

Abstract

James Marcia (1991, 1994, 1999, 2002) expanded on Erikson’s theory of identity formation. Specifically, he focused on two essential processes in achieving a mature identity : exploration and commitment. Erikson’s observations about identity were extended by Marcia, who described four identity statuses : identity diffusion, foreclosure, moratorium and identity achievement. The present article describes the features of these four categories of identity status. It is concluded with the description of the formation of ethnic and racial identities. Ethnic and racial minority students are confronted with the challenge of forming an identity while living in two worlds – the values, beliefs, and behaviors of their group and those of the larger culture. These are highlighted in the present speculative article

References

[1]. Bilsker, D., & Marcia, J.E. (1991). Adaptive Regression and Ego Identity. Journal of Adolescence, 14(1), 75-84.

[2]. Caughy, M. O. M., O'Campo, P. J., Randolph, S. M., & Nickerson, K. (2002). The Influence of Racial Socialization Practices on the Cognitive and Behavioral Competence of African American Pre-Schoolers. Child Development, 73, 1611-1625.

[3]. Charmaraman, L. & Grossman, J. M. (2010). Importance of Race and Ethnicity: An Exploration of Asian, Black, Latino, and Multiracial Adolescent Identity. Cultural Diversity and Ethnic Minority Psychology, 16, 144-151.

[4]. Cramer, P. (2001). Identification and its Relation to Identity Development. Journal of Personality, 69(5), 667- 688.

[5]. Cross, W. (1991). Shades of Black : Diversity in African- American Identity. Philadelphia, PA : Temple University Press.

[6]. Cross, W. E., Jr. & Cross, T. B. (2007). Theory, Research, and Models. In S. M. Quintana & C. McKown (Eds.), Race, Racism and Developing Child (pp. 154-181). New York, NY : Wiley.

[7]. DeCuir-Gunby, J. T. (2009). A Review of the Racial Identity Development of African American Adolescents : The Role of Education. Review of Educational Research, 79, 103-124.

[8]. DuBois, D. L., Burk-Braxton, C., Swenson, L. P., Tevendale, H. D. & Hardesty, J. L. (2002). Race and Gender Influences on Adjustment in Early Adolescence : Investigation of an Integrative Model. Child Development, 73, 1573-1592.

[9]. Fadjukoff, P., Pulkkinen, L., & Kokko, K. (2005). Identity Processes in Adulthood : Diverging Domains. Identity, 5(1), 1-20.

[10]. Herman, M. (2004). Forced to Choose : Some Determinants of Racial Identification in Multiracial Adolescents, Child Development, 75, 730-748.

[11]. Hoegh, D. G., & Bourgeois, M. J. (2002). Prelude and Postlude to the Self : Correlates of Achieved Identity. Youth & Society, 33(4), 573-594.

[12]. MacKinnon, J. L., & Marcia, J.E. (2002). Concurring Patterns of Women's Identity Status, Attachment Styles, and Understanding of Children's Development. International Journal of Behavioral Development, 26(1), 70-80.

[13]. Marcia, J. E. (1966). Development and Validation of Ego Identity Status. Journal of Personality and Social Psychology, 3(5), 551-558.

[14]. Marcia, J. E. (1967). Ego Identity Status : Relationship to Change in Self-esteem, General Adjustment, and Authoritarianism. Journal of Personality, 35(1), 119-133.

[15]. Marcia, J. E. (1980). Identity in Adolescence. In J. Adelson (Ed.), Handbook of Adolescent Psychology. New York : Wiley.

[16]. Marcia, J. E. (1991). Identity and Self Development, In R. Lerner, A Peterson, & J. Brooks-Gunn (Eds.), Encyclopedia of Adolescence (Vol. 1). New York, NY : Garland.

[17]. Marcia, J. E. (1994). The Empirical Study of Ego Identity. In H. Bosma, T. Graafsma, H. Grotebanc, & D. Delivita (Eds.), The Identity and Development. Newbury Park, CA : Sage.

[18]. Marcia, J. E. (1999). Representational Thought in Ego Identity, Psychotherapy, and Psychosocial Development. In I. E. Sigel (Ed.), Development of Mental Representation : Theories and Applications. Mathwah, NJ : Erlbaum.

[19]. Marcia, J. E. (2001). A Commentary on Seth Schwartz's Review of Identity Theory and Research. Identity, 1(1), 59-65.

[20]. Marcia, J. E. (2002). Identity and Psychosocial Development in Adulthood. Identity, 2(1), 7-28.

[21]. Marks, A. K. Patton, F., & Coll, C.G. (2011). Being Bicultural : A Mixed-Methods Study of Adolescents' Implicitly and Explicitly Measured Multiethnic Identities. Developmental Psychology, 47, 270-228

[22]. Markstrom–Adams, C. (1992). A Consideration of Intervening Factors in Adolescent Identity Formation. In G. R. Adams, R. Montemayor, & T. Gullotta (Eds.), Advances in Adolescent Development : Vol. 4. Adolescent Identity Formation (pp. 173-192). Newbury Park, CA : Sage.

[23]. Miller, P. H. (2011). Theories of Developmental Psychology (5th Ed.). New York, NY : Worth.

[24]. Milner, H. R. (2003). Teacher Reflection and Race in Cultural Contexts : History, Meaning, and Methods in Teaching. Theory into Practice, 42(3), 173-180.

[25]. Penuel, W. R. & Wertsch, J. V. (1995). Vygotsky and Identity Formation : A Socio-cultural Approach. Educational Psychologist, 30, 83-92.

[26]. Phinney, J. (1990). Ethnic Identity in Adolescents and Adults : Review of Research. Psychological Bulletin, 108(3), 499-514.

[27]. Phinney, J. (2003). Ethnic Identity and Acculturation. In K. Chun, P. Ball, & Marin, G. (Eds.), Acculturation : Advances in Theory, Measurement, and Applied Research (pp. 63-81). Washington, DC : American Psychological Association.

[28]. Phinney, J.S. & Devich – Nevarro, M. (1997). Variations in Bicultural Identification among African American and Mexican American Adolescents. Journal of Research on Adolescence, 7, 3-32.

[29]. Rotherham-Borus, M. J. (1994). Bicultural Reference Group Orientations and Adjustment. In M. Bernal & G. Knight (Eds.), Ethnic Identity. Albany, NY : State University of New York Press.

[30]. Spencer, M.B. & Marksfrom-Adams, C. (1990). Identity Process among Racial and Ethnic Minority Children in American. Child Development, 61, 290-310.

[31]. Steinberg, L. (2005). Adolescence (7th Ed.). New York : McGraw-Hill.

[32]. Toch, T. (2003). High Schools on a Human Scale. Boston : Beacon Press.

[33]. Turkle, S. (2011). Alone together : Why we Expect more from Technology and Less from Ourselves. New York : Basic Books.

[34]. Waterman, A. S. (1988). Identity Status Theory and Erikson's Theory : Communalities and Differences. Developmental Review, 8(2), 185-208.

[35]. Waterman, A. S. & Archer, S. L. (1990). A Life-span Perspective on Identity Formation : Developments in Form, Function, and Process. In P. B. Baltes, D. L. Featherman, & R. M. Lerner (Eds.) Life-span Development and Behavior (Vol. 10, pp. 30-57). Hillsdale, NJ : Erlbaum.

[36]. Woodhill, B. M., & Samuels, C. A. (2004). Describe and Undesirable Androgyny : A Prescription for the Twentyfirst Century. Journal of Gender Studies, 13(1), 15-42.

[37]. Woolfolk, A. (2012). Educational Psychology (12 Edn.). New Jersey : Pearson Education, Inc.

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Research Paper

The Effect Of Perceived Student Effort On Teacher Impressions Of StudentsWith Learning Difficulties

David A. Kahn* , Gail Cheramie, Mary E. Stafford*

-- University of Houston-Clear Lake.

David A. Kahn, Gail M. Cheramie and Mary E. Stafford (2013). The Effect Of Perceived Student Effort on Teacher Impressions Of Students With Learning Difficulties. i-manager’s Journal on Educational Psychology, 7(1), 7-12. https://doi.org/10.26634/jpsy.7.1.2345

Abstract

The purpose of this study was to investigate whether vignettes could allow for differentiation of perceived effort, and if so, would perceived student effort have an effect on teacher impressions of students and whether they would refer for special education services. Eighty-six teachers with an average of eight years of teaching experience participated in the study. They read four vignettes of students experiencing learning difficulties and answered questions regarding their perceptions of student effort, overall impression of the student, and whether they would refer the student for special education services. Results indicated that the vignettes can be used to differentiate between perceptions of high and low effort. Results further indicated that high effort was associated with overall positive impressions of students, while low effort was associated with negative impressions. There was no significant relationship between perceived effort and referral for special education services.

References

[1]. Meltzner, L., Katzir, T., Miller, L., Reddy, R. & Roditi, B. (2004). Academic self-perceptions, effort, and strategy use in students with learning disabilities: Changes over time. Learning Disabilities Research & Practice, 19(2), 99-108.

[2]. Meltzner, L., Katzir-Cohen, T., Miller, L., & Roditi, B. (2001). The impact of effort and strategy use on academic per formance: Student and teacher perceptions. Learning Disability Quarterly, 24, 85-98.

[3]. Meltzner, L., Reddy, R., Pollica, L.S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative selfperceptions: Is there a cyclical relationship between teachers' and students' perceptions of effort, strategy use, and academic performance? Learning Disabilities Research & Practice, 19(1), 33-44.

[4]. Meltzner, L., Roditi, B., T., Houser, R.F., & Perlman, M. (1998). Perceptions of academic strategies and competencies in students with learning disabilities. Journal of Learning Disabilities, 31(5), 437-451.

[5]. Raim, J. (1982). Case reports in reading and learning disabilities: Psycho educational Evaluation and Remedial Planning. Springfield, IL: Charles C. Thomas.

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Research Paper

The Differential Effects of the Use of Handwriting Without Tears ® Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills

Jessica Griffith* , Denise K Donica, Jennifer Neyman*, Robinson****

-- Department of Special Education at Gonzaga University in Spokane, Washington.

East Carolina University, North Carolina, United States.

* Spokane Public Schools, Spokane..

Jessica Griffith, T.F. McLaughlin, Jen Neyman, Denise K Donica and Milena Robison (2013). i-manager’s Journal on Educational Psychology, 7(1), 13-22. https://doi.org/10.26634/jpsy.7.1.2346

Abstract

The purpose of this study was to evaluate and measure the effectiveness of Handwriting Without Tears (HWT) modified gray block paper with letter writing on two preschool students diagnosed with developmental delays in pre-academics. Two students were selected from a self-contained special education preschool classroom in the Pacific Northwest. All the students in the classroom were diagnosed with Developmental Delays. The gray block paper intervention was used to teach both students how to write the letters in their first names. In baseline, both students were instructed to, “Write the letters of your name.” During baseline, both students were able to write some of the letters in their names. However, both students did so inconsistently and with many errors in orientation and formation of the letters. The final outcomes showed improvement in both students in their ability to write the letters of their name. The gray block paper proved to be an inexpensive and easy to implement technique for instructing students with developmental delays to learn and refine writing the letters of their names. Suggestions for alterations to the study were discussed.

References

[1]. Armstrong, B., McLaughlin, T. F., Clark, A., & Neyman, J. (2012). A case report: using augmentative and alternative communication to teach a preschool student with autism to respond and request appropriately. International Journal of Brain and Cognitive Sciences, 1(4), 26-29. Retrieved from: http://www.sapub.org/journal/ aimsandscope. aspx?journalid=1025.

[2]. Asher, A. V. (2006). Handwriting instruction in elementary schools. American Journal of Occupational Therapy, 60, 461–471. doi: 10.5014/ajot.60.4.461

[3]. Boreaal (2012). Letter School (Version 1.0.1). [Mobile application sotware ] . Retrieved from http://itunes.apple.con/Caletti,

[4]. Caletti E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2012). The effects of using visual prompts, tracing, and consequences to teach two preschool students with disabilities to write their names. Academic Research International,2(3).Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

[5]. Carlson, B., McLaughlin, T. F., Derby, K. M., & Blecher, J. (2009). Teaching children with autism and developmental delays to write. Electronic Journal of Research in Educational Psychology, 17, 225-238. Retrieved from

[6]. Cosby, E., McLaughlin, T. F., & Derby, K. M., & Huewe, P. (2009). Using tracing and modeling with a handwriting without tears® worksheet to increase handwriting legibility for a preschool student with autism. Open Social Science Journal,2,67-69. Retrieved from : http://www.benthamscience.com/open/tosscij/

[7]. Chung, P., McLaughlin, T. F., Neyman, J., & Robison, M. (2013). The non effects of using muscle memory activities and fading worksheets to teach two preschool students diagnosed with developmental delays handwriting. International Journal of English and Education, 2(2). 547- 560. Retrieved from: Retrieved from: http://www.ijee.org/.

[8]. Coussens, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The differential effects of Handwriting Without Tears® chalkboard, wooden letters, and worksheet using highlight, model and start point on legibility for two preschool students with disabilities. International Journal of English and Education, 1, 302-310. Retrieved from: http://www.ijee.org/current_issue

[9]. Donica, D. K., Larson, M. H., & Zinn, A. A. (2012). Survey of handwriting instruction practices of elementary teachers and educational programs: Implications for occupational therapy. Occupational Therapy in Health Care, 26, 120-137.

[10]. Donica, D. (2010a). A historical journey through the development of handwriting instruction (part 1): The historical foundation. Journal of Occupational Therapy, Schools, and Early Intervention, 3(1), 11-31.

[11]. Donica, D. (2010b). A historical journey through the development of handwriting instruction (part 2): The occupational therapists' role. Journal of Occupational Therapy, Schools, and Early Intervention, 3(1), 32-53.

[12]. Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disability Quarterly, 22, 78-98.

[13]. Graham, S., Harris, K. R., Mason, L., Fink- Chorzempa, B., Moran, S., & Saddler, B. (2007). How do primary grade teachers teach handwriting? A national survey. Reading and Writing, 21(1/2), 49-69

[14]. Kazdin, A. E. (2011). Single case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University press.

[15]. Handwriting Without Tears & Get Set for School (2012). Handwriting Without Tears: Wet-Dry-Try Capital Letters & Numbers. (Version 1.0.3).[Mobile application software]. Retrieved from http://itunes.apple.con/

[16]. Hopkins, B. L., & Schutte, R. C., & Garton, K. L. (1971). The effects of access to a playroom on the rate and quality of printing and writing of first and second-grade students. Journal of Applied Behavior Analysis, 4, 77-88.

[17]. LeBrun, M., McLaughlin, T. F., Derby, K. M., & McKenzie, M. (2012). The effects of using Handwriting Without Tears® to teach thirty-one integrated preschoolers of varying academic ability to write their names. Academic Research International, 2(2), 373-- 378. Retrieved from http://174.36.46.112/~savaporg/ journals/issue.html

[18]. Lust, C., & Donica, D. K. (2011). Research Scholars Initiative - Effectiveness of a handwriting readiness program in head start: A two group control trial. American Journal of Occupational Therapy, 65, 560-568.

[19]. Marchand-Martella, N. E., Slocum, T. A., & Martella, R. (2004). (Eds.). Introduction to direct instruction. Boston, MA: Pearson Education, Inc.

[20]. McBride, M., Pelto, M., McLaughlin, T. F., Barretto, A., Robison, M., & Mortenson, S. (2009). The effects of using Handwriting Without Tears® procedures and worksheets to teach two preschool students with severe disabilities to write their first names. The Open Education Journal, 2, 21- 24. Retrieved from: http://www.benthamscience.com /open/toeduj/index.html

[21]. McHale, K., & Cermak, S. A. (1992). Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems. American Journal of Occupational Therapy, 46, 898–903.

[22]. McLaughlin, T. F. (1981). An analysis of token reinforcement: A control group comparison with special education youth employing measures of clinical significance. Child Behavior Therapy, 3, 43-51.

[23]. McLaughlin, T. F., Mabee, S. W., Byram, B., & Reiter, S. (1987). Effects of academic positive practice and response cost on writing legibility of behaviorally disordered and learning disabled junior high school students. Journal of Child and Adolescent Psychotherapy, 4, 216-272.

[24]. McLaughlin, T. F., & Walsh, A. L. (1996). Training preadolescent and adolescent students with moderate mental retardation name writing skills. Journal of Developmental and Physical Disabilities, 8, 105-115.

[25]. Murray, M. T., & Olcese, M. R. (2011). Teaching and learning with iPads, ready or not? TechTrends, 55(6), 42-48.

[26]. Olsen, J. Z. (2013). Letters and numbers for me (6th. ed.). Cabin John, MD: Handwriting Without Tears.

[27]. Olsen, J. Z., & Knapton, E. F. (2006). The print tool: The tool to evaluate and remediate. John Cabin, MD: John, MD: Handwriting Without Tears.

[28]. Olsen J. Z. & Knapton, E. F. (2013). Handwriting Without Tears ® kindergarten teacher's guide (11th. ed.). Cabin John, MD: Handwriting Without Tears.

[29]. Park, C., Weber, K. P., & McLaughlin, T. F. (2007). Effects of fading, modeling, prompting, and direct instruction on letter legibility for two preschool students with physical disabilities. Child & Family Behavior Therapy, 29(3), 13-21.

[30]. Thompson, J., McLaughlin, T. F., Derby, K. M., & Conley, D. (2012). Using tracing and modeling with a Handwriting Without Tears® worksheet to increase handwriting legibility for two preschool students with developmental delay s. Academic Research Internat ional , 2(2) , 309-314. Retrieved from: http://174.36.46.112/~savaporg/ journals/issue.html

[31]. Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.

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Research Paper

An Investigation on the Impact of the Socio–Psychological Effects of Teacher Disposition on the Academic Performance of Students in a Diversely Populated Elementary School

James Edward Osler II* , Stacy A. Russell**

* North Carolina Central University.

** Jones International University.

James Edward Osler and Stacy A. Russell (2013). An Investigation on the Impact of the Socio–Psychological Effects of Teacher Disposition on the Academic Performance of Students in a Diversely Populated Elementary School. i-manager’s Journal on Educational Psychology, 7(1), 23-33. https://doi.org/10.26634/jpsy.7.1.2347

Abstract

The purpose of this research was to examine how teacher disposition affects student academic performance through the validity and reliability of a quantitative inventory instrument: The Teacher Dispositions Index [TDI] that measures the dispositions of effective teachers specified by the Interstate New Teacher Assessment and Support Consortium.

References

[1]. Apostol, T. M. (1967). Calculus, second edition, Volume one: One-variable calculus, with an introduction to linear algebra. Waltham, MA: Blaisdell.

[2]. Berliner, D. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56, 205- 213. Retrieved March 3, 2012, from the ProQuest database.

[3]. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

[4]. Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

[5]. Munck, M. (2007). Science pedagogy, teacher attitudes, and student success. Journal of Elementary Science Education, 19(2), 13-14. Retrieved March 17, 2012, from ProQuest database.

[6]. National Council for Accreditation of Teacher Education (NCATE) (2008). Professional standards for the accreditation of teacher preparation institutions. Retrieved March 8, 2012, from http://www.ncate.ort/documents/ standards/NCATE%20Standards%202008.pdf

[7]. North Carolina Department of Public Instruction (NCDPI) (2004). Teaching in North Carolina. Retrieved March 8, 2012, from the North Carolina Department of Education Web site: http://www.ncpublicschools.org/nclb/highly/

[8]. North Carolina Department of Public Instruction (NCDPI) (2007). Teaching in North Carolina. Retrieved April 5, 2012, from the North Carolina Department of Education Web site: http://accrpt.ncpublicschools.org/ app/2011/disag/

[9]. Oskamp, S., & Schultz, P. W. (2005). Attitudes and opinions. Mahwah, NJ: Laurence Erlbaum Associates.

[10]. Osler, J. E. (2012). Trichotomy–Squared – A novel mixed methods test and research procedure designed to analyze, transform, and compare qualitative and quantitative data for education scientists who are administrators, practitioners, teachers, and technologists. July-September i-manager's (International) Journal on Mathematics. Vol. 1, No 3.

[11]. Osler, J. E. & Waden, C. (2012). Using innovative technical solutions as an intervention for at risk students: a meta–cognitive statistical analysis to determine the impact of ninth grade freshman academies, centers, and center models upon minority student retention and achievement. September-November i-manager's (International) Journal on School Educational Technology. Vol. 7, No 3.

[12]. Parlardy, G. J., & Rumberger, R. W. (2008). Teacher effectiveness in first grade: The importance of background qualifications, attitudes, and instructional practices for student learning. Educational Evaluation and Policy Analysis, 30, 111-140. Retrieved March 4, 2012, from ProQuest database.

[13]. Pryor, B. W., & Pryor, C. R. (2005). The school leader's guide to understanding attitude and influencing behavior: Working with teachers, parents, students, and the community. Thousand Oaks, CA: Corwin Press.

[14]. Rust, J. & Golombok, S. (1989). Modern psychometrics: The science of psychological assessment (2nd ed.). Florence, KY, US: Taylor & Frances/Routledge.

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[16]. Singh, S. (2002). Fermat's last theorem. Hammersmith, London, UK: Harper Collins Paperback.

[17]. Stake, R. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.

[18]. Teo, T. (2005). The critique of psychology: from Kant to postcolonial theor y. New York, NY: Springer Science+Business Media, Inc.

[19]. Wasicsko, M., M. (2002). Assessing educatior dispositions: A perceptual psychological approach. Richmond, Kentucky: Eastern Kentucky University. Retrieved March7, 2012, from http://www.education.eku.edu/Dean/ Disposistions Manual.pdf

[20]. Wayne, A. J., Youngs, P., & Fleischman, S. (2005). Improving teacher induction. Educational Leadership, 62 (8): 76–78.

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Research Paper

To Study The Relationship Of Academic Stress And Socio-Economic Status Among IXStandard Students Of Raipur City

Suhail Ahmed Khan* , Khan Farhat Ayyub**

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

** NET (Education), Research Student.

Suhail Ahmed Khan and Khan Farhat Ayyub (2013). The Relationship Of Academic Stress And Socio-Economic Status Among IX Standard Students Of Raipur City. i-manager’s Journal on Educational Psychology, 7(1), 34-42. https://doi.org/10.26634/jpsy.7.1.2348

Abstract

This paper focuses on the relationship between academic stress and socio-economic status among IX standard students. The research was carried out in Raipur City (Chhattisgarh) on a sample of 600 IX standard students of English and Hindi medium schools. Academic Stress was measured by Stress Inventory for School Students prepared by Seema Rani & Basant Bahadur Singh. Socio – Economic Status was measured by using Socio – Economic Status Scale prepared by Sunil Kumar Upadhyay & Alka Saxena. Survey method was conducted for collection of data. The result revealed that there is positive but low relationship between Academic Stress and SES of English and Hindi medium students. The difference in the level of Academic Stress of English and Hindi medium students is found to be insignificant whereas the difference in level of Academic Stress of Boys and Girls of both English and Hindi medium schools is found to be significant.

References

[1]. Academic Causes of Stress in Your Child -By Elizabeth Scott, M.S., About.com Guide.

[2]. Educational Psychology, V30 N4 p465-480 Jul 2010.

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[14]. Ryburn, W.M. (1956). Introduction to Educational Psychology Oxford University Press, London, 1956 (reprint) P260.

[15]. Mangal S.K. (2008). Essentials of Educational Psychology, Prentice Hall of India Private Limited, New Delhi 2008, P 364.

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[17]. Social Psychology of Education: An International Journal, V14 N3, p389-407, Sep 2011.

[18]. Springer Science Business Media, LLC 2009, 24 June 2009, published online.

[19]. www.slideshare.net/neerusha/academic-stress

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Research Paper

A Study on Effects of Yoga on Adjustment Problems of School Teachers

B. Tamilselvi* , Thanga Rajathi Sethurajan**

* Assistant Professor in Bharathi College of Education, Yuva Enclave, Thudiyalur Road, Somayampalayam Post, Coimbatore.

** Assistant Professor, Department of Educational technology, Bharathiar University, Coimbatore.

B. TamilSelvi and S. ThangaRajathi (2013). A Study on Effects of Yoga on Adjustment Problems of School Teachers. i-manager’s Journal on Educational Psychology, 7(1), 43-50. https://doi.org/10.26634/jpsy.7.1.2349

Abstract

YOGA – The Inner Science makes wonders in the person’s body mind and soul. So an attempt has been made in this study to use this Yogic Science, on school teachers to reduce their adjustment problems. A small experimental research has been done to find the effects of Yoga on Adjustment problems of school teachers by giving a regular practice of Yoga. Hence the study done by the investigator is entitled as “A Study on Effects of Yoga on Adjustment Problems of School Teachers.”

References

[1]. Joseph, Russell (2000). Stress Free Teaching, A Practical Guide to Tackling Stress in Teaching, Lecturing and Tutoring. London: Kogan Page Limited, 2000.

[2]. Kauts A, Sharma N. (2009). Effect of yoga on academic performance in relation to stress. Int J Yoga, 2009;2:39-43.

[3]. Nidhi, Appachu Geetha, Nagarathana R. (2009). Influence of Yoga Practice on Children's Adjustments A S t u d y o n C o m m u n i t y H o m e C h i l d r e n , http://www.svyasa.org/event/2009/addresses/nidhi.asp

[4]. Spencer A. Rathus, (1998). Psychology – Principles in Practice, Holt, Rinehart and Winston, Harcourt Brace & Company, Austin, USA.

[5]. http://www.educationinindia.net/download/

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

Current Issue Vol. 18 Issue 2

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Volume 7 Issue 1 May - July 2013

Adolescence : Search For An Identity

H.M. Kasinath*

Professor of Education & Chairman, Department of Education, Karnatak University, Dharwad (Karnataka).

Kasinath, H. M.(2013). Adolescence:Search For An Identity. i-manager’s Journal on Educational Psychology. 7(1), 1-6. https://doi.org/10.26634/jpsy.7.1.2344

Abstract

References

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The Effect Of Perceived Student Effort On Teacher Impressions Of StudentsWith Learning Difficulties

David A. Kahn* , Gail Cheramie**, Mary E. Stafford***

*-**-*** University of Houston-Clear Lake.

David A. Kahn, Gail M. Cheramie and Mary E. Stafford (2013). The Effect Of Perceived Student Effort on Teacher Impressions Of Students With Learning Difficulties. i-manager’s Journal on Educational Psychology, 7(1), 7-12. https://doi.org/10.26634/jpsy.7.1.2345

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The Differential Effects of the Use of Handwriting Without Tears ® Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills

Jessica Griffith* , Denise K Donica**, Jennifer Neyman***, Robinson****

*-**-*** Department of Special Education at Gonzaga University in Spokane, Washington. **** East Carolina University, North Carolina, United States. ***** Spokane Public Schools, Spokane..

Jessica Griffith, T.F. McLaughlin, Jen Neyman, Denise K Donica and Milena Robison (2013). i-manager’s Journal on Educational Psychology, 7(1), 13-22. https://doi.org/10.26634/jpsy.7.1.2346

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An Investigation on the Impact of the Socio–Psychological Effects of Teacher Disposition on the Academic Performance of Students in a Diversely Populated Elementary School

James Edward Osler II* , Stacy A. Russell**

* North Carolina Central University. ** Jones International University.

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To Study The Relationship Of Academic Stress And Socio-Economic Status Among IXStandard Students Of Raipur City

Suhail Ahmed Khan* , Khan Farhat Ayyub**

* Principal, Marathwada College of Education, Aurangabad, Maharashtra. ** NET (Education), Research Student.

Suhail Ahmed Khan and Khan Farhat Ayyub (2013). The Relationship Of Academic Stress And Socio-Economic Status Among IX Standard Students Of Raipur City. i-manager’s Journal on Educational Psychology, 7(1), 34-42. https://doi.org/10.26634/jpsy.7.1.2348

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A Study on Effects of Yoga on Adjustment Problems of School Teachers

B. Tamilselvi* , Thanga Rajathi Sethurajan**

* Assistant Professor in Bharathi College of Education, Yuva Enclave, Thudiyalur Road, Somayampalayam Post, Coimbatore. ** Assistant Professor, Department of Educational technology, Bharathiar University, Coimbatore.

B. TamilSelvi and S. ThangaRajathi (2013). A Study on Effects of Yoga on Adjustment Problems of School Teachers. i-manager’s Journal on Educational Psychology, 7(1), 43-50. https://doi.org/10.26634/jpsy.7.1.2349

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David A. Kahn* , Gail Cheramie, Mary E. Stafford*

-- University of Houston-Clear Lake.

Jessica Griffith* , Denise K Donica, Jennifer Neyman*, Robinson****

-- Department of Special Education at Gonzaga University in Spokane, Washington.

East Carolina University, North Carolina, United States.

* Spokane Public Schools, Spokane..

* North Carolina Central University.

** Jones International University.

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

** NET (Education), Research Student.

* Assistant Professor in Bharathi College of Education, Yuva Enclave, Thudiyalur Road, Somayampalayam Post, Coimbatore.

** Assistant Professor, Department of Educational technology, Bharathiar University, Coimbatore.