2.7.2 INDIAN STUDIES Devi (2015) conducted A Study of Academic Achievement of 10+1 Students in Relation to Their Metacognition, Self-Confidence and Family Environment The present study was aimed to study the relationship of Academic Achievement of 10+1 students of Haryana with their Metacognition, Self-Confidence and Family Environment and interactional effect of Gender, Locale and Type of School on these variables. Metacognition inventory by Govil (2003), Self-confidence inventory by Agnihotri (1987) and Family Environment scale by Bhatia and Chadha (1993) were used for undertaking the study. Academic Achievement was determined on the basis of percentage obtained by the students in X class annual examination conducted by HBSE. The sample was selected from four districts of Haryana using multi-stage and stratified random sampling technique and comprised of 800 students studying in senior secondary schools of Board of School Education Haryana. For analysis and interpretation of data descriptive and inferential statistical techniques were used. The results of the present study shows that 10+1 students of Haryana are high in their academic achievement but average in their metacognition, self-confidence and family environment. The study revealed that metacognition, self-confidence and family environment are significantly related with the academic achievement of the students. Study: 2 Murugan (2014) conducted a study on A study on Self-confidence among B.Ed. Students. The present study aims to find out the Self-confidence among students in relation to gender, locality and fathers education. The present study has been conducted with 610 B.Ed. ., college students studying Puducherry region. The sample was selected by using random sampling technique. The findings of the study reveal that the Self-confidence among the B.Ed. students is high. It is noted that Self-confidence of B.Ed. students is not influenced by gender and locality. Fathers’ education has significant difference on the Self-confidence. Study: 3 Singh (2014) conducted a study on Effect of Meditation on Self Confidence of StudentTeachers in Relation to Gender and Religion. The aim of present study was to find out effect of Shaktipat meditation on self-confidence of student teachers. An experiment was conducted on 152 student-teachers of B. Ed. Course on the basis of non-randomized control group pre-test post-test design. Self Confidence Inventory (1987) developed by Rekha Agnihotry, Raven’s Standard Progressive matrices (2000 ed.) were used for data collection.
Analysis by ANCOVA showed that Shaktipat Meditation was an effective practice to improve self-confidence. Further, gender was found to be significantly affect Self Confidence whereas religion not. Both male and female (gender); and both Hindu and Sikhs (religion) studentteachers have equally benefited from meditation when pre- Self Confidence and general intelligence were statistically controlled. Study: 4 Babita (2014) conducted a study on Teacher Effectiveness and Self-Confidence as Predictors of Burnout among Male Secondary School Teachers. The study was intended to predict burnout of male secondary school teachers on the basis teacher effectiveness and self-confidence. Sample of the study consists of 300 male teachers of Government secondary schools of Punjab, India. Maslach burnout inventory (Form Ed) by Maslach and Jackson (1986) was used to collect data of burnout, Kulsum teacher effectiveness Scale (KTES) by Kulsum (2000) and Self.confidence inventory (ASCI) by Agnihotri (1987) were used to collect data of teacher effectiveness. The results of the study showed significant negative relationship between teacher effectiveness and the two dimensions of burnout i.e. emotional exhaustion and depersonalization of teachers where as significant positive relation exists between teacher effectiveness and personal accomplishment (third dimension of Burnout). Study: 5 Aggarwal Preeti, (2012) conducted a study on A Comparative Study of Self Confidence of Single Child and Child with Sibling. There is no significant difference between Self Confidence of single child and child with sibling. For the purpose of study 80 children were being selected on random sampling basis out of cluster of students of class IX and X. in the area of NCR. Out of which 40 students were single child and 40 students were children with sibling. For the purpose of study Agnihotri Self Confidence Inventory (ASCI) by Dr.(Miss) Rekha Agnihotri was administered to the sample. The analysis of data revealed that the children with sibling have more self-confident than single children. There is significant negative relationship between sense of alienation and lack of self-confidence. If the sense of alienation is high, the level of self-confidence is low. Study: 6 Gaurav Dureja (2011) conducted a study on Self-confidence and Decision Making between Psychology and Physical Education Students: A comparative study. The present study aimed to compare the self-confidence and decision making abilities between psychology and physical education students. A total of eighty (N = 80) male subjects participated; forty (N = 40) psychology students and forty (N = 40) physical education
students from various affiliated colleges of Panjab University, Chandigarh were randomly selected for the collection of data. The age of the subjects ranged between 19 to 25 years. Self-confidence was measured by applying self-confidence questionnaire and decision making was measured by applying decision making questionnaire. The “t”test was applied to find out the difference between mean scores of psychology and physical education students. The level of significance was set at 0.05. The results revealed significant difference with regard to variable self-confidence between psychology and physical education students. However, the results with regard to the variable decision making were found statistically significant between psychology and physical education students. Physical education students have better self-confidence and decision making level as compared to their counterpart psychology students. Study: 7 Parvathamma and Sharnamma (2010) conducted a study on anxiety level and level of Self-confidence and their relation with academic achievement. To find outthe difference between level of Self-confidence of the boys and girls students of IX standard. For the present study six high schools of Chamrajnaga taluk in Karnataka were selected randomly. Totally 300 students were selected by randomly selecting 50 students from each school including boys and girls. For the present study, following tool were used, Selfconfidence checklist (SCC) by Basvanna and Anxiety scale by Srivastasva & Govind Tiwari and school records for academic achievement ‘t’ test was used for determining the significance of difference between the means. Pearson’s product movement correlation technique was used to find out the relationship between anxiety, Self-confidence and academic achievement. There was significant difference between Self-confidence level of boys and girls. Study: 8 Mohd Hafir (2009) conducted a study on The relationship between academic self-confidence and cognitive performance among Engineering Students. The main The objectives were to determine if there is any difference in the academic self-confidence of students givenpositive stimulus and negative stimulus to determine if there is any difference in the cognitive performance of students given positive stimulus and negative stimulus.There is no statistically significant difference between the academic self-confidence of students given positive and negative stimulus. There is no statistically significant difference between the cognitive performance of students given positive and negative stimulus. The samples for the study were selected using the stratified random sampling method where one polytechnic
was chosen randomly from 20 polytechnics and 122 subjects were selected from this polytechnic. The data gathering tools were a GSC questionnaire, an ACS instrument and a cognitive test instrument. The results indicated that cognitive performance among engineering students is improved when giving positive verbal input and the opposite is observed when given a negative verbal input. Study: 9 Raweewat Rattanakoses (2009) conducted a study on Evaluating the Relationship of Imagery and Self-Confidence in Female and Male Athletes. The aim of the study to find out the relationship between imagery and self-confidence in athletes by use of a self-report of sports experiences. It was expected that females would have imagery and self-confidence differences compared to males. It was also expected that the use of imagery can improve an athlete’s physical fitness level and performance so that a high level of imagery may be linked to Self Confidence. In addition, it is predicted that for both genders, imagery ability and Self Confidence will positively correlate with the range of low to high scores on the questionnaires. The selected population consisted of athletes who were students of the Khan Kaen Sport School in punjab, and who are studying and training in sports training programs 5 days a week. All subjects were randomly selected by purposive sampling of all the selected athletes (n=120), 71 (59.2%) were male and 49 (40.8%) were female. These athletes had different competitive sports backgrounds (e.g. football, weightlifting, handball, boxing, and tennis) and also took a break in training during the offseason of their programs.This study showed that there is a correlation between males and females, as determined based on an ANOVA test which compared imagery and selfconfidence. Subscale physical fitness levels consisted of medium, high, and highest levels, and all levels were significantly different (F=15.760, P<0.001, df (degrees of freedom) 2, 117) for imagery and significantly different (F=6.088, P<0.05, df2, 117) for self-confidence. Study: 10 Geeta (2006) conducted a study on Impact of Emotional Maturity on Stress and Self Cofidence of Adolesce. As emotions do play central role in the life of an individual, one is expected to have higher emotional maturity in order to lead a effective life. It is also true that our behavior is constantly influenced by the emotional maturity level that we possess. Especially, the adolescents who are observed to be highly emotional in their dealings need to be studied. In view of this, an attempt is made in present study to find out the impact of emotional maturity of adolescents on their stress and Self-confidence. Sample of the study consists of 105
adolescents studying in XI and XII class at Dharwad city Karnataka State, India. The scales such as emotional maturity (Singh and Bhargav, 1994), Self Confidence Inventory (Rekha Agnihotri, 1987) and Students’ Stress Scale (Deo, 1997) were administered on the selected sample. Along with responses to the above scales, some personal data information were also collected from the sample. The obtained responses were scored and converted to standard (T) scores, further subjected to ‘t’ and ‘F’ tests. The findings revealed that the adolescents with high emotional maturity have significantly high stress (t=10.44; p< 0.001) and selfconfidence (t=-2.92; p< 0.01) when compared to those with low emotional maturity. Adolescents with more number of siblings have shown significantly higher level of Self -confidence (t = 2.96; p< 0.01) than their counter parts. It is also found that educational level of father has significantly influenced stress of their adolescent children (F= 5.303; p< 0.01). Adolescent boys tend to have significantly higher stress than girls (t=1.72) and girls tend to have significantly high Self-confidence (t=1.83).