CHAPTER 1 INTRODUCTION OF THE PROBLEM 1.1 Introduction

Transcription

1 CHAPTER 1 INTRODUCTION OF THE PROBLEM 1.1 Introduction 1.2 Statement of the Problem 1.3 Meaning and Definition of Terms 1.4 Objectives of the Study 1.5 Hypotheses of the Study 1.6 Variables of the Study 1.7 Significance of the Study 1.8 Delimitations of the Study 1.9 The Scheme of the Chapterization 1

2 CHAPTER 1 INTRODUCTION OF THE PROBLEM 1.1 INTRODUCTION:- Life is experience, experience is education. Education is enlightenment; enlightenment is truth, truth is wisdom and wisdom is god. Today, no nation remains untouched by the dynamics of change sweeping across the world. Student are going to face a new world order and these changes are greatly influenced and challenge the younger generation s emotional, intellectual and physical well-being. Since education is viewed as an instrument of overall development of Student, it should prepare the younger generation with the balance in between Gyana yoga, Bhakti yoga and karma yoga. The school is one of the most important agencies of education for students. The attempts towards improving secondary education should be made keeping in view the interests, attitudes and aptitudes of secondary school students. As well as realize, it is a sacred duty of the school authorities to help the students to develop as worthy citizens of our democratic republic. As learning is not a mechanical process there is need to recognize the interface between cognition and emotion. Growth and development begins at birth and continues into adulthood. Typically a person will achieve specific developmental tasks as one passes through each stage of life. The successful accomplishment of each task will influence and reinforce the development of a healthy self-concept. Individuals who experience developmental delays or situations in life that prevent or delay the accomplishment of developmental tasks can have an altered or negative self-concept. Self-concept is the concept that an individual has of himself or herself. Notions of self are often linked to an individual belief about how others perceive them. Self-concept is the way people think about themselves. It is unique, dynamic and always evolving. This mental image of oneself influences a person s identity, self-esteem, body image, and role in society. As a global understanding of oneself, self concept shapes and defines who we are, the decisions we make, and the relationships we form. Self- concept is perhaps the basis for all motivated behavior. Self-concept is broadly defined as a person s perceptions of oneself. Perceptions are formed through experience with and interpretations of one s environment. There is a general consensus that self-concept is a multidimensional construct. The cognitivedevelopmental perspective of self-concept suggests that as Students age, their self- 2

3 perceptions move from global and undifferentiated to well-differentiated and hierarchically integrated. Self-concept is generally measured by self-report using individuals self-evaluations and descriptions to determine self-concept scores. At the point of being well differentiated, individuals may have high perceived competence in one domain while displaying low perceived competence in another. The terms selfconcept and self-perception are often used interchangeably to denote one s perceptions in domain-specific areas, whereas self-esteem or global self-worth denote perceptions of one s overall sense of well-being. Although there is considerable overlap across the student versions for the six common domains, other developmentally relevant competency areas, including close friendship, romantic appeal, and job competence, can only be examined with the student version. Selfconcept is an individual perception of self, including self-esteem, body image and ideal self. A person self concept is often defined by self-description such as I am a student, a teacher and a father. Student self-descriptive statements such as these help the teacher gain insight into the student s perception of self. The teacher should be observant for self-descriptive statements when assessing the student s self-concept. A healthy self-concept is necessary for overall physical and mental wellness. A positive self-concept is an important part of a student happiness and success. Individuals with a positive self concept have self-confidence and set goals they can achieve. Achieving their goals reinforces their positive self-concept. A student with a positive self-concept is more likely to change unhealthy habits to promote health than a student with a negative self-concept. A person s self-concept is composed of evolving subjective conscious and unconscious self-assessments. Physical attributes, occupation, knowledge and abilities of the person will change Throughout the life span, contributing to changes in one s self concept. Self-concept can be affected by an individual s life experiences, heredity and culture, stress and coping, health status, and developmental stage. Everybody knows what it's like to feel anxious, the tension you feel when your boss is angry, and the way your heart pounds if you're in danger. Anxiety rouses you to action. It gears you up to face a threatening situation. It makes you study harder for that exam, and keeps you on your toes when you're making a speech. In general, it helps you cope. If you have an anxiety disorder, this normally helpful emotion can do just the opposite; it can keep you from coping and can disrupt your daily life. There are several types of anxiety disorders, each with their own distinct features. An 3

4 anxiety disorder may make you feel anxious most of the time, without any apparent reason. Or the anxious feelings may be so uncomfortable that to avoid them you may stop some everyday activities. Or you may have occasional bouts of anxiety so intense they terrify and immobilize you, much more is known about the causes and treatment of this students mental problem. We know that there are biological and psychological components to every anxiety disorder. 21 st century is the age of fast developing multi-media and these multi-media have deep influence on the secondary school students minds Students life is one of the most important of human life which is to be taken care during that period. Now a day s crime rates go high due to bad effects on the minds of students. As a result of this effect they feel knowledge problem also. To avoid all these things, awareness should be enhanced in the students. This is the basic requirement for the society and country too. That the secondary school students can easily deal with the problems, demands and challenges of 21 st century. So, the researcher tried to study the selfconcept and anxiety of secondary school students. The present study is the selfconcept and anxiety of secondary school students. 1.2 STATEMENT OF THE PROBLEM: Having realized the need for some concrete work in the area of secondary school students the investigator undertook the present study, namely: A STUDY OF SELF-CONCEPT AND ANXIETY OF SECONDARY SCHOOL STUDENTS In the present study researcher has studied self-concept and anxiety of secondary school students. To study the above problem, study covered two sexes: boys and girls, two areas: urban and rural of secondary school students. 1.3 MEANING AND DEFINITION OF TERMS Study: According to Dictionary of Education, (Carter V. Good, 1945, p.392): study means: Application of the mind to problem or subject; A branch of learning; 4

5 An investigation of a particular subject; or the published findings of such an investigation. A setting of the mind or thoughts upon a subject hence, application of mind to books, arts, or science, or to any subject for the purpose of acquiring knowledge. Particular branch of learning that is studied any object of attentive consideration. A representation or rendering of any object or scene intended, not for exhibition as an original work of art, but for the information, instruction, or assistance of the maker; as, a study of heads or of hands for a figure picture. In the present study, study is limited to study the survey of self-concept and anxiety on secondary school students. Self-Concept: According to Dictionary of Education, Self-concept means how people see himself (e.g. Competent, Amusing, Homely etc.). This may differ from other people s views of him though it will have been influenced by them. self-concept means refers to the picture, or image a person has of himself. self-concept scale refers to test or measure of self-concept in the individual. According to Dictionary of Psychology, Self-Concept means the self-concept has three main component, the self-image or impression we hold of ourselves, which is constructed largely from how we think we see ourselves reflected back from others, the ideal self, which is our image of how we could or should be, and self-esteem, which has its origin in the feelings we have about the self we believe ourselves to be further reading. In the present study, self-concept means the score obtained by students from response towards the items of self-concept inventory standardized by Dr.K.S.Likhia. Anxiety: Synonyms: anxiety, worry, care, concern, solicitude. A state of uneasiness and apprehension as about future uncertainties. Psychiatry a state of apprehension, uncertainty, and fear resulting from the anticipation of a realistic or fantasized threatening event or situation, often impairing physical and psychological functioning. Eager, often agitated desire: anxiety to make a good impression. a state of tension caused by apprehension of possible future misfortune, danger, worry etc. 5

6 A Dictionary, Oxford University Press, This dictionary enables users to Evaluate the claims made about different diets and types of exercise. it covers all matters relating to diet and exercise including diet methods, food supplements, sex and exercise, sports injuries, anatomy, energy-related terms, exercises for improving strength, flexibility, stamina, weight control, training methods and principles, calorie requirements of different activities and more. Anxiety is a condition of persistent and uncontrollable nervousness, stress, and worry that is triggered by anticipation of future events, memories of past events, or ruminations over day-to-day events, both trivial and major, with disproportionate fears of catastrophic consequences. These nouns refer to troubled states of mind. Anxiety suggests feelings of fear and apprehension: "Feelings of resentment and rage over this devious form of manipulation cannot surface in the child. At the most, he will experience feelings of anxiety, shame, Insecurity and helplessness (Alice Miller), Worry implies persistent doubt or Fear: having come to a decision the lad felt a sense of relief from the worry that had haunted him for many sleepless nights. Care denotes a state of mind burdened by heavy responsibilities. The old man's face was worn with care. Concern stresses serious thought combined with emotion: concern for man himself and his fate must always form the chief interest of all technical endeavors (Albert Einstein). Solicitude is active and sometimes excessive concern for another's well-being: animosity had given way to worried solicitude for Lindbergh s safety" (Warren Trabant). In the present study, anxiety means the score obtained by students from response towards the items of Anxiety test standardized by Dr. Paresh Acharya. Secondary School: Secondary school is an educational institution where the second stage of the three schooling periods, known as secondary education and usually compulsory up to a specified age takes place. It follows elementary or primary education and is sometimes followed by university (tertiary) education. A school that is intermediate in level between elementary school and college and that usually offers general, technical, vocational, or college-preparatory curricula. A school for students intermediate between elementary school and college; usually grades 9 th to 12 th. 6

7 In India high school is a grade of education from standards IX to XII. Standards XI and XII are also called higher secondary school. Usually students from ages 14 th to 17 th study in this section. These schools may be affiliated to national boards (like CBSE, ISC, and NIOS) or various state boards. Education is compulsory until age 14 th in our Gujarat state GSEB. Gujarat board means the Gujarat secondary and higher secondary education board established under section 3 of the Gujarat secondary and higher secondary school board act, 1972 (Guj.18 of 1973); In the present study, secondary school means the school which runs standard 9 th in urban and rural area of Gujarat. Students: Students means person who is studying at a school or college. Denoting someone who is studying in order to enter a particular profession student nurses. One who studies or examines in any manner an attentive and systematic observer; as, a student of human nature or of physical nature. In the present study, students means a person who is studying in standard 9 th of secondary schools in urban and rural area of Gujarat. 1.4 OBJECTIVES OF THE STUDY: It is important to distinguish objectives from research aim. The research aim is a single overall statement of purpose, which may be expressed as a research question or a statement. The objectives describe a series of tasks which, if completed would enable the aim to be met. Put another way, the aim says why you are doing the things you are doing, it is your purpose. Objectives tell us what you are going to do to achieve that purpose. Research applies it slightly differently when considering the research goals. To carry out a scientific inquiry in a definite direction, it is imperative for an investigator to formulate precise objectives. This study is carried out with the following objectives in view. 1. To study the self-concept of secondary school students. 2. To study the anxiety of secondary school students. 3. To study the self-concept of secondary school students in relation to area. 4. To study the anxiety of secondary school students in relation to area. 5. To study the self-concept of secondary school students in relation to sex. 6. To study the anxiety of secondary school students in relation to sex. 7

8 7. To study the relationship between the self concept and anxiety of secondary school students. 1.5 HYPOTHESES OF THE STUDY: The hypotheses of the study are given below- H O1 : There will be no significant difference between the mean score of selfconcept of secondary school students of rural and urban area. H O2 : There will be no significant difference between the mean score of selfconcept of boy and girl students of secondary school. H O3 : There will be no significant difference between the mean score of selfconcept of boy and girl students of secondary school of urban area. H O4 : There will be no significant difference between the mean score of selfconcept of boy and girl students of secondary school of rural area. H O5 : There will be no significant difference between the mean score of selfconcept of boy students of secondary school of urban and rural area. H O6 : There will be no significant difference between the mean score of selfconcept of girl students of secondary school of urban and rural area. H O7 : There will be no significant difference between the mean score of anxiety of secondary school students of rural and urban area. H O8 : There will be no significant difference between the mean score of anxiety of boy and girl students of secondary school. H O9 : There will be no significant difference between the mean score of anxiety of boy and girl students of secondary school of urban area. H O10: There will be no significant difference between the mean score of anxiety of boy and girl students of secondary school of rural area. H O11 : There will be no significant difference between the mean score of anxiety of boy students of secondary school of urban and rural area. H O12 : There will be no significant difference between the mean score of anxiety of girl students of secondary school of urban and rural area. H O13 : There will be no significant relationship between self-concept and anxiety of secondary school students. H o14 : There will be no significant relationship between self-concept and anxiety of boy students of secondary school of urban area. 8

9 H O15 : There will be no significant relationship between self-concept and anxiety of girl students of secondary school of urban area. H O16 : There will be no significant relationship between self-concept and anxiety of boy students of secondary school of rural area. H O17 : There will be no significant relationship between self-concept and anxiety of girl students of secondary school of rural area. H O18 : There will be no significant relationship between self-concept and anxiety of secondary school students of urban area. H O19 : There will be no significant relationship between self-concept and anxiety of secondary school students of rural area. H O 20 : There will be no significant relationship between self-concept and anxiety of boy students of secondary school. H O 21 : There will be no significant relationship between self-concept and anxiety of girl students of secondary school. 1.6 VARIABLES OF THE STUDY: Variables are conditions or characteristics that the experimental manipulates controls or observe. Independent variables are conditions or characteristics that the experimental manipulate in his or her attempt to ascertain their relationship to observed phenomena. Independent variable is a selected for study to determine, if it affects, the relationship between independent variable and dependent variable. The independent variable is defined as the factor which is measured, manipulated or selected by the investigator to discover whether it modifies the relationship of the independent variable to observed phenomena. The variables involved in the present study were as under table: 1.1: 9

10 Table: 1.1 Variables of the Study Sr. No. Variable Name of the Variable Level 1 Independent 2 Dependent Area Sex 1.Self-concept 2. Anxiety 1. Urban 2. Rural 1. Boys 2. Girls 1.7 SIGNIFICANCE OF THE STUDY: The present research will be very useful for researchers. Who want to research in psychological field. They will be informed about right path for the research and attitude related research. On the basis of present research the teachers will be understand self concept and anxiety of the students and try to solve the problem of students. Through this research teachers will be able to know about self-concept and anxiety of the students. They can even be advised and guided as required. Along with that, the students anxiety of study and exams can be lessened and issues of suicide can be reduced. Students can be taught that when these feelings arise, indicating that they have a problem, they should face it and try to do something about it. Some problems seem to be merely questions to which one may seek answers. Some students want to understand electricity and atomic energy just for the satisfaction of knowing about such things. In fact, the scientific method which is fundamental to all sound ways of solving problems arose out of students ceaseless quest for truth and understanding. Whether their problem is a search for truth for its own sake or whether they seek knowledge in order to apply it to the problems of daily life which constantly confront all of their, they can choose between two alternatives. I can fumble about a solution in a hit-or-miss fashion, leaving success entirely to chance, tackle the problem objectively, using a systematic way of thinking and rational, organized plan of action in order to solve it. 10

11 1.8 DELIMITATIONS OF THE STUDY The study has been restricted to only the Students who were studied in secondary schools only. Again it has been restricted to only two variables viz; area and sex. The study with wide scope has the following delimits. The present study is delimited to the Gujarati medium school students. The present study is delimited to the Anand and Vadodara district of Gujarat State only. The present study is delimited to the students of std.9 th class. The present study is delimited to the variables sex, area, self-concept and Anxiety only. 1.9 THE SCHEME OF THE CHAPTERIZATION The researcher has planned to divide the present report into five chapters. Chapter 1 Introduction:- The first chapter deals with the introductory and theoretical frameworks aspect of the study. This chapter deals with the concept of self-concept and anxiety, objectives and attributes of self-concept and anxiety. Chapter 2 Review of Related Literature:- The theoretical review of self-concept and anxiety- characteristics and types and also review of past studies of self-concept and anxiety, done in India and foreign countries and originality of present study will be presented in this chapter. Chapter 3 Planning and Procedure:- This chapter deals with the planning and procedure for the present study. Chapter 4 Data Analysis and Interpretation:- This chapter deals with the process of data analysis in detail. The hypotheses are tested by using t-test & relationship tables of the results and its interpretation are presented. Chapter 5 Summary, Results, Findings and Recommendations:- This chapter includes observation and conclusion on their basis of procedure and analysis of observed data. The findings are discussed in the terms of educational implications and suggestions form further research work is indicated. 11