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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 8 Issue 1 May - July 2014

Research Paper

A Study to Investigate the Relationship between Locus of Control and Academic Achievement of Students

Aijaz Ahmed Gujjar* , Rukhma Aijaz**

* Associate Professor, Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.

** BS Student, Department of Education, International Islamic University, Islamabad, Pakistan.

Gujjar , A. A., and Aijaz, R. (2014). A Study To Investigate The Relationship Between Locus Of Control And Academic Achievement Of Students. i-manager’s Journal on Educational Psychology, 8(1), 1-9. https://doi.org/10.26634/jpsy.8.1.2763

Abstract

Motivation is regarded as the alpha and omega of learning .It is the heart of teaching learning process. Motivation is defined as an internal state that arouses, directs, and maintains the behavior over time. Thus motivation is the pivotal component of learning and locus of control which is one of the important factors it stems from. Locus of control is a belief about the primary source of a person's behavior- either internal (within a person) or external (with in a person's physical and social environment). The main aim of this research was to measure the locus of control of students in order to determine the degree of their externality or internality of locus of control. And to find out the gender difference in locus of control orientation at College and University levels to relate the locus of control with academic achievement. Sample of study consisted of 466 students, out of which 205 were boys and 261 were girls. This sample was chosen from two female college and one male college located in Rawalpindi city and one Co-education University Institute located in Islamabad city. The college students were mostly of 16 and 17 years age group, where as University students were in the 20 and 21 year age group. For the purpose of measuring locus of control questionnaire was used with a few modifications. Academic achievement was measured by the marks obtained by the sample in their recently held examination at their institutions. The obtained data were analyzed and interpreted using statistical tools such as: Mean Standard Deviation, t-test and correlation coefficient. The results show that the majority of students were found to be more internal than external in their locus of control. This result is enlightened with others studies that, locus of control and academic achievement were related positively to each other. Boys were found to be more internal than girls at college level however, no gender differences in locus of control were found at the University level.

References

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[7]. Maer, M.L (1976). Continuing Motivation. An analysis of a Seldom-Considered Educational Outcome. Review of Educational Research ,46:443-462

[8]. Morgan, T.C (1974). A Brief Introduction to Psychology Mc Graw hill book company, New York: pp. 55-74.

[9]. Nicholls (1984). Psychological Review, Vol 91(3), Jul 1984, 328-346. doi: 10.1037/0033-295X.91.3.328

[10]. Rotter , J.B (1954). Social Learning and Clinical Psychology. Engleowood Cliffs, New Jersy: prentice hall, p. 21.

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[12]. Rotters, J.B. (1975). Some Problems and Mis Conceptions Related to the Construct of Internal vs External Control of Reinforment . Journal of consulting and clinical psychology, 43:36-67.

[13]. Slavin,S.E. (1994). Educational Psychology Theory and Practice, 4th Edi. Allyn and Bacon, London: p .355.

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Research Paper

Impact of Perceived Teachers' Competence on Students' Performance: Evidence for Mediating/ Moderating Role of Class Environment

Sarwat Sultan* , Muhammad Shafi**

* Department of Applied Psychology, Bahauddin Zakariya University, Multan, Pakistan.

** Senior School Teacher, Government High School Dokota.

Sultan, S., and Shafi , M. (2014). Impact Of Perceived Teachers' Competence On Students' Performance: Evidence For Mediating/ Moderating Role Of Class Environment. i-manager’s Journal on Educational Psychology, 8(1), 10-18. https://doi.org/10.26634/jpsy.8.1.2764

Abstract

The purpose of the present study was to explore the impact of perceived teachers' competence on students' performance moderated by perceived class environment. The sample consisted of 500 students (250 male & 250 female) taken from public and private schools from the rural areas of Dokota Town, Tibba Sultan Pur, and Mailsi. Participants' age range was between 12-14 years old. Teaching Competence Scale (Passi & Lalita, 2009) and Class Environment Scales (Kelly, 2010) were used to measure the perceived teachers' competence and perceived class environment, respectively. For the purpose of the present research, scales were translated into Urdu through back translation method. Results indicated that perceived teachers' competence predicted the students' performance, but did not predict the perceived class environment. Further results indicated that there is no mediation and moderation effect of class environment on the relationship between teachers' competence and students' performance.

References

[1]. Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100, 235-251.

[2]. Allen, D., & Fraser, B. (2007). Parent and student perceptions of classroom learning environment and its association with student outcomes. Learning Environments Research, 10(1), 67-82.

[3]. Anderson, B. (1991). Imagined Communities: Reflections on the Origin and Spread of Nationalism (revised and enlarged edition). London: Verso.

[4]. Bennacer, H. (2000). How the socio-ecological characteristics of the classroom affect academic achievement. European Journal of Psychology of Education, 15, 173-189.

[5]. Bouffard, T., Roy, M., & Vezeau, C. (2005). Selfperceptions, temperament, socioemotional adjustment and the perceptions of parental support of chronically underachieving children. International Journal of Educational Research, 43, 215-235.

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[7]. Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children's early school adjustment. Journal of School Psychology, 35, 61–79.

[8]. Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories, Journal of School Psychology, 40(5), 415-436.

[9]. Crosnoe, R. Johnson, M. K. & Elder, G. H., (2004). Intergenerational Bonding in School: The Behavioral and Contextual Correlates of Student-teacher Relationship. Sociology of Education, 77, 60-81.

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[12]. Elliot, E.S., McGregor, H.A., Gable, S.L. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.

[13]. Emmer, E.T. (1987). Classroom management and discipline. In V.Richardson-Koehler & D.C. Berliner (Eds.), Educators' handbook: A research perspective (pp. 233- 258). White Plains, NY: Longman.

[14]. Fowler, W. J. & Walberg, H. J., (1991). School Size, Characteristics, and Outcomes, Educational Evaluation and Policy Analysis 13 (2), 189-202.

[15]. Fraser, B. J. (1991). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning. (pp. 493-541). Washington, D.C.: National Science Teachers Association.

[16]. Fraser, B. J. & Fisher, D. L., (1982a). Effects of classroom openness on science students' achievement and attitudes. Research in Science and Technological Education, 1, 41-51.

[17]. Hamre, B. K., & Pianta, R. C. (2001). Early teacher – child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625 – 638.

[18]. Hsu, P. P. (1983). The Relationship among Teacher characteristics. Teacher-Student Interaction and Students Academic Achievement. Bulletin of Educational Psychology, 16:99-114.

[19]. Kelly, P. (2010). School and Classroom Environment of a Small Catholic Secondary School. A thesis submitted in partial fulfilment of the requirements of the degree of Doctor of Education, School of Education Faculty of Education, Australian Catholic University.

[20]. Ma, X., & Klinger, D. A. (2000). Hierarchical linear modelling of student and school effects on academic achievement. Canadian Journal of Education, 25, 41- 55.

[21]. McCoach, D. B., O'Connell, A. A., Reis, S. M., & Levitt, H. A., (2006). Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of schools. Journal of Educational Psychology, 98 (1), 14-28.

[22]. Moon, B, Mayes, A. S, Hutchinson, S. (2004). Teaching learning and curriculum in Secondary schools. London: Rout ledge Palmer.

[23]. Moos, R. (1991). Connections between school, work, and family settings. In B. Fraser & H. Walberg (Eds.), Educational environments. Evaluation, antecedents and consequences. Oxford: Pergamon Press.

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[25]. Passi, B. K., & Lalitha, M. S., (2009). General Teaching Competency scale, National Psychology Corporation, Agra. 4/230, Kacheri Ghat, Agra-282004 (U.P.)

[26]. Pianta, R. C. Belsky, J. Vandergrift, N. Houts, R. & Morrison, F. J. (2008). Classroom Effects on Children's Achievement Trajectories in Elementar y School. American Educational Research Journal, 45 (2), 365-397.

[27]. Verkuyten, M. and J. Thijs: (2002), 'Racist victimization among children in the Netherlands: The effect of ethnic group and school', Ethnic and Racial Studies, 25, 310–331.

[28]. Wade, B. and Moore, M. (2000), A sure start with books. Early Years, 20, 2, 39-46.

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Research Paper

Preservice School Personnel's Knowledge of Stimulant Medication and ADHD

Sekhar S. Pindiprolu*

Associate Professor, Early Childhood, Physical, and Special Education, The University of Toledo.

Pindiprolu , S. S. (2014). Preservice School Personnel's Knowledge of Stimulant Medication and ADHD. i-manager’s Journal on Educational Psychology, 8(1) , 19-25. https://doi.org/10.26634/jpsy.8.1.2765

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed disorders among children today. Stimulants are commonly prescribed to children with ADHD to improve attention span and decrease distractibility, hyperactivity, and impulsivity. Given the increased use of stimulant medication, school personnel need to be aware of the implications and limitations of the stimulant medications on a child's academic and behavioral performance. In this study, pre-service school personnel's awareness of the symptoms and causes of ADHD and the effects of stimulant medication was examined using a13 item questionnaire developed by Snider, Busch, and Arrowood (2003). Further, the differences in knowledge levels between the Graduate and Undergraduate students were examined. The sample consisted of 76 Undergraduate and Graduate students majoring in Special education, General education speech and Language pathology, and School psychology. The findings indicated that pre-service school personnel (a) had higher knowledge scores than reported in previous literature and (b) were less aware of the lack of long-term efficacy data and the side effects of medication. Independent Samples ‘t’ test indicated that there were no differences between the graduate and undergraduate student groups on the overall knowledge scores. Based on the results, it is recommended that the side-effects of stimulant medication should be incorporated within the teacher education curriculum.

References

[1]. American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders. (5th ed.). Arlington, VA: American Psychiatric Publishing.

[2]. Barkley, R. A. (2006). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guildford Press.

[3]. Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002). Academic under achievement and attention - deficit/hyperactivity disorder: The negative impact of symptom severity on school performance. Journal of School Psychology, 40 (3), 259-283. doi:10.1016/S0022- 4405(02)00100-0

[4]. Breuer, D., Gortz-Dorten, A., Rothenberger, A, & Dopfner, M. (2011). Assessment of daily profiles of ADHD and ODD symptoms, and symptomatology related to ADHD medication, by parent and teacher ratings. European Child and Adolescent Psychiatry, 20 (2), S289- S296. doi:10.1007/s00787-011-0206-0

[5]. Center for Disease Control (CDC). (2010). Increasing prevalence of parent - reported attention - deficit/hyperactivity disorder among children: United States, 2003 and 2007. Morbidity and Mortality Weekly Report, 59 (44), 1439-1443.

[6]. Cornell-Swanson, L. V., Frankenberger, W., Ley, K., & Bowman, K. (2007). Psychiatric diagnosis and concomitant medical treatment for 1st and 2nd grade children. International Journal of Special Education, 22(2), 46-55.

[7]. Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36 (4), 455-464. doi: 10.1111/j.1365-2214.2009.01046.x

[8]. Davino, D., Lehr, A., Leighton, M., Miskar, K., & Chambliss, C., A. (1995). Relationship between teacher's anti-stimulant attitudes and their experience with ADHD students. Retrieved form ERIC database. (ED380717)

[9]. Fraizer, T. W., Youngstorm, E. A., Glutting, J. J., & Watkins, M. W. (2007). AHDH and achievement: Metaanalysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40, 49-65.

[10]. Garcia, M. J. (2009). Teacher knowledge of Attention Deficit-Hyperactivity Disorder (ADHD) and effective classroom interventions (Master's thesis). Retrieved from ProQuest Dissertations and Theses Database. (UMI Number 1466207).

[11]. Kasten, E. F., Coury, D. L., & Heron, T. E. (1992). Educators' knowledge and attitudes regarding stimulants in the treatment of attention deficit hyperactivity disorder. Developmental and Behavioral Pediatric, 13, 215-219.

[12]. Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32, 643-654.

[13]. Morisoli, K., & McLaughlin, T. F. (2004). Medication and school interventions for elementary students with attention deficit hyperactivity disorder. International Journal of Special Education, 19(1), 97-106.

[14]. Ryan, J. B., & Katsiyannis, A. (2009). The importance of teacher involvement in medication therapy. Teaching Exceptional Children Plus, 6(2). Retrieved from http://escholarship.bc.edu/education/tecplus/vol6/iss2/a rt3

[15]. Small, S. (2003). Attention-deficit/hyperactivity disorder: General education elementary school teacher's knowledge, training, and ratings of acceptability of interventions (Education Specialist's thesis). Retrieved from http://scholarcommons.usf.edu/etd/1479

[16]. Sciutto, M. J., Terjesen, M. D., & Frank, A. S. B. (2000). Teacher's knowledge and misperceptions of attentiondeficit/ hyperactivity disorder. Psychology in the Schools, 37, 115-22.

[17]. Snider, V. E., Busch, T., & Arrowood, L (2003). Teacher knowledge of stimulant medication and ADHD. Remedial and Special Education, 24 (1), 46-56.

[18]. Wegrzyn, S. C., Hearrington, D., Martin, T., & Randolph, A. B. (2012). Brain games as a potential nonpharmaceutical alternative for the treatment of ADHD. Journal of Research on Technology in Education, 45(2), 107-130.

[19]. West, J. W., Taylor, M., Houghton, S., & Hudyma, S. (2005). A comparison of teachers' and parents' knowledge and beliefs about attention-deficit/ hyperactivity disorder (ADHD). School Psychology International, 26 (2), 192-208 doi:10.1177/014303430 5052913.

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Research Paper

A Case Study Showing Parameters Affecting the Quality of Education: Faculty Perspective

Neeraj Kumari*

Assistant Professor (Humanities & Management), Faculty of Engineering & Technology, Manav Rachna International University,Faridabad, Haryana, India.

Kumari, N. (2014). A Case Study Showing Parameters Affecting The Quality of Education: Faculty Perspective. i-manager’s Journal on Educational Psychology, 8(1), 26-36. https://doi.org/10.26634/jpsy.8.1.2766

Abstract

The study aims to examine the faculty members' perspective (age Wise, Gender Wise and Work Experience wise) of parameters affecting the quality of education in an affiliated Undergraduate Engineering Institution in Haryana. It is a descriptive type of research. The data has been collected with the help of ‘Questionnaire Based Survey’. The sample size for the study is 110 comprising the faculty respondents. The sample has been taken on the Random (Probability) basis and the questionnaire was filled by the faculty members (teaching B.Tech) chosen on a the random basis from an affiliated Undergraduate Engineering Institution in Haryana. For data analysis and conclusion of the results of the survey, statistical tool like t test was performed with the help of high quality software;’SPSS (Statistical Package for Social Science)’. To conclude, for “Selection Process”, “Academic Excellence”, “Infrastructure”, “Personality Development and Industry Exposure” and “Management and Administration”, the two samples (Age & Work-experience wise) have same perceptions with respect to the parameters. For “Selection Process”, “Infrastructure”, “Personality Development and Industry Exposure” and “Management and Administration”, the two samples (gender wise) have same perceptions with respect to the parameters. While for “Academic Excellence”, the two samples (gender wise) have different perceptions with respect to the parameter.

References

[1]. Faisal, A. F. (2013). Developing and Assessing Speaking Skills in a Graded Manner at the Tertiary Level, MJAL-Special Issue, 33-38.

[2]. Bakshi, R. (2013). Sharing and connecting knowledge in Indian educational institutions through knowledge management. International Journal of Behavioral Social and Movement Sciences, 02, 01, 252-262.

[3]. Bala, S. (2013). The future of higher education in India: Challenges. Research Analysis and Evaluation, IV, 40, 38- 39.

[4]. Dharini, S., Mohan, D. & Sudarsan, N. (2013). Assessment of Factors Influencing Academic Per formance in Higher Education. International Conference on Technology and Business Management.

[5]. Ghosh, J. (2008). Education in India in the era of globalization. Denial of Education, 21-30.

[6]. Harish, G. (2005). Continuing Education for Engineering College Teacher, National Symposium on Engineering Education, 97-99.

[7]. Mukherjee, S. (2012). Higher education and democratic politics in post-reform India. 1-247.

[8]. Naik, B. M. (2005). Institutes To Adopt Modern Vision. National Symposium on Engineering Education, 68-70.

[9]. Tak, R. M. (2013). A Study on Feasibility and Effectiveness of ICT Integration in Higher Education in Developing Countries with Special Reference to India, International Journal of Scientific Engineering Research, 4, 2, 4.

[10]. Sandhu, H. S. & Daviet (2012). Use of Open Access Resources by the Engineering Students of Punjab (India). International Journal of Library and Information Science, 4(1), 10-15.

[11]. Sindhwani, A. & Kumar, R. (2013). Values In Higher Education: Need And Importance. Educationia confab, 2, 2, 9-14.

[12]. Sundareswari (2013). Role of E- Resources in the Engineering College Libraries, International Journal of Advanced Research in Computer Science and Software Engineering, 3, 2, 415-419.

[13]. Viji, V. (2012). Role of education in Indian economic development. Golden Research Thoughts, 2, 5, 4.

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Research Paper

Role of Teacher Educational Institutions in Developing Personality of Student Teachers

S. Prakash* , S. Amaladoss Xavier**

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli..

** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai, Tamilnadu, India.

Prakash , S., and Xavier, S. A. (2014). Role Of Teacher Educational Institutions In Developing Personality Of Student Teachers. i-manager’s Journal on Educational Psychology, 8(1), 37-41. https://doi.org/10.26634/jpsy.8.1.2767

Abstract

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1080 student teachers of Madurai revenue district. A Multidimensional Personality Inventory constructed by Manju Rani Agarwall was used to get the data from the student teachers. Percentage analysis, Mean, Standard deviation and 't' tests were used for analyzing the data. The results showed that there is significant difference in personality of Government Aided and Self Finance College student teachers.

References

[1]. Aggarwal, R. N. (1964). Educational and Psychological measurement, Agra: Kalidass Printing Press.

[2]. Aggarwal, Y.P. (2006). Statistical Methods: Concepts, Application and Computation, New Delhi: Sterling Publishers Pvt. Limited.

[3]. Best, John W. (1982). Research in science education. 4th Ed., New Delhi: Prentice Hall of India Private Limited.

[4]. Carol Wade and Carol Tavris. (2006). Psychology. 8th Ed., New Delhi: Dorling Kindersley Private Limited.

[5]. Clifford, T.Morgan. (1978). A Brief Introduction to Psychology. 2nd Ed., New Delhi: Tata-McGraw Hill Publishing Company Limited.

[6]. Crow D. Laster and Crow Alice (1973). Educational Psychology. New Delhi: Eurasia Publishing House Private Limited.

[7]. Dandapani, S.(2006). A text book of Advanced Educational Psychology. New Delhi: Anmol Publications Private Limited.

[8]. Dash, B. N. (2009). Psychology of teaching-learning process. 1st Ed., New Delhi: Dominant Publishers and Distributors.

[9]. Dennis Coon and John O Mitterer. (2007). Introduction to Psychology. Australia: Thomson Wadsworth

[10]. Dodge Fernald. L., Peter S. Fernald (2007). Introduction to Psychology. 5th Ed., New Delhi: AITBS Publishers and Distributors

[11]. Guilford, J.P. (1987). Personality. New Delhi: Tata- McGraw Hill Publishing Company limited.

[12]. Guilford, J.P. (1987). Psychometric methods. New Delhi: Tata-McGraw Hill Publishing Company limited.

[13]. Howard, S. Friedman and Mariam, W. Schustack. (2006). Personality-classic theories and modern research. 3rd Ed, New Delhi: Dorling Kindersley Private Limited.

[14]. Mangal, S.K. (2007). Essentials of Educational Psychology. New Delhi: Prentice Hall of India.

[15]. Elizabeth, B. Hurlock. (1981). Developmental Psychology, A life span approach. 5th Ed., New Delhi: Tata-McGraw Hill Publishing Company limited.

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Research Paper

Institutional Influence on Behavioural Disorders in Early Adolescents

Jayalekshmi N.B* , B. William Dharma Raja**

* School Counselor, Rose Mary Model Higher Secondary School, Tirunelveli.

** Assistant Professor (Stage III), Department of Education , Manonmaniam Sundaranar University, Abishekapatti, Tirunelveli.

Jayalekshmi, N.B., and Raja, B. W. D. (2014). Institutional Influence on Behavioural Disorders in Early Adolescents. i-manager’s Journal on Educational Psychology, 8(1), 42-46. https://doi.org/10.26634/jpsy.8.1.2768

Abstract

Early adolescence is a period of transition between childhood and late adolescence, is where one experience dramatic changes physically, and psychologically. These transitions cause cognitive, emotional, and social changes. The developmental changes that occur during this period cause varying degrees of disturbance in them. The period of transition leaves its mark on the individual's behaviour, as they feel unsure of themselves and insecure in their status. This intrudes them to be aggressive, self conscious and withdrawn. When an individual's behaviour is unusual for a particular age, this leads to poor adjustment, and is termed as behavioural problems. Schools play a significant role in the early adolescents' development because of the environment they provide. Though researches have been carried out focusing school environment of early adolescents, the investigators were interested to find if institutional variables can be significant contributors to the behavioral disorders exhibited by early adolescents. The study was designed to investigate the impact of institutional variables on behavioral disorders in early adolescents, studying in Standard IX. Random Sampling Technique was done on the basis of nature of the school, locality of school, type of school and medium of instruction to draw the sample size of 1275. Self constructed tool on Behavioral Disorders was used. Collected data were analyzed using statistical techniques such as t-test, ANOVA (Analysis of Varience). The statistical results revealed that institutional variables significantly contributed to the behaviourial problems in early adolescents. There should be some guidance service in each school, in order to provide some strategies for managing the behavioral problems among early teens as well as reducing the problem at this stage.

References

[1]. Bierman (2010). The difficulty of maintaining positive intervention effects: A look at disruptive behavior, deviant peer relations, and social skills during the middle school years. The Journal of Early Adolescence, (30), 4, 22-26.

[2]. Caissy, G. A. (2005), Early adolescence: Understanding the 10 to 15 years old, Massachusetts: Peruses Publishing.

[3]. Department of Health and Children (2006). A vision for change, report of the expert working group on mental health policy, Dublin.

[4]. Diagnostic and Statistical Manual of Mental disorders (2000). 4th ed, American Psychiatric Association.

[5]. Heward, W.L. (2006). Exceptional Children (8th ed.). Pearson Education: New Jersy.

[6]. Jayalekshmi, N.B. & Raja, B.W.D. (2010). Positive home environment and behavioural development in early adolescents. i-manager's Journal on Educational Psychology, (4), 3, 26-31.

[7]. Jayalekshmi,N.B. & Raja, B.W.D. (2011). Behavioural development of early adolescents by dint of positive school climate. i-manager's Journal on Educational Psychology, (5), 2, 1-7.

[8]. Minchin, P. O. & Shapiro, E. K. (1983). School as a context for social development. In. P. H. Mussen (Ed). Handbook of child psychology (4th ed. Vol 4). New York: Wiley.

[9]. Papalia, Diana, E., Olds, Sally.W. & Feldman, Ruth. D. (2004). Human Development. (9th ed). New Delhi: Tata McGraw Hill.

[10]. Papalia, D. E., Olds, Sally. W. & Ruth. D. F. (2005). Human Development. (9th ed). New Delhi: Tata McGraw Hill.

[11]. Rao, K.T.R & Raja, M.K.R. (2012). Early adolescents: Emotional and behavioural problems. Journal of the Indian Academy of Applied Psychology (38), 1, 34-39.

[12]. Woolley, E. M., Kol, K. L., & Bowen, G. L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends, The Journal of Early Adolescence, (29), 1, 43-70.

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

Current Issue Vol. 18 Issue 2

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Volume 8 Issue 1 May - July 2014

A Study to Investigate the Relationship between Locus of Control and Academic Achievement of Students

Aijaz Ahmed Gujjar* , Rukhma Aijaz**

* Associate Professor, Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan. ** BS Student, Department of Education, International Islamic University, Islamabad, Pakistan.

Gujjar , A. A., and Aijaz, R. (2014). A Study To Investigate The Relationship Between Locus Of Control And Academic Achievement Of Students. i-manager’s Journal on Educational Psychology, 8(1), 1-9. https://doi.org/10.26634/jpsy.8.1.2763

Abstract

References

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Impact of Perceived Teachers' Competence on Students' Performance: Evidence for Mediating/ Moderating Role of Class Environment

Sarwat Sultan* , Muhammad Shafi**

* Department of Applied Psychology, Bahauddin Zakariya University, Multan, Pakistan. ** Senior School Teacher, Government High School Dokota.

Sultan, S., and Shafi , M. (2014). Impact Of Perceived Teachers' Competence On Students' Performance: Evidence For Mediating/ Moderating Role Of Class Environment. i-manager’s Journal on Educational Psychology, 8(1), 10-18. https://doi.org/10.26634/jpsy.8.1.2764

Abstract

References

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Preservice School Personnel's Knowledge of Stimulant Medication and ADHD

Sekhar S. Pindiprolu*

Associate Professor, Early Childhood, Physical, and Special Education, The University of Toledo.

Pindiprolu , S. S. (2014). Preservice School Personnel's Knowledge of Stimulant Medication and ADHD. i-manager’s Journal on Educational Psychology, 8(1) , 19-25. https://doi.org/10.26634/jpsy.8.1.2765

Abstract

References

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A Case Study Showing Parameters Affecting the Quality of Education: Faculty Perspective

Neeraj Kumari*

Assistant Professor (Humanities & Management), Faculty of Engineering & Technology, Manav Rachna International University,Faridabad, Haryana, India.

Kumari, N. (2014). A Case Study Showing Parameters Affecting The Quality of Education: Faculty Perspective. i-manager’s Journal on Educational Psychology, 8(1), 26-36. https://doi.org/10.26634/jpsy.8.1.2766

Abstract

References

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Role of Teacher Educational Institutions in Developing Personality of Student Teachers

S. Prakash* , S. Amaladoss Xavier**

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli.. ** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai, Tamilnadu, India.

Prakash , S., and Xavier, S. A. (2014). Role Of Teacher Educational Institutions In Developing Personality Of Student Teachers. i-manager’s Journal on Educational Psychology, 8(1), 37-41. https://doi.org/10.26634/jpsy.8.1.2767

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Institutional Influence on Behavioural Disorders in Early Adolescents

Jayalekshmi N.B* , B. William Dharma Raja**

* School Counselor, Rose Mary Model Higher Secondary School, Tirunelveli. ** Assistant Professor (Stage III), Department of Education , Manonmaniam Sundaranar University, Abishekapatti, Tirunelveli.

Jayalekshmi, N.B., and Raja, B. W. D. (2014). Institutional Influence on Behavioural Disorders in Early Adolescents. i-manager’s Journal on Educational Psychology, 8(1), 42-46. https://doi.org/10.26634/jpsy.8.1.2768

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* Associate Professor, Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.

** BS Student, Department of Education, International Islamic University, Islamabad, Pakistan.

* Department of Applied Psychology, Bahauddin Zakariya University, Multan, Pakistan.

** Senior School Teacher, Government High School Dokota.

* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli..

** Assistant Professor in Physical Science, St.Xavier's College of Education, Palayamkottai, Tamilnadu, India.

* School Counselor, Rose Mary Model Higher Secondary School, Tirunelveli.

** Assistant Professor (Stage III), Department of Education , Manonmaniam Sundaranar University, Abishekapatti, Tirunelveli.