Journal of Contemporary Psychological Research

ISSN 2349-5642 Volume 2 Issue 1 April 2015

Journal of Contemporary Psychological Research

Chief Editor Samyak Makwana

Journal of Contemporary Psychological Research Publication

Journal of Contemporary Psychological Research The Journal of Contemporary Psychological Research (JCPR) is international double blind peer reviewed refereed journal that invites original manuscripts of research scholars and behavioural scientists. The journal is double blind peer reviewed journal. The aim of this publication is to serve society through research and to promote researchers as well as educators for quality based research work. The JCPR updates the knowledge of researcher regarding national and international researches of psychological science. The Journal facilitates the

research

communication. The themes of research include all the dimensions of Psychology and Education.

Chief Editor

Managing Editor

Dr. Samyak Makwana

Dr. L.R. Yagnik

R.R. Lalan College,

Sardar Patel University,

Bhuj (Gujarat)

Vallabhvidyanagar (Gujarat)

Board of Reviewer and Editors Dr.Rabindra Kumar Pradhan, Indian Institute of Technology (IIT), Kharagpur,West Bengal Dr. Bhaskar R. Shejwal, University of Pune, Maharashtra Dr. Anjali Ray, University of Calcutta, West Bengal Dr. Gopa Bhardwaj, Delhi University, Delhi Dr. Nilesh Thakre, Department of Psychology, SNDT University, Mumbai,Maharashtra Dr. Bal Rakshase, Tata Institute of Social Sciences, Mumbai, Maharastra Dr. V. Surendran, WIA, Cancer Institute, University of Madras, Chennai,Tamil Nadu Dr. Vibha Sharma, Institute of Human Behaviour & Allied Sciences, (IHBAS) Delhi Dr Uma Rani, Women’s University, Tirupati, Andhra Pradesh Dr. H.J. Narke, Dr. B. Ambedkar Marathwada University, Aurangabad, Maharashtra Dr. Ravi Gunthey, JNV University, Jodhpur, Rajasthan Dr. Sanjay Kumar, Amity University, Gurgaon, Haryana Dr. B. D. Dhila, Hemchandracharya North Gujarat University, Patan, Gujarat Dr. Yogesh Jogsan, Saurashtra University, Rajkot, Gujarat Dr. Dinesh Nagar, Barkatullah University, Bhopal, Madhya Pradesh Dr. Novrattan Sharma, M.D. University, Rohtak, Haryana

© Journal of Contemporary Psychological Research Publication

Journal of Contemporary Psychological Research ISSN 2349-5642 Volume-2 Issue 1 April 2015 No. 1.

Content The Importance of Parental Wellbeing in Managing Attention Deficit Hyperactive Disorder. Archana Simon, Oman Medical College, Oman. Veena Easvaradoss ,Women’s Christian College, Chennai (Tamil Nadu).

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Scientific Giftedness: Exploring the creativity correlates. Dr. Tarika Sandhu and Vineet Kaur, Punjabi University, Patiyala (Punjab).

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Internet usage habits of undergraduate students in Mumbai. Anita Kumar, Acharya & Marathe College of Arts, Science & Commerce, Chembur , Mumbai (Maharashtra)

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Enhancing Emotional Literacy among children with Attention Deficit Hyperactivity Disorder through Cognitive Behavior Therapy.

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Hamsa N., Mount Carmel College, Bangalore (Karnataka), Dr Ramaa Raju, Jyoti Nivas College, Bangalore (Karnataka), Dr. Smita Gupta, SOSS, IGNOU, New Delhi. 5.

Handedness, Footedness and and Familial Sinistrality Among Normal Individuals.

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Bhagat Singh, Meerut College, Meerut (U.P.) 6.

Workplace Spirituality and Employee Performance: Mediating Role of Organisation Citizenship Behaviour.

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Rabindra Kumar Pradhan, IIT, Khargpur (West Bengal), Nrusingh Prasad Panigrahy, Dredging Corporation of India Ltd, Vishakhapatnam, Lalatendu Kesari Jena, IIT, Khargpur (West Bengal). 7.

Life Satisfaction as a Parameter of Suicide among Youth. Devendra Sinh Sisodiya - B N Girls College, M L S University, Udaipur, (Rajasthan)

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Religious Attitude and Mental Health. Dr. H.J. Narke, B.A.M. University, Aurangabad (Maharashtra), Dr. Shafiq Pathan, Rajarshi Sahu Arts,Commerce and Science College, Pathri. (Maharashtra).

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Spiritual well-being in Relation to Mental Health Among Junior College Students.

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M.G. Khare, North Maharashtra University, Jalgaon (Maharashtra). 10.

Cultural Typologies in Odisha: An empirical study. Dr. Nivedita Das, Utkal University, Bhubaneshwar, Dr. Fakir Sahoo, Xavier Institute of Management, Bhubaneswar.

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A Study of Religiosity and Mental health among college students, Akolkar A. Awin,Dr. B. A. M. University Aurangabad.

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A Study of Modernization Among Hindu and Muslim Students, Sayyed Shamim Rabbani, Dr. B.A.M. University, Aurangabad Dr Shafiq Khan Pathan, Rajashri Sahu Arts, Commerce and Science College, Pathri. Maharashtra.

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Effect of stress on Mental Health among MSRTC Bus Driver & Conductors in Jalgaon District. Revanand Patil, North Maharashtra University, Maharashtra.

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Journal of Contemporary Psychological Research ISSN 2349-5642 Volume-2 Issue-1 April 2015 No. 14

Content

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The Mental Efficiency of Male and Female Elderly in Aurangabad City.

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Impact of Meditation on Mental Health.

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Dr. Bharat H. Mimrot, NKSPT’s Arts, Sci and Comm. College, Badnapur (Maharashtra).

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Tribhuwan Sunil Laxman, Shri Bankatswami college, Beed. (Maharashtra).

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Spiritual intelligence and Job-Satisfaction of Secondary School Teachers.

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M.K. Tajne, Deogiri College, Aurangabad (Maharashtra).

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Occupational Stress of Government and Private Sector’s employees.

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Madan Kanade, Shivaji College, B.A.M. University, Aurangabad.

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Impact of Spirituality on Stress. Sujata Waghmare, Dr.Sow. I.B.P.Mahila Kala Mahavdyalaya, Aurangabad.

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Extracurricular activities and Academic performance of Secondary students.

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Subodh Bansod,Mahatma Jyotiba Fule Educational Campus,R.T.M., Nagpur University.

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Effect of Yoga on Self-Confidence. -Dr. Rajesh B. Shirsath,Kala Mahavidyalaya, Beed (Maharashtra).

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Effect of Emotional Intelligence On Home, Health, Social, Emotional and Overall adjustment of High School Students. - Varsha Prakash Sawant, B.A.M. University, Aurangabad, Maharashtra.

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Impact of Social support on the psychological wellbeing of people living with HIV in Aurangabad District – Sumedha Jadhav, Government Institute of Forensic Science, Aurangabad, Maharashtra.

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A Comparative Study: Job satisfaction of Government and Non-Government Employees.

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Shilpa Jadhav, Deogiri College, Aurangabad. (Maharashtra).

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A Comparative Study of Adjustment and Emotional Intelligence among English and Marathi students

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Prajkti Wagh Deogiri College, Aurangabad. Maharashtra.

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Social Anxiety among Adolescents – Vaishali Mehetre, B.A.M. University, Aurangabad (Maharashtra).

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Educational Attitude among Adolescent Boys and Girls – Avinash A. Bobade, B.A.M. University,

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Aurangabad (Maharashtra).

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Journal of Contemporary Psychological Research ISSN 2349-5642 Volume 2, Issue 1, April 2015

The Importance of Parental Wellbeing in ManagingAttention Deficit Hyperactivity Disorder Archana Simon* and Veena Easvaradoss**

Abstract Developmental Disorders interrupt normal development in childhood and involve significant handicaps, with onset before 18 years, which affect adaptive, self-help, cognitive and/or social skills. One of the most commonly occurring developmental disorders in normal school going children in India is Attention Deficit Hyperactivity Disorder (10% to 20%, Malhi and Singhi, 2000). The essential feature of Attention Deficit Hyperactivity Disorder is a persistent pattern of inattention and/or hyperactivityimpulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. Parents play a crucial role in facilitating and maintaining gains in children with developmental disorders. Managing developmental disorders in children affects various aspects of the wellbeing of parents- the primary caregivers. This study focuses on the Quality of Life and Parenting Stress among parents whose children have Attention Deficit Hyperactivity Disorder. 100 parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder were involved in this study. The tools used were the World Health Organization Quality of Life Questionnaire (1996) and the Parenting Stress Scale by Judy. O. Berry (1995). Comparison with 100 parents whose children were normal was also studied and significant results were obtained. Gender differences in the experience of Quality of Life and Parenting Stress among parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder was also seen. The study also explored the relationship between the Quality of Life and Parenting Stress experienced by parents whose children have Attention Deficit Hyperactivity Disorder. The relationship between the Quality of Life and Parenting Stress experienced by parents whose children are normal was also studied. The results of this study highlight the importance of integrating parental counselling and psycho-education for the effective management of developmental disorders especially Attention Deficit Hyperactivity Disorder. Key words: ADHD, Parenting

Authors: *Archana Simon., Ph.D, CPsychol (UK)., AFBPsS (UK),Faculty of Social and Behavioral Sciences, 1 Oman Medical College, P.O.Box 391, PC 320,Al- Tareef ,Sohar, Sultanate of Oman. ** Veena Easvaradoss., Ph.D, Head, Department of Psychology,Women‟s Christian College, Chennai (Tamil Nadu)

The Importance of Parental Wellbeing in Managing A.D.H.D .- Archana Simon and Veena Easvaradoss

Attention Deficit Hyperactivity Disorder (ADHD) is not a recent discovery. Attention Deficit Hyperactivity Disorder was first described by Dr. Heinrich Hoffman in 1845. A physician who wrote books on medicine and psychiatry, Dr. Hoffman was also a poet who became interested in writing for children when he couldn't find suitable materials to read to his three year old son. The result was a book of poems, complete with illustrations, about children and their characteristics. "The Story of Fidgety Philip" was an accurate description of a little boy who had Attention Deficit Hyperactivity Disorder. Yet, it was not until

1902 that Sir George F. Still published a series of lectures to the Royal College of Physicians in England in which he described a group of impulsive children with significant behavioral problems, caused by a genetic dysfunction and not by poor child rearing—children who today would be easily recognized as having Attention Deficit Hyperactivity Disorder.The essential feature of Attention Deficit Hyperactivity Disorder is a persistent pattern on inattention and/or hyperactivityimpulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. For diagnosis, some hyperactive-impulsive or inattentive symptoms that cause impairment must have been present before age 7 years. Some impairment from the symptoms must be present in at least two settings (e.g. at home and at school). There will be interference with developmentally appropriate social, academic or occupational functioning. Child Psychiatrists used to believe that the symptoms of Attention Deficit Hyperactivity Disorder diminished and disappeared as children grew older, but recent studies have found that Attention Deficit Hyperactivity Disorder persists into adolescence and adult life. Attention Deficit Hyperactivity Disorder

is the most recent term given to a childhood disorder that has had a variety of names in the past. This disorder was first termed „hyperactivity‟, then „Attention Deficit Disorder‟ (ADD), and then, to differentiate between children who had ADD, but did not exhibit hyperactivity, either ADD or ADD-H. The new official term is Attention Deficit Hyperactivity Disorder (ADHD). This disorder may be classified into: (1) Attention Deficit Hyperactivity Disorder, combined type; (2) Attention Deficit Hyperactivity Disorder, predominantly inattentive type; (3) Attention Deficit Hyperactivity Disorder, predominantly hyperactive-impulsive type. Malhi and Singhi (2000) report that in India, the prevalence of Attention Deficit Hyperactivity Disorder is estimated at 10% to 20% in school age children. Data on the prevalence in adolescence and adulthood are limited. Attention Deficit Hyperactivity Disorder is frequently accompanied by learning disorders and other behaviour disorders. Attention Deficit Hyperactivity Disorder is more common in boys than girls. The principal characteristics of Attention Deficit Hyperactivity Disorder are inattention, hyperactivity, and impulsivity. Children with this disorder will commonly fail to give close attention to details and make careless mistakes, will have difficulty sustaining attention in tasks or play activities, will not follow through on instructions and fail to finish schoolwork or chores, will lose things necessary for tasks or activities, will often fidget with hands or feet and squirm in seat, will often run about excessively in situations in which it is inappropriate, are talkative and are often „on the go‟ and act as if „driven by a motor‟. Some parents see signs of inattention, hyperactivity, and impulsivity in their toddler long before the child enters school. The child may lose interest in playing a game or watching a television show, or may run around completely out of control. But because children mature at different rates and are very different in personality, temperament, and energy levels, it‟s useful to get an expert‟s opinion of whether the behavior is appropriate for the child‟s age. Parents can ask their child‟s pediatrician, or a child psychologist or


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psychiatrist, to assess whether their toddler has an Attention Deficit Hyperactivity Disorder. Attention Deficit Hyperactivity Disorder may be suspected by a parent or caretaker or may go unnoticed until the child runs into problems at school. Given that this disorder tends to affect functioning most strongly in school, sometimes the teacher is the first to recognize that a child is hyperactive or inattentive and may point it out to the parents and/or consult with the school psychologist. Because teachers work with many children, they come to know how “average” children behave in learning situations that require attention and selfcontrol.Once referred, the Diagnostic and Statistical Manual of Mental Disorders (DSMIVR) is used to confirm a diagnosis of Attention Deficit Hyperactivity Disorder. Every day, every hour, children with disabilities are born. The role of the family of the disabled child is vital. The family is thought to be the optimum environment for the development of disabled individuals. The addition of a disabled member usually results in substantial adjustments in the roles, norms, goals and communication patterns of the family. The level of acceptance of the disabled may vary from one family to the next. Frequently, the presence of a disabled child does precipitate a range of problems that may hinder the functioning and development of the family unit as well as individual members. Adjustment and problems are not static but change throughout the course of the family. Parents play the crucial role in facilitating and maintaining developmental gains in disabled children. The diagnosis of disability in a child is a traumatic event. Parental reactions to their child's disability are highly individualistic. The type and intensity of their response depends on how parents handle crisis situations in general, stability of the marital relationships and parental aspirations. Some of the common reactions include guilt, disappointment, shame, grief, anger and disbelief. A child‟s growth and development depends heavily on the different aspects of his/her environment. Parents have an irreplaceable influence on their child‟s

growing years. The Quality of Life and Stress experienced by parents in turn affects the psychological adjustment of the child. Also, rehabilitation programs usually focus only on the management of the child‟s difficulty. There is little or no emphasis on the parent, who constitutes an important part of the child‟s environment. Identifying and managing parental distress and other difficulties faced by them may help increase acceptance of the child‟s difficulty. Parental Quality of Life and Parenting Stress were explored to bring to light the various facets of parental wellbeing thus facilitating provision of a wholesome management plan for the child with Attention Deficit Hyperactivity Disorder.

Method Ex-post-facto research design was used in this study. The independent variables were the presence of Attention Deficit Hyperactivity Disorder and Gender. The dependent variables were Quality of Life and Parenting Stress. Selection of the sample was carried out using the method of purposive sampling. Group A was the control group consisting of 100 parents (50 fathers and 50 mothers) whose children were normal. These children did not exhibit characteristics of Attention Deficit Hyperactivity Disorder as determined by a screening intake questionnaire. They were also matched for age and gender with the children in the Experimental group. Group B was an experimental group consisting of 100 parents (50 fathers and 50 mothers) whose children have Attention Deficit Hyperactivity Disorder. Parents bringing their children for the first consultation to a Pediatric hospital and who were not informed of their child‟s diagnosis were included in the sample. Parents whose children had the co-morbid condition of Learning Disability, disabling health conditions (such as epilepsy and asthma) and families where more than one member had a disability were excluded. The tools used were the World Health Organization Quality of Life Questionnaire (WHOQOL-BREF, 1996) and the Parenting Stress Scale by Berry (1995).


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Result and Discussion Table 1 The mean, SD and Critical Ratio on the WHOQOL-BREF for parents of Groups A and B Groups N Mean SD CR Group A 100 100.84 11.61 5.83 12.04 Group B 100 91.10 *p < 0.01: Significant at the 0.01 level

Table 2 The mean, SD and Critical Ratio on the Parental Stress Scale for parents of Groups A and B Groups N Mean SD CR Group A 100 32.40 6.18 13.74 Group B 100 46.55 8.31 *p< 0.01: Significant at the 0.01 level

Table 3 The mean and SD on the WHOQOLBREF and the Parental Stress Scale and the Coefficient of Correlation between them as experienced by Group B Group B N Mean SD r 100 91.1 12.04 Quality of 0.40 Life 100 46.55 8.31 Parental Stress *p< 0.01: Significant at the 0.01 level

Results indicate that there is a significant difference in the quality of life of parents whose children have Attention Deficit Hyperactivity Disorder and parents whose children are normal. Parents whose children have Attention Deficit Hyperactivity Disorder have significantly lower Quality of Life. The parental burden that resulted from child psychiatric disorders is greater than the burden associated with other disorders (Angold, 1998). Findings indicate fathers whose children have Attention Deficit Hyperactivity Disorder have lower quality of life when compared to fathers whose children are normal. This may be attributed to the fact that the child with Attention Deficit Hyperactivity Disorder requires continual supervision, taking a toll on the time and energy, thus lowering their quality of life. Results also indicate that mothers of children with Attention Deficit Hyperactivity Disorder

experience lower quality of life when compared to mothers whose children are normal. Mothers, being the primary care givers, the child‟s symptomatology and impairment increases the level of burden experienced by them. Also, mothers whose children have Attention Deficit Hyperactivity Disorder experience lower quality of life when compared to fathers. Mothers‟ experience of stress and wellbeing is associated with the ease with which they can relate to their child and the demands made on them (Cunningham, 1981). The disruptive nature of Attention Deficit Hyperactivity Disorder results in mothers experiencing lower quality of life. Results indicate that parents whose children have Attention Deficit Hyperactivity Disorder experience higher stress when compared to parents whose children are normal. The increased demands of the child with regard to parenting roles may be attributed to higher parental stress. Also, mothers and fathers experience similar levels of stress. No gender differences exist in the level of parental stress experienced by the experimental and control groups. Traditionally women are the primary caregivers for their children. Fathers‟ participation in childcare activities may be increasing (Snarey, 1993), indicating similar levels of stress with regard to parenting roles. Results indicate that a significant negative relationship exists in the quality of life and stress experienced by parents whose children have Attention Deficit Hyperactivity Disorder. As the level of parental stress increases, the quality of life of life decreases. This finding correlates with the Cognitive Model of Stress as proposed by Lazarus and Folkman in 1984. They define stress as „a particular relationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her wellbeing‟. They have classified event perception as being either irrelevant or having no implications for the person‟s wellbeing, benign positive if it preserves the person‟s wellbeing and stressful when the person‟s wellbeing is affected. Therefore, parents whose children have Attention Deficit Hyperactivity Disorder


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perceive their child‟s disability as stressful and thus experience lowered quality of life. No gender differences exist.

Conclusion: Parents whose children have Attention Deficit Hyperactivity Disorder experience low quality of life and high parenting stress. This study highlights that while treating Attention Deficit Hyperactivity Disorder, parental aspects also need to be addressed to provide wholesome management for the child. Addressing and managing parental stress will also improve quality of life experienced. Both fathers and mothers of children with Attention Deficit Hyperactivity Disorder should be given assistance to improve their wellbeing. A parental counselling module incorporated into the management program for Attention Deficit Hyperactivity Disorder will be beneficial. Sessions addressing parental anxiety, depression, self-esteem, guilt or self-blame in addition to psycho-education focused on empowering parents to effectively manage their child with Attention Deficit Hyperactivity Disorder will be beneficial. Individualized parental counselling will increase parental acceptance of the child‟s difficulty, reduceparental stress and anxiety, enhance a positive approach while dealing with their child with Attention Deficit Hyperactivity Disorder and help parents recognize personal strengths to aid their child‟s progress. This will play an important part in improving the quality of life of the parent and reducing parental stress, thus enhancing parental wellbeing. Improvement in parental wellbeing will in turn foster healthy interactions with their children who have Attention Deficit Hyperactivity Disorder. As a result, a healthy, stimulating environment created will facilitate progress of children with Attention Deficit Hyperactivity Disorder. Integration of Parental and Caregiver counselling in paediatric settings will enhance effective management of Attention Deficit Hyperactivity Disorder and other developmental disorders.

References American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders.(Edn.4). Angold (1998). Perceived parental burden and service use for child and adolescent psychiatric disorders. American Journal of Public Health,88,7580. Barkley RA. (2000). Taking Charge of ADHD. New York: The Guilford Press, p. 21. DSM-IV-TR workgroup. The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC: American Psychiatric Association. Hastings,R.P.(2000). Parental stress and behaviour problems of children with developmental disability. Journal of Intellectual and DevelopDisability,27, 149-160. Kirk, S.A., &Crallagher, L. (1979). Educating Exceptional Children. (3rdedn.). Boston. Houghton Mifflin Company. Kolevson A. (2007). Helping the hyperactive child : when autism looks like ADHD. Medscape Learning Activity. Mahli. P.,&Singhi.P. (2000). Spectrum of ADHD in children among referrals to psychology services. Indian Pediatrics. 37:1258- 1260. Still GF. Some abnormal psychical conditions in children: the Goulstonian lectures. Lancet, 1902;1:1008-1012. Tanner,O. (1976). Stress. New York: Time Life Books. Wender,PH.(2002).ADHD:Attention-Deficit Hyperactivity Disorder in Children and Adults. Oxford University Press, p. 9. Wilens TE, Biederman J, Spencer TJ. Attention deficit/hyperactivity disorder across the lifespan. Annual Review of Medicine, 2002:53:113-131.


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Scientific Giftedness: Exploring the creativity correlates Dr. Tarika Sandhu* and Vineetpal Kaur** Punjabi University, Patiala, Punjab, India

Abstract Giftedness is a psychological phenomenon which refers to the power of the mind which actualizes in rare and precious performances of humankind. When exhibited in the scientific domain it has fundamentally altered the course of millions of lives. Unravelling the mysteries of scientific giftedness has been the purpose of research for centuries. Current traditions in psychology regarding the study of genius validate IQ as an appropriate indicator of giftedness with rich production in specific domains. The sample for the present study comprised of gifted youth from the science stream (IQ 115 and above) and non-gifted (IQ 95- 110) who were also from the same stream. Affinities of personality in the gifted and non-gifted were assessed along with creativity. The tests used in the study were Culture Fair Test (Scale 2, R. B. Cattell and A. K. S. Cattell, 1961), Torrance test of Creative Thinking (Figural forms, Torrance. E. Paul, 1974), NEO Personality Inventory (NEO PI-R, Costa & McCrae, 1992). The findings of the study present highly differentiated patterns of correlations between personality dimensions and creativity for the scientifically gifted and non-gifted which has significant implications for the unraveling of the dynamics of creativity. Keywords: Scientific Giftedness, Creativity, Personality, Critical thinking.

Creative ability has distinguished human race from other beings in their struggle for survival. Due to this capacity to innovate, the creatively gifted individual progresses from a state of mere existence to that of incomparable comfort. The golden leaves of history are filled with the names of great people like Archimedes, Sir Isaac Newton, and Albert Einstein whose unusual novel experiments and discoveries in their respective domains created a revolution. Giftedness is thus an advanced ability to provide a meaningful construct to ordinary experience and it enhances the ability to think abstractly. A gifted person is seen as one who constantly combines and reconstitutes the ideas, images and thoughts in his or her conscious and subconscious mind. Leonardo da Vinci believed that one has to learn how to restructure problems in many different ways to gain knowledge about their various forms. Annemarie Roeper (1991) explains that gifted individuals are driven by

their power of giftedness. They prefer to explore, write about, compose, and indulge in activity that is uppermost in their minds. Their inner drive to learn and know keeps them involved in specific activities. The unusual mind and unusual emotions of the gifted individual lead them to the unusual experiences. In identifying the gifted the U.S. office of Education (Marland, 1972) validated that, ―Gifted children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs or services beyond those normally provided by the regular school program in order to realize their contribution to self and society‖. Thus they have the potential for making a contribution to their own self-development and to the society as well. Their individual abilities enable them to make valuable contributions to the world. Most

Author: *Dr. Tarika Sandhu,Assistant Professor of Psychology , Punjabi University, Patiala, Punjab, India. [email protected] **Vineetpal Kaur is a Research Scholar at Punjabi University. [email protected]

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Scientific Giftedness: Exploring the creativity correlates- Dr. Tarika Sandhu and Vineetpal Kaur

theoretical approaches vary widely on the cut-off IQ scores from where they define giftedness (Heller, 1989; Tannenbaum, 1986; Marland, 1972). The IQ test has been most commonly used to identify the cognitive characteristics of giftedness. Gross (2000) defined levels of giftedness by IQ ranges such as Mildly (or basically) Gifted with an IQ range of (115 – 129), Moderately Gifted (130 – 144), Highly Gifted (145 – 159), Exceptionally Gifted (160 – 179) and Profoundly Gifted (180 and above). After several years of observations and reviews, the synthesis of research put forward different types of giftedness each possessing their own unique features such as:- Visual-art Giftedness, Musical Giftedness, Linguistic Giftedness, Political Giftedness, Artistic Giftedness, Mathematic and Scientific Giftedness. Scientific giftedness includes generating complex cognitive tasks through analyzing underlying theoretical as well as practical knowledge by accurately interpreting concepts. The scientifically gifted individuals spend long hours in solving problems in a particular domain e.g. geology, auto repairing, genetic studies etc (Ericsson & Lehman, 1996). Individuals who are mathematically gifted and scientifically gifted have the ability to analyze problems logically and think deductively. They are the individuals with superior IQ, likely to be independent and dutiful, perseverant and self controlled. Scientifically and mathematically gifted individuals are not usually socially rebellious and have a conventional life style (Ludwig, 1995). Renzulli (1978) in his model of ‗Three ring conceptions of Giftedness‘ attribute a special social component to giftedness. Gifted individuals usually reflect three characteristics: Well above average ability, task commitment, and creativity. Sternberg (2005) proposes the Wisdom, Intelligence, Creativity, Synthesized (WICS) model of Giftedness and Creativity conceptualizing Giftedness to be a synthesis of these three components (Sternberg, 2005, 2003). Creativity is a characteristic of human behaviour that seems as the most mysterious and yet essential to human advancement. Creative expression helps in constructing a meaningful interpretation of experience while exercising the

discretion to discern whether or not it is useful and wise to be original. Mednick (1962) describes creativity to be an extension of ordinary intelligence. As stated by Tannenbaum (2000), it is essential for the creatively gifted to learn that great character has to serve as the mediator of great accomplishments; otherwise a brilliant mind can become the most destructive force in the world. Creativity as defined by researchers can be viewed either as ability, a personal characteristic, or a cognitive process (Feldhusen & Treffinger, 1986). MacKinnon (1963a) proposes three classifications of creativity as type I, type II and type III. In type I he defines artistic creativity, as an expression of needs, desires, thoughts, infantile expressions and inhibitions in terms of the gifted person‘s final product. Scientific creativity according to MacKinnon is type II and this is objective and non personal creativity, which does not relate with the internal desires rather it relates with the external objects of the cosmos. He states that science begins and ends with the facts and has to base itself within the logic and laws of nature. Dunber (1995) while investigating scientific creativity concluded that creative expressions of the scientists are never the outcome of sudden insights; rather they are preceded by a careful reasoning in the path leading towards it. The creativity process in science as claimed by Damasio (1994) is based on the subconscious, logical thinking and analytical ability. A gifted scientist however, displays an appreciation of the intuitive, non rational elements and a profound commitment to search the aesthetic and philosophical meaning in all experience. McClusky (2010) in his work on scientific innovations explains that a scientist‘s expressions are made possible when they are capable of enfolding the opportunities that come along with. Sternberg (2010) explains that the scientific expressions of a creative individual not only produce positive developments in society but they also correspond finely with the realities as well. Zenasni and Mouchiroud (2005) explain that curiosity and perfectionism are specific behavioristic patterns for scientific creativity. Curiosity involves intellectual risk-taking while perfectionism includes preference for great


7


accuracy and desire to be exceptionally creative, perseverant, and tolerant of ambiguity and highly motivated. Renzulli (2005) explains that courage, passion, sensible risk-taking, tolerance for ambiguity and self efficacy were the main characteristics of a creatively gifted person. In their research studies Simonton (2000), and Johnson, Gemer, Efran and Overton (1988) observe that scientists who are holistic, purposive and constructivist in orientation, tend to be empathetic, dominant and intellectually efficient. Gough (1957) asserts that eminent scientists display high intellectual interest, strong tendency towards independent judgments, as well as in challenging out their ways and decisions. They are personally dominant, retrospective to other people‘s interest and motives. Feist and Barron (2003) and Garwood (1964) aver that eminent scientists are more open to experiences and flexible in their thoughts than less creative individuals. It can thus be concluded that the production of innovative ideas in the scientific domain and even the verification of facts by logic requires immense creativity. Broader groups of studies have thus been found to be good pointers towards formulating the hypotheses concerning the relationship of scientific giftedness and creativity. High level of reflective intelligence resulting from openness, aesthetic sensitivity, cognitive flexibility, independence in thought may all be assumed to fall under the domain of ―creativity‖ which is the core dynamic of quality scientific production. Thus the present study aims to understand scientific giftedness via its creativity correlates. Hypotheses:  Personality dimensions of Openness, Conscientiousness, Extraversion, Agreeableness would correlate positively and significantly with creativity dimensions of Fluency, Flexibility, Originality and Elaboration.  Neuroticism would have significant negative correlation with creativity dimensions.  Extraversion, Openness, Agreeableness and Conscientiousness would have stronger positive correlations with Fluency,







Flexibility and Elaboration in Scientifically Gifted as compared to Non-Gifted. The Scientifically Gifted would be significantly higher on creativity dimensions i.e., Fluency, Flexibility, Originality and Elaboration as compared to Non-Gifted. The Scientifically Gifted would be significantly higher on Extraversion, Openness to experience, Agreeableness and Conscientiousness as compared to NonGifted. The Scientifically Gifted would be significantly lower on Neuroticism as compared to Non-Gifted.

Method Participants: The sample originally comprised of 400 students (age ranging 18- 26 years) from the science stream, out of which 55 scientifically gifted and 80 non-gifted were screened. The main screening criterion for selection of scientifically gifted was that the student should have a high GPA in the science stream and possess an IQ of 115 and above (Gross, 2000). Total sample of scientifically gifted consists of 22 females and 33 males. In order to see the developmental differences between the age- range, the group of participants were divided in two different age groups. Group 1 consists of 28 participants in the age range of 18-22 years and with IQ ranging between 115-133, similarly Group 2 consists of 27 participants with ages between 2326 years and range of IQ was 115-142. For selection of the non-gifted they needed to have an IQ in the range of (95-110) and also be students pursuing education in the science stream. These students belonged to science graduate colleges of Patiala, Samana, Chandigarh, Ludhiana, Kapurthala and Amritsar (Punjab, India), New Delhi, Mumbai (India). Some participants from abroad were also included (USA, Canada, and New Zealand) via screening done through the internet. Students contacted via internet were briefed regarding the nature of research and then their online assessment was carried out. During the testing phase the online students were accessible for any


8


form of clarification on e-calls. Testing was carried out in three phases on two different days. The first phase of testing included the administration of the Culture Fair test which served as the ground for selection of participants according to the predetermined IQ range and on the second day they were administered to the Torrance test of Creative Thinking and in the afternoon they were administered the NEO-PI-R. Confidentiality of test results was strictly maintained. Materials: Culture Fair Test (Scale 2, R. B. Cattell and A. K. S. Cattell, 1961):The culture fair intelligence test is a non verbal. It measures individual intelligence in a manner designed to reduce the influence of verbal fluency as much as possible, along with cultural climate, and educational level. The test has a special advantage of making a more vivid separation of natural ability from specific learning and permits a better analysis and prediction of an individual‘s ultimate potentialities. The test-retest reliability of the forms is .87 and validity .85 respectively. Torrance test of Creative Thinking (Figural forms, Torrance. E. Paul, 1974): Torrance‘s method of assessment of creative potential especially figural forms emphasizes the ability to generate many new ideas (Fluency) to be unique (Originality) and be capable of representing a variety of categories (Flexibility) as well as to possess the potential to embellish the ideas (Elaborations). It has been found that individuals specially trained and experienced in the scoring of the test are capable of scoring a very high degree of reliability. The mean Pearson product-moment coefficients between the scoring of trained scorers and untrained teachers for the figural is: fluency .96; flexibility .94; originality .86; and elaboration .91. The lower reliability for originality seems to occur when the scorer rejects the scoring guide and substitutes his own concepts of what is original for the given ones. However, the findings suggest that it is not necessary to have a special training for scoring in these tests to assure reliable results once the scorer has read and followed the scoring guide precisely and accepts

the standards of the guide as a basis for judgment. NEO Personality Inventory, (NEO PI-R, Costa. T. Paul; McCrae, 1992):- The revised NEO Personality Inventory is a concise measure for the five major dimensions of personality and some of the more important traits or facets that define each domain. They are Neuroticism (N), Extraversion (E), Openness (O), Agreeableness (A), and Conscientiousness (C). Item analysis (Cronbach‘s Alpha) and factor analysis showed internal reliabilities which range from .87 to .92. Facet scales showed internal reliabilities ranging from .58 to .82 (Wendy, 2007).

Results and Discussion Table .1 The correlation between dimensions of NEOPI-R and Creativity of the total sample Flu.

Flex.

Orig.

Elab.

N

-0.13

-0.14

-0.05

-0.22

E

0.13

0.15

0.14

0.22

O

0.28

0.22

0.23

0.32

A

0.11

0.22

0.11

0.25

C

0.19

0.23

0.21

0.28

Table 2 The correlations between dimensions of NEOPI-R and Creativity of Scientifically Gifted ( p < .05; **p < .01)

Table 2.1 Showing the correlations between dimensions of NEO-PI-R and Creativity of Scientifically Non-Gifted. N

E

O

A

C

Flu

-0.02

-0.02

0.15

-.23

0.08

Flex

0.14

0.05

0.19

-0.06

0.15

Orig

0.19

0.01

0.2

0.01

0.12

Elab

0.09

0.01

0.19

0.10

0.10

Table 3 The one way analysis of variance for N

E

0

A

C

Flu

-0.11

0.23

.38**

.42**

-0.06

Flex

-0.18

0.12

0.15

.34*

.28*

Orig

-0.24

0.23

0.23

0.16

0.16

Elab

-0.18

0.25

.30*

0.24

0.12

dimensions of Creativity at two levels of IQ.


9


Table 3.2 - Mean values on the Creativity dimensions of Scientifically Gifted and Non-gifted.

Flu Between Groups

df

Mean Square

F 4.1*

218.212

1

218.21

Within Groups

7015.78

133

52.750

Total

7234.00

134

436.10

1

436.10

Within Groups

5513.62

133

41.45

Total

5949.73

134

Between Groups

260.73

1

260.73

Within Groups

25155.23

133

189.13

Total

25415.97

134

Fle Between Groups

r

Sum of Squares

El Between Groups

15643.09

1

15643.09

Within Groups

93747.72

133

704.870

Total

109390.81 134

10.5**

i.

Flu.

30.20

7.09

Mean Nongifted 27.61

7.38

4.137*

ii.

Fle.

22.54

7.89

18.88

5.21

10.520**

iii.

Or.

29.69

14.76

26.86

13.02

1.379

iv.

El.

56.94

34.70

35.03

19.07

22.193**

Mean Average

F

i.

N

79.76

95.44

31.674**

ii.

E

107.87

100.38

7.291**

iii.

O

107.05

99.04

8.371**

iv.

A

108.78

101.34

5.561*

v.

C

114.95

106.71

5.688*

SD

F

Table 4 The Analysis of Variance (ANOVA) between Scientifically Gifted and Non-gifted on NEO-Pi-R. 22.2**

Table 6 The correlation between dimensions of

Sum of Squares

Df

Mean Square

F

8007.022

1

8007.022

31.674**

Within Groups

33621.615

133 252.794

Total

41628.637

134

E Between Groups

1826.118

1

Within Groups

33311.097

133 250.459

Total

35137.215

134

2094.824

1

i. N Between Groups

ii.

(*p < .05; **p < .01)

Table 5 The correlation between dimensions of Personality and Creativity of Group A

SD

1.3

Table 4.2 Mean values of NEO-PI-R dimensions of Scientifically Gifted AND Non-gifted Mean Gifted

Mean Gifted

O Between iii. Groups

1826.118

2094.824

Flue

Flex

Orig

Elab

Within Groups

33283.724

133 250.254

N

-0.02

-0.37*

-0.40*

-0.30

Total

35378.548

134

E

-0.08

-0.31

-0.06

-0.01

A Between Groups

1806.212

1

O

0.25

-0.06

0.13

0.16

A

0.42*

0.25

0.00

0.21

Within Groups

43201.269

133 324.822

C

0.10

0.26

0.28

0.38*

Total

45007.481

134

C Between Groups

2209.176

1

Within Groups

51659.224

133 388.415

Total

53868.400

134

iv.

(*p < .05; **p < .01) v.

1806.212

2209.176

7.291**

8.371**

5.561*

5.688*

Personality and Creativity of Group B

N

Flue

Flex

Orig

Elab

-0.13

-0.03

-0.10

-0.09


10


E

0.50**

0.49**

0.43*

0.41*

O

0.53**

0.34

0.36

0.41*

A

0.46*

0.38

0.28

0.21

C

-0.11

0.45

0.26

0.16

Between Groups Within Groups

42.875 16235.96

1 54

Total

16278.84

55

O

Between Groups Within Groups

52.07143 15575.36

Total Between Groups Within Groups

A

Flu

Fle

Ori

El

Source of Variation SSb SSw

SS 19.44 2791.67

df 1 54

SSt SSb SSw SSt SSb SSw SSt SSb SSw

2811.12 39.44 3382.10 3421.55 1063.14 10724.21 11787.36 1440.28 64511.07

55 1 54 55 1 54 55 1 54

SSt

65951.36

55

C

42.875 300.666

0.1426

1 54

52.07143 288.4325

0.180532

15627.43 48.28571 25195.14

55 1 54

48.28571 466.5767

0.103489

Total Between Groups

25243.43 20597.79

55 1

20597.79

1.099845

Within Groups

1011306

54

18727.89

Total

1031904

55

MS 19.44 51.69

F 0.37

(*p < .05; **p < .01)

39.44 62.63

0.62

Table 8.2 Table Means and Standard deviation values of group A and B on Personality

1063.14 198.59

5.35*

1440.28 1194.64

1.20

Table 7.2 Means and Standard deviation values of group A and B on Creativity Group Group A Group B Group Mean A SD Mean B SD Flu 30.96 7.59 29.79 6.76 Flex Orig

23.25 33.96

8.72 14.11

21.57 25.25

7.01 14.07

Elab

61.46

34.10

51.32

35.02

Table 8 Analysis of variance between Group A and B on Personality Source of Variation

SS

df

MS

F

N

185.7857 14800.21

1 54

185.7857 274.078

0.677857

Between Groups Within Groups Total

55

E

(*p < .05; **p < .01)

Table 7 The analysis of variance between Group A and B on Creativity

14986

AN

Group A Mean 78.1786

Group A SD 13.68

Group B Mean 81.82

Group B SD 19.00

AE

108.9286

14.39

107.17

19.85

AO

106.2500

14.48

108.18

19.16

AA

110.2143

20.90

108.35

22.27

AC

111.8214

21.68

150.18

192.32

The objective of the present research was to study correlates of creativity with personality especially in the context of the gifted population. The sample of the present study comprised of 135 participants (age ranging 18-26 years). Two subgroups of participants were formed i.e., scientifically gifted (n= 55) and non-gifted (n= 80) on the basis of scores obtained by them on the Culture Fair Intelligence Test. IQ range of 115 and above with a high GPA score in science was the selection criteria of the scientifically gifted and an IQ range of 95-110 with science background and average GPA was the screening criteria for the non-gifted category. Scores on four indices of creativity and five indices of NEO-PI-R were tabulated for the two groups of the scientifically gifted and non-gifted. Positive and significant correlations emerged between openness to experience and conscientiousness and all dimensions of creativity (Table no.1). Agreeableness correlated positively and significantly with flexibility and


11


elaboration. (r= 0.22**, r= 0.25**). Strong affiliation between agreeableness and flexibility and elaboration dimensions of creativity indicates that the trait signifying a deep concern for the needs and rights of others is also involved in the orientation towards flexibility and greater in depth analysis of issues at hand. Extraversion had a positive significant correlation (r=0.22**) with elaboration hinting towards the impact of seeking external stimulation as a concomitant to the ability to expansive inquiry as suggested by elaboration. Barron and Harrington (1981) in their study concluded that creative personalities were often observed to have broad range of interests, cognitive complexity, and ability to deal with conflicting information. Matindale and Daily (1996) found out a positive and significant correlation between extraversion and divergent thinking. The above results are supportive of the first hypothesis stating ―Personality dimensions of Openness, Conscientiousness, Extraversion, and Agreeableness would correlate positively and significantly with creativity dimensions of Fluency, Flexibility, Originality and Elaboration.‖ The dimensions of neuroticism had a negative significant correlation with elaboration (r= -0.22**). This trend of results very clearly signifies the dynamics within neuroticism wherein self preoccupation in the form of anxieties and insecurities prevents the individual to elaborate on other aspects needing attention. Similarly Hsen- Hsing Ma (2009) in a sample of 112 had also revealed that creativity had a negative correlation with neuroticism and a positive correlation with emotional stability. Wolfradt and Pretz (2001) in their research findings found inconsistent relationship between neuroticism and creativity. The second hypothesis thus stands validated. In order to test the third hypothesis that, ―Extraversion, Openness, Agreeableness and Conscientiousness would have stronger positive correlations with Fluency, Flexibility and Elaboration in scientifically gifted as compared to non-gifted,‖ scores on personality dimensions of Extroversion, Openness, Agreeableness, and

Conscientiousness were correlated with scores of Fluency, flexibility, Originality and Elaboration using the Spearman Rank Order Correlation for both the scientifically gifted and non-gifted groups separately (Table no.2). Correlations between indices of Personality (i.e., Neuroticism, Extraversion, Openness, Agreeableness and Conscientiousness) and creativity indices (i.e., Fluency, Flexibility, Originality and Elaboration) for scientifically gifted ranged from -0.24 to 0.42. The dimensions of openness and agreeableness correlated positively and significantly with fluency (r= .38**) and (r= .42**) respectively. Traits of agreeableness and conscientiousness correlated positively and significantly with flexibility having correlation (r= .38*) and (r= .28*) respectively. Openness correlated positively and significantly with Elaboration (r= .30*). It appeared that the scientifically gifted personality had strong affiliation with creativity. According to Costa and McCrae (1992) openness and conscientiousness were believed to be promising dimensions contributing significantly to creativity. Costa, McCrae and Holland (1984) suggested that openness was strongly related to occupational interests and individuals high on this dimension were likely to opt for investigative and experimental conditions which proved true to the nature of the sample in the present study. High on conscientiousness individuals too have been found to be brilliant in academic spheres and have successful later lives (Costa, McCrae & Dye, 1991). In the non-gifted group correlations between Neuroticism, Extraversion, Openness, Agreeableness and Conscientiousness dimensions of Personality and Fluency, Flexibility, Originality and Elaboration dimensions of creativity ranged from -.23 to 0.19 (Table 2.2). The only significant correlation that emerged was between the dimensions of agreeableness and flexibility and it was negatively correlated (r= -.23**). This trend of correlation was reversed in the non-gifted group (r= -.23**) as compared to the scientifically gifted group (r=.34*) indicating that the higher


12


the degree of agreeableness lower would be the fluency of responses. The plausible reason is that agreeableness in the non-gifted may be externally regulated to create pressure on the individual thereby reducing his capacity to generate a large number of responses. Strong affiliation between agreeableness and fluency indicates that the trait signifying a deep concern for the needs and rights of others is involved in facilitating the generation of quantitatively more responses in scientific pursuits. No other significant correlation emerged between indices of personality and creativity for the non-gifted group. The aforesaid results lend support to the hypothesis under consideration. In order to investigate the fourth hypothesis that, ―Scientifically gifted would be significantly higher on Fluency, Flexibility, Originality and Elaboration as compared to nongifted ‖, the scores of scientifically gifted and non-gifted on dimensions of creativity were subjected to one way analysis of variance in Table no. 3 The summary of one-way analysis of variance (Table 3, i) shows that the obtained value of F for fluency (F= 4.137, p80) right-handedness in the presence of familial sinistrality (Cobianchi, et al. 1998). Yetkin, Y. (2001) conducted a study, the principal objective of this study was to investigate the reality of sinistrality in lefthanded subjects. In the study, it was found that the subjects have had at least one left-handed person in their family or among their relatives. Some subjects had shifted their left hand preference in favor of their right hands. Nevertheless, the left-handers have been found as a presence with their own peculiarities. The occurrence of asymmetrical handedness has been found to be closely related with other asymmetries: eyedness, footedness and earedness. Bryden (1982) argued that because handedness may be influenced by social teaching cultural variation and motor habit influence or interference, other forms of asymmetry, such as eyedness, footedness and earedness may be more reliable measures of functional laterality. Dargent- Pare, et al. (1992), studied age, sex and handedness‘ effect in foot and eye preferences by questionnaire, in large samples of normal adult populations from five different countries (total sample, n = 5064). Foot and eye preference were significantly associated with handedness in all the ten sexby- country samples for foot and in nine samples for the eye. Overall frequencies of

crossed frequencies were 5% between hand and 19.5% between hand and eye. In right –handers, a gradual shift towards the right with increasing age was systematically observed both for footedness and eyedness. The proportion of crossed hand –foot preference was higher in men than women and higher in left-handers. Mandal, et al. (1993) measured the lateral asymmetry in eye, foot and ear preference by using a 15 item questionnaire administered to 442 subjects. Degree and magnitude of asymmetry were greatest for eye, followed by foot and ear. Inter-correlation of lateral preferences was all positive and significant. Two primary factors, eyedness and earedness, were established. In a study Singh and Qureshi (2011) studied the relationship among many side of laterality i.e. handedness, footedness, eyedness and jawedness. Correlation analysis shows that handedness, footedness, eyedness and jawedness are positively & significantly correlated to each other. Correlation analysis of data shows a highly positive correlation (r=0.958) between writing hand and kicking leg i.e. handedness and footedness. (Singh, B, 2012). Thus it is clear that the relationship between handedness and familial sinistrality have strong support of research but there is still controversy on it. So the purpose of this study was to measure the handedness, footedness and familial Sinistrality of normal individuals from India‘s population. Objectives:To measure the hand preference of the subjects.  To measure the footedness (leg preference) of the subjects  To measure the relationship between handedness and footedness of the subjects.  To measure the relationship between handedness and familial sinistrality. Hypothesis:  The incidence of left handedness is expected to be 5% of the total population.  Leg used to kick a ball (footedness) is positively correlated with handedness.  There is a significant difference between the handedness and footedness.


34

Handedness, Footedness and Familial Sinistrality Among Normal Individuals- Bhagat Singh



Results and Discussion

The incidence of left handedness is high in left handed families in comparison to right handed families.

TABLE – 1 No. & % of Left and Right handedness

Method

Handedness Right 668

Total

Total count

Left 32

% of total

4.6 %

95.4 %

100 %

700

TABLE –2 No. & Percentage of Left and Right hander in relation to their Familial Sinistrality

Handedness Left Count % of Total Right Count % of Total

Total No. of Left Hander in Family 00 01 02 03 30 02 00 00 93.8 6.2 % % 546 112 08 02 81.7 16.8 1.2 % 0.3 % % %

Total 32 100 % 668 100 %

Fig – 1 Percentage of Left and Right handed subjects 120

100 95

80

Percent

Participants:In this study researcher select 700 subjects randomly from the normal population. Researcher tried to include all section of society. The mean age of all the respondents was 33.98 years with S.D. of being 18.70 years. Materials: In this study Researcher used the Steenhuis and Bryden (1989)‘s five point scale handedness questionnaire. Some items were also included like the arm crossing, leg crossing, leg used to kick a ball and eyedness. There were 18 items in this questionnaire related to the handedness like ―with which hand do you use to hold Spoon, Soap, Match stick, knife, umbrella, open a door, slapping, throw a ball, flip a coin, hammer, scissor etc. and 4 items were that of arm crossing, leg crossing and eyedness. Thus a total of 22 items were included in this questionnaire. Procedure: Each subject was tested individually. In hand preference assessment, subject was asked to imagine the situation related to the use of hand in simple task like holding spoon, holding match stick, holding soap during bath, holding knife to cut vegetables, combing hair, holding umbrella, throwing a ball, slapping, picking a small and heavy objects, kicking a ball etc. and was asked to fold the arm, to sit (to see the leg crossing position) and to see a far distance object with one eye. The items were read loudly in Hindi as all the subjects knew Hindi very well. The response of the rural subjects for each item was recorded by the researcher while the urban subjects were told to circle the appropriate response on the questionnaire. In addition to this subjects were asked information regarding their age, sex, birth order, no. of brother and sister, any left hander in family and handedness. The responses of the subjects were marked on the response sheet.

60

40

20 0

LEFT

RIGHT

Handedness

Fig – 2 Frequency of Left and Right handed subjects Journal of Contemporary Psychological Research ISSN 2349-5642 Volume 2, Issue 1, April 2015

35

Handedness, Footedness and Familial Sinistrality Among Normal Individuals- Bhagat Singh Fig – 4 Percentage of Left and Right handers across leg used to kick a ball

800

120

700

110

668

600

90

400

80

PERCENT

Count

100 500

300 200 100

70 60 50 40

0

LEFT

RIGHT

Handedness

30 20

Handedness

Left

10 0 left always

Right left usually

TABLE – 3 Correlations between Handedness and Footedness (leg used to kick a ball) Handedness Pearson Correlation Handedness

Footedness

1.000

0.817**

Sig. (2-tailed) N

700

equally

right usually

right always

Leg used to ki ck a ball

TABLE – 4 Chi- square analysis between Handedness and Leg used to kick a ball (footedness).

.000

Handedness

700

Left

Right

Left always

22

3

25

Left usually

2

0

2

Equally

3

3

6

Right usually

0

16

16

Right always

5

646

651

32

668

700

Value

Df

Asymp. Sig.

491.365*

4

0.000

Total

** Correlation is significant at the 0.01 level (2-tailed). Fig –3 Percentage of Left and Right handers across their Familial Sinistrality. 100

Leg used to kick a Ball

90 80

PERCENT

70 60

Total

50 40 30

Handedness

20

Left

10

Right

0 .00

Chi- square

1.00

2.00

No. of Left Handers in Fami ly

3.00

The data was analyzed using the SPSS programme for statistical calculation. The data obtained in the present study was on the normative scale so the Non- Parametric method i.e. Chi-square and Correlational analysis, were


36

Handedness, Footedness and Familial Sinistrality Among Normal Individuals- Bhagat Singh

used to test the different hypothesis. Table – 1 shows the number and percentage left and right handedness in total sample. Bar diagram (Fig. 1) shows the percentage of left and right handed subjects in total sample which is 5% and 95% percent respectively. Fig. - 2 shows the frequency of left and right handed subjects (32 & 668) in total sample. Fig. – 3 shows the percentage of left and right handers across their Familial sinistrality. There are 668 right handers out of which 18.3% (122) have either one (16.8%), two (1.2%) or three (0.3%) member in their family (Table – 2), while out of 32 left handers there are only 6.3% (2) left hander who have one left hander in their family (Table –2). Fig. – 4 shows the percentage of left and right handers across leg used to kick a ball i.e. footedness. The correlation analysis (r = 0.817) between handedness and leg used to kick a ball is given in Table – 3. The chi-square value for df 4 is 491.365, which is significant at 0.01 level of significance. (Table –4). Out of 700 subjects studied 32 were left handers. These were 4.6 % of the total sample. The present study confirms the results of previous studies (Singh & Bryden, 1994; Singh & Manjary, 1995; Singh, et. al., 2001; Singh, B, 2006) which state that there are about 5 % left handers in the Indian Population. So we accept our first hypothesis. This percentage of left handers in Indian population is low as compared to the percentage of left handers in world population i.e. 8% (McManus, 1991; Seddon & McManus, 1993; Reiss and Reiss, 1999, 2002). Sociological pressures in the Indian society may be primarily responsible for this difference. The social pressure is so high that a large number of left handers use their right hand for eating, writing and religious activities but they use their left hand for rest of the activities. This social pressure is muchmuch higher for females than males. Most studies and theories related to familial sinistrality give strong evidence in support of it. The presence of familial sinistrality increases the probability of being left-handed (Salmaso and Longoni, 1983). The present study rejects the results of many other studies (Salmaso &

Longoni, 1983; Porac, 1986; Cobianchi et al. 1998, Fry, 1990; Coren, 1992; Yetkin, 2001; Szaflarski et al. 2002) which state that left handed subjects have high percentage of left handers in the family in comparison to the right handers. Our study is in congruence with the results of the study by McKeever et al. (2000). So we reject our fourth hypothesis. The results showed a significant difference and correlation between handedness and the leg used to kick a ball i.e. footedness. So we accept our second and third hypothesis. Left handed people mostly use their left leg and right handed people mostly use their right leg to kick a ball. Broadly speaking, lefties not only use their left hand preferentially but also their left leg to kick a ball while right handers prefer their right hand for working, right leg to kick a ball. Like other studies (Dargent-Pare et.al. 1992; Mandal et. al. 1993; Kang & Harris, 2000) this study also confirms that sinistrality or asymmetry extends to the entire body of an individual and is not restricted to the arms alone. Conclusion: On the basis of the results and discussion we conclude that there are 4.6% left handers in Indian population which is very low in comparison to world left hander's percentage i.e. 8-10%. Handedness is also significantly correlated with other asymmetries like footedness. Left hander uses their left left leg to kick a ball and same case is with the right handers and there is no significant relationship between handedness and familial sinistrality.

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Handedness, Footedness and Familial Sinistrality Among Normal Individuals- Bhagat Singh Annett, M. (1981). Familial handedness and sex differences in strength of hand preference. Cortex, 17, 141 – 146. Annett, M. (1985). Left – right hand and brain: the right shift theory. London: Lawrence Erlbaum. Annett, M. (1994). Handedness as a continuous variable with dextral shift: Sex, generation and family handedness in subgroups of left and right handers. Behavioural Genetics, 24 (1), 51 – 63. Annett, M. (1998). Handedness and Cerebral dominance: The right shift theory. Journal of Neuropsychiatry and Clinical Neuroscience, 10 (4), 459 – 469. Bryden, M.P. (1977). Measuring handedness with questionnaire. Neuropsychologia, 15, 617 – 624. Bryden, M.P. (1982). Laterality: functional asymmetry in the intact brain. New York: Academic Press. Chapman, L.J. and Chapman, J.P. (1987). The measurement of handedness. Brain and Cognition, 6, 175-183. Cobianchi, A.; Giaquinto, S. and Giovanni, B. (1998). Positive potential evoked by First Syllable of spoken words in right and left handers. Journal of Contemporary Neurology, 3, 1081-1118. Collins, R.L. (1970). The sound of one paw clapping; an inquiry into the origins of left-handedness. In G. Lindzey and D.D. Thiessen (Eds.) Contribution of Behaviour-Genetics analysis. The mouse as prototype. New York: Appleton – Century – Crofts. Coren, S. (1992). The Left-Hander Syndrome- The Causes and Consequences of Left- handedness. New York: Free Press. Dargent-Pare, C.; de Agostini, M.; Meshbah, M. and Dallatolas, G. (1992). Foot and eye preferences in adults: relationship with handedness, sex and age. Cortex, 28, 343 – 351. Dollfus S, Alary M, Razafimandimby A, Prelipceanu D, Rybakowski JK, Davidson M, Galderisi S, Libiger J, Hranov L.G, Hummer M, Boter H, Peuskens J, Kahn R.S, Fleischhacker W.W and EUFEST Group. (2012). Familial sinistrality and handedness in patients with first episode schizophrenia: the EUFEST study. Laterality; 17(2):217-24. Dawson, J.L.M. (1977). Alaskan Eskimo- hand, eye, auditory dominance and cognitive style. Psychologia: an International Journal of Psychology in the orient, 20, 121 – 135. Fry, C.J. (1990). Left-handedness: association with college major, familial sinistrality, allergies, and asthma. Psychological Report, 67(2), 419-433.

Geschwind, N and Galaburda, A.M. (1987). Cerebral lateralization, Cambridge, M.A. M.I.T. Press. Kang, Y. and Harris, L.J. (2000). Handedness and footedness in Korean college students. Brain and Cognition, 43(1-3), 268-74. Laland, K.N.; Kumm, J.; Van Horn, J.D. and Feldman, M.W. (1995). A gene-culture model of human handedness. Behavioural Genetics, 25(5), 433 – 445. Levy, J.; and Nagylaki, T. (1972). A model for the genetics of handedness. Genetics, 72, 117-128. Mandal, M.K.; Pandey, G.; Singh, S.K. and Asthana, H.S. (1993) – Degree of asymmetry in lateral preferences: eye, foot, and ear. The Journal of Psychology, 126(2), 155 – 162. McKeever W.F. and Van Deventer A.D. (1977). Familial sinistrality and degree of lefthandedness. British Journal of Psychology, 68 (4), 469-471. McKeever, W.F.; Cerone, L.J. and Cheryl ChaseCarmichael. (2000). Laterality: Asymmetries of Body. Brain and Cognition, 5(2), 99-110. McManus, I.C. (1985). Handedness, language dominance and aphasia: a genetic model. Psychological Medicine, Monograph, Supplement 8, Cambridge: Cambridge University Press. McManus, I.C. (1985b). Right and left hand skill: Failure of the right shift model. British Journal of Psychology, 76, 1 – 16. McManus, I.C. (1985c). On testing the right shift theory: a reply to Annett. British Journal of Psychology, 76, 31 – 34. McManus, I.C. (1991). The inheritance of lefthandedness. Ciba Foundation Symposium, 162, 251-67; discussion 267-81. McManus, I.C. (1998). Handedness, cerebral lateralization and the evolution of language. British Journal of Psychology, 12, 71-73. McManus, I.C.; Amir, T.; Singh, M. and Ida, Y. (1999). Cultural and historical differences in the incidence of left handedness are due to the differences in gene frequency not direct social pressure. Paper presented in Annual conference of International Neuropsychological Society. Denvour, U.S.A. Oldfield, R.C. (1971). The assessment and analysis of handedness: the Edinburgh inventory. Neuropsychologia, 9, 97-113. Porac, C.; Coren, S. and Searleman, A. (1986). Environmental factors in hand preference formation: Evidence from attempts to switch the preferred hand. Behavioural Genetics, 16, 251261.


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Handedness, Footedness and Familial Sinistrality Among Normal Individuals- Bhagat Singh Porac, C.; Izaak, M. and Rees, L. (1990). Age trends in handedness: an environmental approach. Paper presented at the meeting of the Canadian Psychological Association, Ottawa. Raczkowski, D.; Kalat, J.W. and Nebes, R. (1974). Reliability and validity of some handedness questionnaire items. Neuropsychologia, 12, 4347. Reiss, M. and Reiss, G. (1999). Current aspects of handedness. Wien Klin Wochenschr, 111(24), 1009-18. Reiss, M. and Reiss, G. (2002). Medical problems of handedness. Wien Medical Wochenschr, 152(56), 148-152. Salmaso, D, and Longoni, M.A. (1983). Hand preference in an Italian sample. Perceptual and Motor Skills, 57, 1039-1042. Satz, P. (1972). Pathological lefthandedness: an explanatory model. Cortex, 8, 121-135. Satz, P. (1973). Left handedness and early brain insult: an explanation. Neuropsychologia, 11, 115-117. Seddon, B. and McManus, I.C. (1993). The incidence of left handedness: A Meta analysis. Unpublished manuscript, University College, London, U.K. Singh, B. (2006). A study of relationship between sex, handedness and health problems among normal individuals. Readings in Applied Psychology, 253-259. Singh, B. (2011). The incidences of handedness and health problems between illiterates male and female of rural areas. Shodh Prerak, 1 (3), 138144. Singh, B. (2012). Incidences of Handedness and Footedness in Hindu and Muslim community. Indian Journal of Psychological Science, 3(1), 17.

Singh M, Manjary M, Dellatolas G. (2001). Lateral preferences among Indian school children. Cortex, 37(2): 231-41. Steenhuis, R.E. and Bryden, M. P. (1989). Different dimensions of hand preference that relate to skilled and unskilled activities. Cortex, 25, 289— 304. Szaflarski, J.P.; Binder, J.R.; Possing, E.T.; McKiernan, K.A.; Ward, B.D. and Hammeke, T.A. (2002). Language lateralization in lefthanded and ambidextrous people: fMRI data. Neurology, 59(2), 238-244. Teng, E.L.; Lee, P.; Yang, K. and Chang, P.C. (1976). Handedness in a Chinese population: biological, social and pathological factors. Science, 193, 1148-1150. Yetkin, Y. (2001). Do environmental and hereditary factors affect the psychophysiology and left-right shift in left-handers? International Journal of Neuroscience, 110(3-4), 109-134.

Singh, B & Qureshi, A.N. (2011). The many sides of laterality: Do they correlate to each other – A survey on Muslim undergraduates. Journal of Humanities & Social Sciences, 3(1), 56-58. Singh, M. and Bryden, M.P. (1994). The factor structure of handedness in India. International Journal of Neuroscience, 74, 33-34. Singh, M. and Manjary, M. (1995). Observed hand preference among elementary school children. Journal of the International Neuropsychological Society, 1, 179. Journal of Contemporary Psychological Research ISSN 2349-5642 Volume 2, Issue 1, April 2015

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Workplace Spirituality and Employee Performance: Mediating Role of Organisation Citizenship Behaviour *Rabindra Kumar Pradhan, Indian Institute of Technology, Kharagpur **Nrusingh Prasad Panigrahy, Dredging Corporation of India Ltd, Vishakhapatnam ***Lalatendu Kesari Jena, Indian Institute of Technology, Kharagpur

Abstract In this era of globalization and growing competition, it has become paramount importance on the part of the organization to understand the business strategies for its survivability. Number of research studies in behavioral and management science has suggested that in this competitive world it is the human being and his performance at workplace, which can only help an organization to become sustainable in the long run. Therefore, it has pushed the HR functionary to identify factors that may lead to enhance a professional‟s personal and emotional competency towards augmentation of their performance at workplace. We have felt that, this kind of focus in today‟s workplace can be enhanced by consistently connecting people‟s behavior in a constructive way, which may potentially engage and bind them with the organizational objective. Therefore, organizational citizenship behavior (OCB) and workplace spirituality are understood to be two vital terms, which can play an integral role in making and transcending the individual behaviors at workplace to perform their best at the work environment. Therefore, this conceptual review paper is aiming to attempt for understanding the construct of organization citizenship behavior and workplace spirituality in detail. Further, both the concepts have been studied through unfolding their theoretical and practical functionality along with proposing a conceptual model for achieving higher employee performance and organizational effectiveness. Keywords: Workplace Spirituality, Organization Citizenship Behavior, Job Satisfaction, Employee Engagement

To run a business human resource occupies a centralized position in an organization for efficiently coordinating other factors of production. Human being is the most complex creature of all, and there have been a lot of studies carried out in behavioral science to explore the mysterious aspects of human being employed at workplace by applying different techniques. I t is debated by both academicians and management practitioners‘ that empowering this resource may easily harvest competitive advantage in today‘s world which has apparently set no boundary for competition. Due to rapid changes happening in the society and structure of the organization, the challenge on the part of the management is to

how best the human resources can be utilized and aligned to derive organizational effectiveness. One aspect of it is, in this age of competition, the urge for whole-hearted commitment from employees for realizing the organizational goals is one of the most exciting researchable concepts in the fields of management and organizational behaviour. We have explored from the available literature, supporting with the facts that business establishments, which are focusing on routes that include the spiritual element, such as bringing together employees‘ emotional need, motivation at work and encouraging them to find meaning in work is enhancing organizational commitment and retention. On

Authors: *Dr.Rabindra Kumar Pradhan, Associate Professor, Dept of Humanities and Social Science, 40 Indian Institute of Technology, Kharagpur,West Bengal, India,Email: [email protected] ** Nrusingh Prasad Panigrahy,Dy. Manager (HR), Dredging Corporation of India Ltd.Vishakhapatnam, India. E mail: [email protected] ***Lalatendu Kesari Jena, Ph.D Scholar, Dept. of Humanities and Social Science,Indian Institute of Technology, Kharagpur, India . Email: [email protected]

Workplace Spirituality and Employee Performance- R.K.Pradhan, Nrusingh Prasad Panigrahy, Lalatendu Kesari Jena

the other hand, it is also been found that when people shares and experience some common attachments, attraction and togetherness with each other within their work unit and the organization as a whole they may most likely be able to appreciate the purpose of their life and well-being (Harrington et al, 2004). Taking the insight from such findings, we have presumed that a construct called workplace spirituality potentially plays as an important tool by management towards achieving organizational growth and effectiveness. Therefore, the first objective we have set to review the strength of the relationship between spirituality at workplace and human capital formation contributing towards deriving organizational effectiveness. In organizational context, we have found an another construct called Organizational Citizenship Behaviour (OCB) which has been empirically proven in many research studies bringing tremendous change and impact on the effectiveness, efficiency and profitability of the organizations. OCB has found to improve co-worker, providing superior efficiency in resource use and allocation, reducing managerial expenses, providing better coordination of organizational activities across individuals, groups and functional departments, improving organizational attractiveness for high quality new recruits, increasing stability in the organization‘s performance and last but not the least enhancing organizational capability to adapt effectively amidst environmental changes (Cohen and Vigoda, 2000; Ertürk. et al 2004). Basically, organizational citizen is a person who exhibits discretionary behaviours beyond its role, duties and official job description and he/she may not be seeking rewards from the organization for positioning his discretionary behaviour. In fact, while referring both the constructs we have proposed our second objective that fostering workplace spirituality by organizational management may induce for exhibiting discretionary behaviour amongst employees which may eventually be of great help for advancement and growth of a business establishment. Therefore, in this review paper we have attempted to draw a summary from the volume of existing research papers to unfold

the theoretical and practical functionality of Organizational Citizenship Behaviour (OCB) and Workplace Spirituality and proposing a conceptual framework for achieving higher employee performance and organizational effectiveness. Workplace Spirituality The term spirituality has been derived from the Latin word spiritus, meaning vapor, breath, air or wind. Webster‘s dictionary has defined spirituality as: relating to, consisting of or affecting the spirit; of relating to sacred matters; concerned with religious values; of, related to, or joint in spirit. Mitroff and Denton (1999) has defined spirituality as the desire to find one‗s ultimate purpose in life, and to live life accordingly throughout its living span. Spirituality in an organisational context involves the effort to find one‘s ultimate purpose in life, to develop a strong connection with co-workers associated with work, to have consistency or alignment between one‘s core beliefs and values of the organization (Mitroff & Denton, 1999). While there are several definitions of workplace spirituality, however, only a few of them have included the dimensions of meaning in work and community at work through using various forms such as calling, purpose, belonging, membership, and connectedness (e.g. Ashmos & Duchon, 2000; Giacalone & Jurkiewicz, 2003; Milliman et al., 2003; Gotsis & Kortezi, 2007). We have found that the definition of workplace spirituality proposed by Ashmos & Duchon (2000, p. 137) is more apt for our study, which has stated that workplace spirituality is ― the recognition that employees have an inner life, which nourishes and gets nourished through meaningful work that takes place in the context of community‖. Therefore, spirituality in the workplace is about people who perceive themselves as spirited beings, whose desire and need is required to be energized through work. Spirituality in an organizational context is about experiencing real purpose and meaning at work beyond pay checks and performance reviews. In contemporary times it is seen that, people are spending significantly more time at work than their previous generations. Therefore, the


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workplace is where many social phenomena are likely to emerge (Conlin, 1999). Second, society has advanced in terms of leisure time so that people are searching for more meaning in the work realm of their lives (Neck & Milliman,1994). Third, many people in the present generation are reaching a stage in their development wherein they feel secure in their basic needs, freeing them to strive for the highest stage of human development, that is self-actualization (Maslow). Fourth, many members of the current workforce are baby boomers who grew up in the idealistic era of 1960s/1970s and are trying to maintain their idealistic roots (Cash, Gray, & Rood, 2000; Hall & Richter, 1990). Finally, fewer people today identify themselves with a career path at a single company; instead their career path represents a more personal journey of selfdiscovery and direction (Hall & Mirvis, 1996). In this context, Moore and Casper (2006) has measured the impact of a proxy of workplace spirituality (that is perceived organizational support) andhas found a high correlation between affective organizational commitment and intrinsic job satisfaction. Their findings have given necessary directions to organisations for retaining its highly talented human resources for a longer period of time. In the organisational context, it‘s very important to unlock the human capital, so as to gain the competitive advantage. Human capital formation is basically a process by which a given individual achieves his/her highest potential and aspirations by integrating and optimizing a combination of processes towards enhancement of knowledge, skill formation and personal development. Human capital is precisely considered as the stock of knowledge, habits, social and personality attributes, including creativity, embodied in the ability to perform the task to produce economic value. One of the important key perspectives for unlocking the glass barriers of diversity (here used in its broadest sense, i.e. including race, culture, gender, generation, religion etc.) is for people from different backgrounds to talk about their differences and exploring the understanding of other‘s culture, history in the context of spirituality. Once people have met

(seen each other‘s aspirations) and know/understand each other on the level of personal experience, then there may be likely to happen the integration for realising full individual potential within community. According to Giacalone and Jurkiewicz (2004), organizations practising workplace spirituality has grown at faster rates, had higher rates of return, and increased their efficiencies more than comparative organizations who did not welcome workplace spirituality. Maclagan (1991) has argued that increased ethical behaviour was an organizational benefit of spirituality. Neck and Milliman (1994) have found evidence that organizations benefit from workplace spirituality through the generation of increased creativity and intuition. Enhanced leadership was also found to be positively related to spirituality (Conger, 1994; Moore & Casper, 2006). Another well researched positive organizational change has been found to be positively related to workplace spirituality is empowerment (Lee, 1991). If high levels of workplace spirituality are significantly related to positive work outcomes, then logically organizations could possibly benefit from developing spirituality in their employees. Kahn (1990) has suggested that three psychological conditions which serve as antecedents of personal engagement in a workplace and those are psychological meaningfulness, psychological safety, and psychological availability. These dimensions can be achieved by treating the employees as spiritual human beings and empowering them for creating an environment of openness at workplace, which in turn helps an individual to get engaged in the job. Research performed by University of Southern California‗s Marshall Graduate School of Business Professor Ian Mitroff (1999) has indicated that organizations which identify themselves as spiritual have employees who: 1) are less fearful of their organizations; 2) are less likely to compromise their basic beliefs and values in the workplace; 3) perceive their organizations as being significantly more profitable; and, 4) report that they can bring considerably more of their complete selves to work, especially their creativity and intelligence. It has also been


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observed that the core of spirituality is linked with people sharing and experiencing some common attachment, attraction, and togetherness within their work unit and the organization as a whole (Harrington, 2004; Mitroff & Denton, 1999).The togetherness and socialization at the workplace matters a lot for an employee to continue further and contribute the best for the organization. The Spirituality at work is composed of integrating three different perspectives on how spirituality enables or leads to organizational performance: a) Human resources perspective: Spirituality enhances employee well-being and quality of life; b) Philosophical perspective: Spirituality provides employees a sense of purpose and meaning at work; c) Interpersonal perspective: Spirituality provides employees a sense of interconnectedness and community. Additional research reveals that organizations that have voluntary spirituality programs have had higher profits and success (Dehler & Welsh, 1994). Organizational Citizenship Behaviour (OCB) Organizational Citizenship Behaviour (OCB) can be defined as ―individual behaviour that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization‖ (Organ, 1988). It is essentially the actions employees take that are above and beyond what is expected of them, and which do not give them any explicit reward. Williams and Anderson (1991) found a two-dimensional structure of OCBs, and defined it as: (1) benefits directed at the organization in general, such as performing duties that are not required but which improve organizational image and performance (OCBO), and (2) benefits directed at individuals within the organization, such as altruism and interpersonal helping colleagues who have heavier workloads (OCBI). Organizational citizen is a person who exhibits discretionary behaviour beyond its role, duties and official job description. An organizational citizen is not seeking rewards from the organization for his discretionary behaviour. In fact, his behaviour roots in his mind and heart with a belief that his discretionary behaviour will be helpful for organization progress.

Therefore, he makes additional attempts for improvement and advancement of the organization. However, there are five categories of OCB that are frequently recognized in research (LePine & Erezand Johnson, 2002) and those are altruism (e.g. helps others who have heavy workloads), conscientiousness (e.g. is always punctual at work), sportsmanship (e.g. tends to make a ―mountain out of molehills‖), courtesy (e.g. Informs you before taking any important actions), and civic virtue (e.g. attends functions that are not required, but help the organization image).OCB is a personal and volunteer behaviour that is not mentioned directly in official rewards system of an organization by contributing to effectiveness and efficiency in an organization. These above definitions emphasize on three main characteristics of citizenship behaviour. The behaviour should: 1) be voluntary (they are not predefined obligations and are not included in official job descriptions), 2) be beneficial to organization and 3) be multi-dimensional. A good organizational citizen not only should be aware of current issues of an organization but also should express an opinion about them and actively participate in solving organizational problems. OCB acts as an instrument for the overall effectiveness of an organization. It has positive association with organizational culture, organizational commitment and job motivation (Intaraprasong, Dityen, Krugkrunjit, & Subhadrabandhu, 2012). It is also found that employees exhibiting low levels of OCB are more likely to leave the organization and inclined to lower levels of innovation and creativity than those exhibiting higher levels (Mohammad, Habib, & Alias, 2011). This is happening due to the existence of a strong association of OCB levels with that of job satisfaction. On a smaller scale, OCB has often been used as a tool of evaluation for work performance, increases in pay grade and promotions (Mohammad, Habib, and Alias, 2011). In terms of organizational commitment, however, Nielsen, Bachrach, Sundstrom and Halfhill (2012) have explained that employees would only exhibit extra roles/behaviours, if those employees are committed to


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organizations. Only by having high level of commitment employees are motivated to exhibit OCB (Bergeron, Shipp, Rosen, & Furst, 2011; Noor, 2009). Therefore, an evaluation of high OCB could indicate high levels of other positive qualities as well. Observations made by several researches shows that high levels of commitment, performance, innovation and creativity are positively related to high levels of OCB (Mohammad, Habib, & Alias, 2011). As extra role behaviour, OCB has been identified outside of job descriptions and considered something given by employees with no expectation of reward. For an individual to even consider giving extra, his/her needs have to be fulfilled first. Therefore, it is logical to expect that most employees who display OCB are highly satisfied with their jobs. Job satisfaction is a feeling resulting from a positive state of emotion derived from the gratification of a person‘s work experience (Mohammad, Habib, and Alias, 2011). Factors such as pay, promotional opportunities, work conditions and personal factors such as task specification, skill, emotion, self–esteem and motivation have been identified as strong indicators of job satisfaction (Swaminathan and Jawahar, 2013). Research has shown that organizational citizenship behaviour helps maximize the organizational performance of companies (Podsakoff et al., 2000). Since this is the goal of every organization, it benefits managers to understand how various variables affect organizational citizenship behaviour. This understanding can help managers assess what kind of environment to provide their employees, and also what motivates and satisfies them. Aspects of Behaviour and Employee Performance Job performance is a concept used in industrial and organizational psychology, the branch of psychology that refers to job related activities expected of a worker and how well those activities are executed by an employee at workplace. As this performance is an extremely important for an organizational outcomes and success. From a psychological perspective, Campbell describes job performance as an individual level variable. That is, performance is something a single

person does. Job performance consists of the behaviours that people exhibit in their jobs that are relevant to the goals of the organization (Campbell , 1990) and the performance should focus on behaviours which brings the desired outcomes or the results (Murphy, 1989. Campbell et al., 1993) has explained that job performance is not the consequence of behaviours, but rather the behaviours themselves. In other words, performance consists of the behaviours that employees actually engage which can be observed and measured. Campbell (1990) has explained the dimensions of job performance as: The task specific behaviour which includes that behaviour that an individual undertakes as part of a job. They are the core substantive tasks that delineate one job from another. On the other hand, non-task specific behaviour is that behaviour, which an individual is required to undertake which do not pertain only to a particular job. The organization that follows spiritual oriented workplace helps an individual to develop OCB and to perform his best at workplace. The research papers on performance literature highlighted that a difference is made between in role and extra-role performance (Katz and Kahn, 1978). Extra-role performance is also conceptualized as organizational citizenship behaviour (Smith, Organ, and Near, 1983) and includes a variety of behaviours, such as employee‘s acceptance for additional responsibilities, adherence of rules and procedures of the organization, maintaining and developing a positive attitude. Based on the theories and organizational theories, organizational citizenship behaviour helps organizational effectiveness and efficiency through the development of resources, innovation and adaptability (GholamHosseini and colleagues, 2009). Borman and Motowidlo (1993) in their research paper have suggested that performance can be separated into two parts, task and contextual performance. Job or task performance consists of the effectiveness with which employees perform the activities that are formally part of their job and contribute to the organization‘s technical core. Contextual performance comprises organizational activities that are by will, not prescribed by the job, and


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do not contribute directly to the technical core (Organ, 1997). Contextual performance includes activities such as helping, cooperating with others, and volunteering, which are not formally part of the job but it can be of very importance for all jobs. OCB helps an individual when employees go above and beyond the call of duty to aid fellow workers to perform in his job and resulting in achieving the organizational goals. In this paper we have reviewed from the plethora of research papers and established that workplace spirituality is the key to unlock the OCB in an individual and turns into employee performance in the context of job involvement, job engagement, empowerment, work and family balance etc. The theoretical proposition discussed in this paper is articulated in a model displayed in Fig-1. Implications and Scopes for Future Research from the above it is seen from the various researches that Organizations practiced workplace spirituality helps the employees to grow and develop the overall organizational effectiveness. It benefits the employees by developing a positive attitude and behaviour by engaging them, more at workplace towards job involvement. Also, it creates a positive environment at workplace, resulting more satisfied employees by performing extra-role behaviours. There are several directions for future research. Workplace Spirituality and Organization Citizenship Behaviour occupies a prominent position in the field of organizational behaviour and human resource management. An important direction for future Research should further explore the nature and dimensionality of employee perceptions of organizational support and reward in the context of culture, organizational goodwill. Future research work is required to examine the relationship between workplace spirituality mediated by OCB among employees to examine its effects on the experience, level of skill, knowledge, creativity, career aspirations

Fig.1

Organisational Citizenship Behaviour Altruism Conscientiousness Sportsmanship Courtesy Civic Virtue

Workplace Spirituality Meaningfulness Interconnectedness Alignment with Organisational Goals

Employee Performance Task Performance Contextual Performance

Figure-1: Model showing the mediating role of OCB in the relationship between Workplace Spirituality Employee Performances)

i.e. human capital formation at workplace. Some research work needs to be done on organizational culture that connects the link between human capital and productivity aspect into the workplace. Conclusion: Research reveals that the encouragement of spirituality in the workplace helps employees in the areas of creativity, process improvement, customer service, honesty and trust, personal fulfillments, and commitment, which will ultimately lead to increased organizational performance (Krishnakumar et al., 2002). Indeed, it has been suggested that organizations that encourage spirituality experiences improved their organizational performance and profitability by empowering the employees to exhibit more task and non-task related behaviours. This facilitates an employee to be more committed at work and help them for improvement and advancement of the organization. So, it‘s truly revealed that employees and managers need to incorporate spirituality in workplace as it helps the employees to contribute more by enabling them to understand the big picture and the organization benefits as a whole.


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References Ashmos, D. P., & Duchon, D. (2000). Spirituality at work: A conceptualization and measure. Journal of Management Inquiry, 9(2), 134-145. Bergeron, D. M., Shipp, A. J., Rosen, B., & Furst, S. A. (2011). Organizational Citizenship Behaviour and Career Outcomes: The Cost of Being a Good Citizen. Journal of Management, 39(4), 958-98. Borman, W. C., & Motowidlo, S. J. (1993).Expanding the criterion domain to include elements of contextual performance. In N. Schmitand and W. C. Borman (Eds.), Personnel selection in organizations (pp. 71-98). San Francisco: Jossey-Bass. Campbell, J. P. (1990). Modeling the performance prediction problem in industrial and organizational psychology. In M. D. Dunnette and L. M. Hough (Eds.), Handbook of Industrial and Organizational Psychology (pp. 687-732). Palo Alto, CA: Consulting Psychologists Press, Inc. Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A theory of performance: In N. Schmitt and W. C. Borman (Eds.), Personnel Selection in Organizations (pp. 35-70). San Francisco: Jossey-Bass. Campbell, J. P., McHenry, J. J., & Wise, L. L. (1990). Modeling job performance in apopulation of jobs. Personnel Psychology, 43, 313-333. Cash, K. C., G. R. Gray and S. A. Rood: 2000, ‗A Framework for Accommodating Religion and Spirituality in the Workplace‘, Academy of Management Executive 14, 124–134. Clutterbuck, D & Kernaghan, S. (1994). The power of Empowerment: Release the hidden Talent of your Employees. London: Kogan Page Limited. Conger, J. A. (1994). Spirit at Work: Discovering Spirituality in Leadership. Jossey-Bass, San Francisco, CA. Conlin, M. (1999). Religion in the workplace. Business Week, November 1, 151–158.

Cohen, A. (2000). The relationship between commitment forms and work outcomes: A comparison of three models. Human Relations, 53, 387-417. Dehler, G., & Welsh, M. (1994). Spirituality and organizational transformation: Implications for the new management paradigm. Journal of Managerial Psychology, 19(6), 17–26. Erturk, A. (2007). Increasing organizational citizenship behaviour of Turkish academicians. Journal of Managerial Psychology, 22, 257-270. Erturk, A., Yılmaz, C. & Ceylan, A. (2004). Promoting Organizational Citizenship Behaviors: Relative Effects of Job Satisfaction, Organizational Commitment, and Perceived Managerial Fairness, METU Studies in Development, 31(December), 89210. Gholamhosseini, A. (2009). Affective factors, components and consequences of organizational citizenship behavior. Journal of Human Development Police,7, 31-40. Giacalone, R. & Jurkiewicz, C.L. (2003). Toward a science of workplace spirituality. In R. A. Giacalone, & C. L. Jurkiewicz (eds) Handbook of Workplace Spirituality and Organizational Performance. Armonk, NY: M.E. Sharpe. Giacalone, R. A., & Jurkiewicz, C. L. (2004).A values framework for measuring the impact of workplace spirituality on organizational performance. Journal of Business Ethics, 49, 129-142. Gotsis, G. & Kortezi, Z. (2007). Philosophical Foundations of Workplace Spirituality: A Critical Approach. Journal of Business Ethics, 78(1), 577-600. Hall, D. T., & Richter, J. (1990). Career gridlock: Baby boomers hit the wall. Academy of Management Executive, 4, 7– 22. Hall, D. T., & Mirvis, P. (1996). The new protean career: Psychological success and the path with a heart. In D.T. Hall (ed.), The Career Is Dead, Long Live the Career: A


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Relational Approach to Careers, 15–45. San Francisco: Jossey-Bass. Harrington, W., Preziosi, R., & Gooden, D. (2004, October 7-9). Worldview resiliency of business degree graduate students – An examination of spiritual experiences and psychological attitudes.Association of Employment Practices and Principals, 119. Intaraprasong, B., Dityen, W., Krugkrunjit, P., & Subhadrabandhu, T. (2012).Job Satisfaction and Organizational Citizenship Behaviour of Personnel at One University Hospital inThailand.Journal of Medical Association Thailand , 95 (6), 102-108. Katz, D., and Kahn, R. L. (1978).The social psychology of organizations. New York:Wiley. Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33, 692-724. Krishnakumar, S. and Neck, C. P. (2002).The ―what‖, ―why‖ and ―how‖ of spirituality in the workplace. Journal of Managerial Psychology, 17 (3), 153-164 . Lee, M. (1991). Spirituality in Organizations: Empowerment and Purpose. Management Education and Development, 22(3): 221226. LePine, J. A., Erez, A., and Johnson, D. E. (2002). The nature and dimensionality of OCB: A critical review and meta-analysis. Journal of Applied Psychology, 87, 52-65. Maclagan, P. (1991). Having and Being in Organizations. Management Education and Development, 22(3): 234-241. Milliman, J. F., Czaplewski, A. J., & Ferguson, J. (2003). Workplace spirituality and employee work attitudes: An exploratory empirical assessment. Journal of organizational Change Management,16(4), 426-447. Mitroff, I., and Denton, E. (1999). A spiritual audit of corporate America: A hard look at spirituality, religion, and values in the workplace (1st ed.). San Francisco: JosseyBass Publishers. Mohammad, J., Habib, F. Q., & Alias, M. A. (2011). Job Satisfaction and Organizational Citizenship Behaviour: An Empirical Study

at Higher Learning Institutions. Asian Academy of Management Journal, 6 (2), 149-165. Moore, T.W. & Casper, W.J. (2006). An Examination of Proxy Measures of Workplace Spirituality: A Profile Model of Multidimensional Constructs. Journal of Leadership and Organizational Studies, 12(4), 109-118. Murphy, K. R. (1989). Dimensions of job performance. In R. F. Dillon and J. W. Pellegrino (Eds.) Testing: Theoretical and Applied Perspectives (pp. 218-247). New York: Praeger. Myers, J.E., (1990). Wellness throughout the lifespan. Guideposts Magazine, 1, 33. Neck, C. P., & Milliman, J. F. (1994).Thought Self-leadership: Finding Spiritual Fulfilment in Organizational Life. Journal of Managerial Psychology, 9(6): 9-16. Nielsen, T. M., Bachrach, D. G., Sundstrom, E., & Halfhill, T. R. (2012). Utility of OCB: Organizational Citizenship Behaviour and Group Performance in a Resource Allocation Framework. Journal of Management , 38 (2), 668-694. Noor, A. (2009). Examining Organizational Citizenship Behavior as the Outcome of Organizational Commitment: A Study of University Teachers in Pakistan. The 2nd COMSATS International Business Research Conference: A Conference for Business, Economics and Behavioural Sciences, November 14, 2009 (ISSN # 2078-8444). Lahore:Pakistan. Organ, D. W. (1988). Organizational citizenship behaviour: The good soldier syndrome. Lexington. MA: Lexington Books. Organ, D.W. (1990).The subtle significance of job satisfaction.Clinical Laboratory Management Review, 4, 94-98. Organ, D. W. (1997). Organizational citizenship behaviour: It‘s construct cleanup time. Human Performance, 10, 85–97. Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (1990).Transformational leader behavior and their effects on followers‘ trust in leader, satisfaction, and


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Workplace Spirituality and Employee Performance- R.K.Pradhan,Nrusingh Prasad Panigrahy,Lalatendu Kesari Jena

organizational citizenship behaviour. Leadership Quarterly, 1, 107–142. Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational citizenship behaviour: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26, 513-563. Smith, C. A., Organ, D. W., & Near, J. P. (1983). Organizational citizenship behaviour: Its nature and antecedents. Journal of Applied Psychology, 68, 653663. Swaminathan, S., & Jawahar, P. D. (2013). Job Satisfaction as a Predictor of Organizational

Citizenship Behaviour: An Empirical Study. Global Journal of Business Research , 7(1), 71-80. Vigoda, E. (2000). Internal politics in public administration systems: An empirical examination of its relationship with job congruence, organizational citizenship behaviour and in-role performances. Public Personnel Management, 29, 185–210. Williams, L. J., & Anderson, S. E. (1991). Job satisfaction and organizational commitment as predictors of organizational citizenship and in-role behaviour. Journal of Management, 17, 601-617.


48


Life Satisfaction as a Parameter of Suicide among Youth *Sisodia Devendra Singh B N Girls College, M L S University, Udaipur. Abstract The aim of the study is to see the effect of gender and social category on life satisfaction and to see the correlation of suicidal tendency with life satisfaction. The sample consisted of six experimental groups containing 60 subjects in each group. Life Satisfaction Scale developed by Alam Srivastava and Attitude towards Suicide by D.S Sisodia and Vibhuti Bhatnagar were used. Results showed that there is higher level of life satisfaction in males as compared to females. Life satisfaction is found to be negatively correlated with suicidal tendency. Key words: Youth, Life Satisfaction and Suicidal Tendency

The importance of giving special attention to youth has grown considerably in recent years. Emotional needs, beliefs, attitudes, value patterns and problems of youth are equally complex and changing as the society changes in which they grow up. Youth can be defined as a period of ―student hood‖; it exists only for those who move on to postsecondary education before settling into full time work. If defined in terms of physical age, it ranges from 16 to 24 years. Great mental and physical changes occur rapidly in the personality at this stage of life. Life satisfaction is considered to be the cognitive or judgmental component of subjective well-being. Life satisfaction is a matter of mental attitude, whether one feels comfortable both inside as well as outside. Life satisfaction is described as a psychological state that may be broadly associated with psychological well-being, rather than some ―objective‖ assessment of the person‘s quality of life. Life satisfaction is described as a psychological state that may be broadly associated with psychological well-being, rather than some ―objective‖ assessment of the person‘s quality of life. A person may have high quality of life yet not have satisfaction whereas another person may have low quality of life and yet may have life satisfaction. Life satisfaction is widely considered to be a central aspect of human welfare. Many have identified happiness with it, and some maintain that wellbeing consists largely or wholly in being

satisfied with one's life. This variable can be defined operationally as following: Life satisfaction: Life satisfaction is the process by which an individual can make better adjustment and modify the internal and external environment, cope with tension and increase harmony interpersonally as well as intrapersonal. Life satisfaction: It is defined operationally as the state of respondent‘s personal happiness and satisfaction with present life in the areas of health, personal, economic, marital, social and job. Suicide is a true, universal and generally occurring social incident. Examples of suicide are available from every society and of every period of time right from the ancient period to the modern era. Suicide is a process of ending own life by own decision. Scientifically suicide is a psychological problem. In terms of psychology Suicide is a mood disorder. Suicidal tendency refers to the tendency, which is deep rooted, and the individual tends to harm himself/ herself and is not willing to continue his/ her life. Objective: The aim of the study is to see the effect of gender and social category on aggression and to see the correlation of suicidal tendency with life satisfaction. Design: A 3x2 ex-post facto factorial design was formulated for the present study. There are 6 experimental groups and each group contains 60 subjects.

Author : * Sisodia Devendra Singh Head, Department of Psychology, B N Girls College, M L S University, Udaipur. (Rajasthan).

49

Life Satisfaction as a Parameter of Suicide among Youth- Sisodia Devendra Singh

Results Source of Variations

df

S.Sq.

M.S.Sq.

Fvalue

Sign. level

Main effectGender Social Category One wayGender/ Social Category Error

1 2

5081.2 6523.0

5081.2 3261.5

4.99 4.51

* *

Total

Following results were obtained on data analysis: GENDER

2

12123.

1061.7

5.41

**

354

23727.

67.03

-

-

359

-

-

-

-

CATEGORY

MEAN SD

Scheduled Caste Scheduled Tribe TOTAL

MALE Exp.group I (60) Exp.group III (60) Exp.group V (60) 180

FEMALE Exp.group II (60) Exp.group IV (60) Exp.group VI (60) 180

TOTAL 120 120 120 360

Independent variables: Gender- Male/Female Social Category- General/ Scheduled Caste/ Scheduled Tribe Dependent variables: Life Satisfaction and Suicidal Tendency

Method Participants: The total sample of 360 respondents was selected from urban and rural areas of Rajasthan by purposive random sampling. The respondents belonged to the age group of 18-25 years. Among these 360 respondents, 180 were males and other 180 were females. Materials: In the present research following tests were administered on the sample: 1.Life Satisfaction Scale Alam Srivastava 2. Attitude towards Suicide - D.S. Sisodia and Vibhuti Bhatnagar Procedure: The scores obtained were analyzed statistically. Measures of central tendency and variability were calculated to see the effect of independent variables on dependent variables. One-way analysis of variance was used to ascertain the effects of independent variables on aggression and suicidal tendency. Correlation was calculated between suicidal tendency and life satisfaction.

FEMALE

39.65 6.01 -0.01

GENERAL

MEAN 41.92 STANDARD DEVIATION 6.62 CORRELATION WITH -0.05 SUICIDAL TENDENCY EXP. GROUP

CATEGORY\ GENDER General

MALE

MEAN STANDARD DEVIATION CORRELATION WITH SUICIDAL TENDENCY

37.21 7.14 -0.21 S.C.

S.T.

39.70 6.50 -0.04

37.32 7.20 -0.02

M1

F1

M2

F2

43.15 6.45

41.41 4.00

38.88 6.35

40.53 6.58

M3

F3

43.45 0.75 4.39 3.83

*Significant at .01 level at .05 level

**Significant

The statistical summary indicates there is higher level of life satisfaction in males as compared to females. Over monitored life, submissiveness due to socialization pattern, their docility makes them less satisfied in life in comparison to male adolescents. When life satisfaction is compared among the categories, which the sample belongs, then it is evident, that general was the category to score highest on the life satisfaction scale and schedule tribe were to score lowest on this particular scale. When results are seen more specifically, then it is evident that schedule caste males are least satisfied with their life. As this group is towards the stage of prosperity, the expectation level is very high. As youths are being treated as adult member of the family and society, much is expected from them. This group is in constant stress of fulfilling expectations of the others. Life satisfaction is negatively correlated with suicidal tendency. H e l i , H o n ka n e n , Viinamäki, H e i k ki l ä , Kaprio, K o s ke n vu o , ( 2 0 0 0 ) fo u n d t h a t life dissatisfaction has a long-term effect on the risk of suicide. A person who is satisfied in his life finds to no reason to commit suicide.

Conclusion: There is higher level of life satisfaction in males as compared to females. General category scored highest on the life satisfaction scale and schedule tribe was to score lowest on this particular scale. Life satisfaction is found to be negatively correlated with suicidal tendency.


50

Life Satisfaction as a Parameter of Suicide among Youth- Sisodia Devendra Singh

Ref e re nce s Amundsen, D., 1989, "Suicide and Early Christian Values", in Suicide and Euthanasia: Historical and Contemporary Themes, B. Brody (ed.), Dordrecht: Kluwer. Andies M. Vom ―Suicide and Meaning of Life‖ Hodge and Co. London (1947): 44-49. Beauchamp, T.L., 1992, "Suicide", in Matters of Life and Death, T. Regan (ed.), New York: McGraw-Hill. Beck, A.T., Kovacs, M., and Weissman A., 1979, "Assessment of Suicidal Ideation: The Scale for Suicidal Ideation", Journal of Consulting and Clinical Psychology, 47.2: 343-352. Bruce G. Simons-Morton, Jessica L. Hartos, Denise L. Haynie (2002) ―Health

Education & Behaviour‖ 2004 Vol.31: 2233. Carstiars G.M. ―Attitudes to Death and Suicide in Indian Culture Setting‖ Prentice Hall, New York (1955): 35-121. Caven R.S. ―Suicide‖ Hennery Holet and Co., New York (1928): 24-56. Graber, G.C., 1981, "The Rationality of Suicide" in Suicide and Euthanasia: The Rights of Personhood, S. Wallace and A. Eser (eds.), pp. 51-65., Knoxville: U. Tennessee Press. Hayry, M., 1991, "Measuring the Quality of Life: Why, How and What?", Theoretical Medicine, 2: 97-116. Price, Monica (2003) ―Consciousness and Transpersonal Psychology Research Unit‖ Aug.2004: 164-167. See Kart A. ―Man Against Himself‖ Har Court Brace, New York (1938): 11-54.


51


Religious Attitude and Mental Health *Dr. H.J. Narke, B.A.M. University, Aurangabad **Dr. Shafiq Pathan, Rajshri Shahu Arts, Commerce and Science College, Pathri Abstract The present study is an attempt to examine religious attitude and mental health among Hindu and Muslim religious groups. Employing a 2x2 factorial design with fixed effect model, The Participants was drawn from the population of students taking from Aurangabad city. Total participants consist of 120 (60 Hindu and 60 Muslim) the random sampling technique is used to select an unbiased representative sample of 120 college going students of graduate level ( 60 male and 60 female) within the age range of 17 to 22 yrs. After the 2x2 ANOVA treatment concluded that no significant influence was found of gender and religion on religious attitude and mental health but gender and religion interaction effect found on mental health. Keywords: Religious Attitude, Mental Health

A religion is a set of beliefs and practices, often centred upon specific supernatural and moral claims about reality, the cosmos, and human nature, and often codified as prayer, ritual, and religious law. Religion also encompasses ancestral or cultural traditions, writings, history, and mythology, as well as personal faith and mystic experience. The term "religion" refers to both the personal practices related to communal faith and to group rituals and communication stemming from shared conviction. In the frame of European religious thought, religions present a common quality, the "hallmark of patriarchal religious thought": the division of the world in two comprehensive domains, one sacred, the other profane. Religion is often described as a communal system for the coherence of belief focusing on a system of thought, unseen being, person, or object, that is considered to be supernatural, sacred, divine, or of the highest truth. Moral codes, practices, values, institutions, tradition, rituals, and scriptures are often traditionally associated with the core belief, and these may have some overlap with concepts in secular philosophy. Religion is also often described as a "way of life" or a Life stance. The

development of religion has taken many forms in various cultures. "Organized religion" generally refers to an organization of people supporting the exercise of some religion with a prescribed set of beliefs, often taking the form of a legal entity. Other religions believe in personal revelation. "Religion" is sometimes used interchangeably with "faith" or "belief system," but is more socially defined than that of personal convictions. Religiosity: Religiosity, in its broadest sense, is a comprehensive sociological term used to refer to the numerous aspects of religious activity, dedication, and belief, another term that would work equally well, though is less often used, and is religiousness. In its narrowest sense, religiosity deals more with how religious a person is, and less with how a person is religious (in practicing certain rituals, retelling certain myths, revering certain symbols, or accepting certain doctrines about deities and afterlife). Mental Health: Mental health is an also important as physical health. A positive mental health would be

Authors: * H.J. Narke, Professor and Head of Department of Psychology, V.P.S.P.M.S. Arts, 52 Commerce and Science College, Kannad, Dist. Aurangabad. Dr.B.A.M. Universtity. Aurangabad. Maharashtra – INDIA **Dr. Shafiq Y. Pathan, Assistant Professor, Dept. of Psychology, Rajarshi Shahu Arts, Commerce and Science College, Pathri. Tq. Phulbri. Dist. Aurangabad.

Religious Attitude and Mental Health – H.J. Narke and Shafiq Y. Pathan achieved by sharpening of perception of information arriving to the brain through all our special senses, better analytical faculty (IQ), sharper memory and on the overall improvement in personality characteristics. Mental health is a term used to describe either a level of cognitive or emotional wellbeing or an absence of a mental disorder. From perspectives of the discipline of positive psychology or holism mental health may include an individual's ability to enjoy life and procure a balance between life activities and efforts to achieve psychological resilience. The WHO states that there is no one "official" definition of mental health. Cultural differences, subjective assessments, and competing professional theories all affect how "mental health" is defined. According to Menninger (1945) ―mental health is the adjustment of human beings to the world and to each other with a maximum of effectiveness and happiness‖. Hilgard (1957) argued a mentally healthy person is an adjusted person. This statement means that he is duly distressed by the conflicts he faces. He attacks his problems in a realistic manner, he accepts the inevitable, and he understands and accepts his own shortcomings. Bonney (1960) states that, mental health is a state of being conducive to harmonious and effective living. Jahoda (1958) proposes six characteristics of mentally healthy individual, environmental mastery, undistorted perception of reality, Integration, Autonomy, Growth, and development and attitude towards self. Mental health as defined by Kornhausar (1965) co notates those behaviors, perceptions and feelings that determine a person‘s overall level of personal effectiveness, success, happiness and excellence of functioning as a person. It depends on the development and retention of goals that are neither to high nor to low to permit realistic successful maintenance of belief in one‘s self as a worthy, effective humanbeing (Lakshminarayanan and Prabhakaran, 1993). These definitions of mental health highlight emotional well-being, the capacity to live a full and creative life, and the flexibility to deal with life's inevitable challenges. Many

therapeutic systems and self-help books offer methods and philosophies espousing strategies and techniques vaunted as effective for further improving the mental wellness of otherwise healthy people. More recently many have recognized that mental health is more than the absence of mental illness. Even though many of us don't suffer from a diagnosable mental disorder, it is clear that some of us are mentally healthier than others. REVIEW OF RELATED LITERATURE Reshma Hafeez (2007), Religiosity and Mental Health. The present study aims at the Effect of religiosity on the Mental Health of on community. Results revealed that Muslims are having significant effect of religion in comparison than their counterparts on their mental health. In Hindus, the Law Religiosity is found to be more positively associated with their Mental Health. Results suggest that (a) men obtain more mental health benefits from religious involvement than women, (b) women with higher levels of organizational religious involvement have similar levels of mental health as those with moderate and lower levels of organizational religious involvement, (c) men with very high levels of organizational religious involvement tend to have much higher levels of mental health than all other men. Lindsey Cattau,(2000), investigated that the Religious Orientation, Coping Strategies, and Mental Health, Gustavus Adolphus College. Although religious orientation did not directly predict depression, it was shown to predict coping preferences, and coping preferences were shown to predict depression. Gender was also shown to predict external religiosity, preferred coping strategies, and depression. Further research investigating religious orientation and its role in positive or negative coping is warranted for use in counseling. Michael J. McFarland,( 2009), explores how the relationship between religious involvement and mental health varies by gender among the aging population. This article outlines a series of arguments concerning the effects of gender in moderating the effect of religious involvement on mental health and examines them empirically. Using two waves (2001 and


53

Religious Attitude and Mental Health – H.J. Narke and Shafiq Y. Pathan 2004) of the Religion, Aging, and Health Survey, this study estimates the differential effect of gender in the religion–mental health connection using multivariate analyses for a nationally representative sample of U.S. adults aged 66–95 years. Statement of the problem The purpose of the present was to study the religious attitude and mental health among Hindu and Muslim Religious groups. Objectives: To investigate the difference in religious attitude of Muslim and Hindu religious groups. To study the gender differences in Hindu and Muslim religious group on religious attitude. To investigate the difference in Mental Health of Muslim and Hindu religious groups. To study the gender differences in Hindu and Muslim religious group on Mental Health. Hypotheses There will be significant difference between male and female on their religious attitude. There will be significant difference between Hindu and Muslim religious groups on their religious attitude. Interaction effect of gender and Religion will be significant on religious attitude. There will be significant effect of gender on mental health. There will be significant difference between Hindu and Muslim religious groups on their mental health. There will be significant interaction effect between gender and religion on mental health. Variables :Independent Variables Gender and Religious Groups Sr. No

Aspect of study

Test and Scale

Developed by

1

Religious Attitude

Rajamanickams Religious Attitude Scale (RRAS)

Dr. M. Rajamanickams

2

Mental Health

Mental Health

Dependent Variables Religious attitude and Mental Health

Dr. Kamlesh Sharma

Method Participants: The Participants was drawn from the population of students taking from Aurangabad city. Total participants consist of 120 (60 Hindu and 60 Muslim. It was chosen randomly from the students belonging to Hindu and Muslim religious groups. . The distribution of total sample is depicted as followsSample Distribution Gender

Variables Religious Groups

Hindu Muslim Total

Male

Female

30 30 60

30 30 60

Total 60 60 120

2 X 2 Factorial design was employed which depicted as follow 2 x 2 Factorial Design Variables Religious Group

Hindu Muslim

Gender Male

Female

A1B1 N = 30 A1B2 N = 30

A2B1 N = 30 A2B2 N = 30

The four experimental groups depicted in above table are as follows; A1B1 = Male Students belonging to Hindu religious group. A1B2 = Male, Students belonging to Muslim religious group. A2B1 = Female Students belonging to Hindu religious group. A2B2 = Female Students belonging to Muslim religious group. Materials: 1. Religious Attitude Scale; by Dr. M. Rajamanickam (1989). 2. Mental Health: by Dr. Kamlesh Sharma. Procedure:


54

Religious Attitude and Mental Health – H.J. Narke and Shafiq Y. Pathan Above mentioned participated selected for the study. Religious attitude and Mental health questionnaire applied to obtain data. All participants were requested to consent for research. Looking to the objectives of the present investigation, analysis of the data collected was done by employing two way ANOVA in order to study the effect of independent variable namely gender and religious groups on dependent variables i.e. religious attitude and mental health.

Results Hypothesis No 1 There will be significant difference between male and female on their Religious attitude. F Ratio male and female on Religious Attitude Measure Criteria

F Ratio

Significance Level

Religious Attitude

0.41

NS

Result depicts that F value shows no significant (F=0.41 (1, 118) P > 0.01) difference between Male and female on religious attitude. on the basis of result it can be concluded that the hypothesis no 1 There will be significant difference between male and female on their Religious attitude is rejected. Hypothesis 2 There will be significant difference between Hindu and Muslim religious groups on their religious attitude. F Ratio for Religious Groups on Religious Attitude Significance Level Measure Criteria

F Ratio

Religious Attitude

3.09

NS

Above table depicts that F value shows no significant (F=3.09 (1, 118) P > 0.01) difference between Hindu and Muslim religious group on religious attitude. On the basis of result it can be concluded that the hypothesis no 2 there will be significant difference between Hindu and

Muslim religious groups on their religious attitude is also rejected. Hypothesis No 3 Interaction effect of gender and Religion will be significant on religious attitude. F Ratio for interaction effect between Independent variables on Religious Attitude Measure Criteria

Interaction of Independent Variable

Religious Attitude

Gender*Religion

FRatio

Significance Level

0.44

NS

A glance at above result table, where interaction effect of considered independent variable is shown, illustrates that interaction effect of gender and religion were found no significant on student‘s religious attitude. Hence hypothesis no 3 also rejected. Hypothesis no 4 There will be significant effect of gender on mental health. F Ratio male and female on Mental Health Significance Measure Criteria F Ratio Level Mental Health

0.02

NS

Result depicts that F value shows no significant (F=0.02 (1, 118) P > 0.01) difference between Male and female on Mental Health. On the basis of result it can be concluded that the hypothesis no 4 there will be significant difference between male and female on their Mental Health is rejected. Hypothesis no 5 There will be significant difference between Hindu and Muslim religious groups on their mental health. F Ratio for Religious Groups on Mental Health Measure Criteria

F Ratio

Significance Level

Mental Health

0.21

NS

Above table depicts that F value shows no significant (F=0.21 (1, 118) P > 0.01) difference between Hindu and Muslim religious group on mental Health. On the basis of result it can be


55

Religious Attitude and Mental Health – H.J. Narke and Shafiq Y. Pathan concluded that the hypothesis no 2 there will be significant difference between Hindu and Muslim religious groups on their mental health is also rejected. Hypothesis no 6 There will be no significant interaction effect between gender and religion on mental health. F Ratio for interaction effect between Independent variables on Religious Attitude Measure Criteria

Interaction of Independent Variable

Mental Health

Gender*Religion

FValue

Significance Level

133.34

0.05

A glance at above result table, where interaction effect of considered independent variable is shown, illustrates that interaction effect of gender and religion were found significant difference on student‘s mental Health. Hence hypothesis no 6 is accepted. Conclusion: In the present, it was found that no significant difference between Hindu and Muslim male female students on their religious attitude and mental health. The Interaction effect of gender and religion on religious attitude found not significant. But it is found that the interaction effect of gender and religion on mental health.

References Abu Raiya, Hisham; Pargament, Kenneth I.(2010), Religiously integrated psychotherapy with Muslim clients: From research to practice. Professional Psychology: Research and Practice, Vol 41(2), Apr 2010, 181-188. Ali, Saba Rasheed; Mahmood, Amina; Moel, Joy; Hudson, Carolyn; Leathers, Leslie, (2008), A qualitative investigation of Muslim and Christian women's views of religion and feminism in their lives. Minority Psychology, Vol 14(1), Jan 2008, 38-46. Amanda Stanke (2004), UW-L Religiosity, Locus of Control, and Superstitious Belief. Journal of Undergraduate Research VII (2004), (http://www.uwlax.edu/urc/juronline/PDF/2004/stanke.pdf). Amir Shmueli (2006), Health and religiosity among Israeli Jews. The Hebrew University School of Public Health, Jerusalem, Israel. , Barger, B., Hall, E. E. (1964). Higher education and mental health; proceedings of a

conference, University of Florida, Gainesville, Sept. 25-26, 1963. Gainesville. Barnes, Collin D.; Brown, Ryan P. (2010), A value-congruent bias in the forgiveness forecasts of religious people. Psychology of Religion and Spirituality, Vol 2(1), Feb 2010, 17-29. Batson, C. Daniel(1983), Sociobiology and the role of religion in promoting pro-social behavior: An alternative view. Journal of Personality and Social Psychology, Vol 45(6), Dec 1983, 1380-1385. Batson, C. Daniel; Oleson, Kathryn C.; Weeks, Joy L.; Healy, Sean P.; Reeves, Penny J.; Jennings, Patrick; Brown, Thomas (1989), Religious pro-social motivation: Is it altruistic or egoistic?. Journal of Personality and Social Psychology, Vol 57(5), Nov 1989, 873-884. Bharat Joshi (2008), A study of the Development of Religious Recognition and Locus of Control in Children, Psycholingua: 2008, 38(2): 133-139. Bonham, S. J., Stephens, T. M. (1964). Report for Comprehensive Mental Health Planning


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Religious Attitude and Mental Health – H.J. Narke and Shafiq Y. Pathan Project. Columbus, Division of Special Education Ohio Dept. of Education. Garrett, H.E. and Woodsworth , R.S. (1985). Statistics in Psychology and Education. Mumbai: Vikas and Sons Ltd. Koul, L. (2000). Methodology of Educational Research. New Delhi: Vikas Publishing House Pvt. Ltd. Raj, O.N. (1985) Level of Mental Health of Post Graduate Students of Banarus Hindu University, Unpublished M.Ed Dissertation. Varanasi: Banarus Hindu University.


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Spiritual well-being in Relation to Mental Health Among Junior College Students *M.G. Khare Ph.d Scholar. North Maharashtra University, Jalgaon, Maharashtra. Abstract The Present study aims to investigate the relationship between spiritual well-being and mental health of Junior College students. In the present study an attempt to investigates gender differences on spiritual well-being and mental health. The present study was carried on 120 Students (60 Males and 60 Females) of Vasantrao Naik Secondary and Higher Secondary Ashram School, Galan Bk, Tal - Pachora, Dist - Jalgaon. Mental health inventory developed by Jagdish and Srivastava and spiritual well-being scale developed by Ellison (1983) and Paloutgian and Ellison were used in the present study. Pearson product moment correlation was applied to investigate the relationship between spiritual well-being and mental health of junior college students. t-test was applied to see the differences between mean scores of male and female students on spiritual well being and mental health. Key Words: Spiritual well being, Existential well being, Religious well being, Mental Health, Students.

Mental health problem are among the most important contributors to the global burden of disease and disability. Mental health is an expression of emotion and signifies a successful adaptation to a range of demands, mental health issues are a serious spiraling costs, academic pressure, substance abuse break-up with opposite sex are the major problems among youngsters that may lead mental health, and illness of mind, from rural colleges to urban colleges the number of college students in distress has grown day by day. Media and Newspaper headlines increasingly reported alarming rates of deaths due to substance abuse, murder, and suicide among college students.(O'Connor, Hoover, 2003 Gately, 2005 Schaeffer, 2006).The age at which many mental disorders manifest themselves is between 18 and 23 which coincide directly with the average age of student enrolment in higher education. (Blanco et al 2008) found that psychological disorders that students are being treated for while studying in higher education are increasingly in severity. The importance of

spiritual well being as a central component of psychological well being is increasingly recognized by doctors and mental health professionals recent research has drawn attention to the importance of spirituality in human health and well-being. Researchers have studies the effect of religion and spirituality in psychological adaptation and mental health in various researchers. On the present level who takes their religion seriously can also exhibit poorer mental health. However, the numbers of studies have been found positive relations between spiritual well-being and mental health. The following description of the above variables Spiritual well-being :Spirituality is global human experience and it is inner world experience, Spirituality is something that everyone can experience. It helps us to find meaning and purpose in the things we value. It can bring hope in times of suffering many problems in the life and loss and encourage us to seek the best relationship with ourselves and others. Wholeness, inner happiness and purpose and

Author: *M.G. Khare Ph.d Scholar. North Maharashtra University, Jalgaon.(Maharashtra).

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Spiritual well-being in Relation to Mental Health Among Junior College Students – M.G. Khare aim of life and right direction in the life.Thus spiritual well-being is about finding meaning and purpose in our life and our place in the greater univers. Good spiritual health can bring a sense of inner peace, inner glory and comfort. Spiritual well-being can have a impact on various aspects of our well-being particularly with respect to finding overall peace harmony and happiness with our life and surroundings. The spirituality can being emotional feeling of being connected to something bigger than ourselves and it can provide a way of coping in addition to our own mental peace. It can help everybody to make sense of what they are experiencing in their life. Mental Health :Mental Health refers to our cognitive and emotional well-being it is all about how we think, behave and feel, mental health can be defined as an experience of emotions, and as signifying a successful adaptation to a range of demands. Finally, mental health has focused on the presence or absence of psychopathology as a way to diagnose individuals. Mental health refers to the fully functioning to our total personality as well as to our bio-socio psychological and spiritual well-being. Mental health defined by who as a state of well-being in which every individual realizes his or her own capacity & potential, can cope with the normal stresses of life. Thus mental health problem can affect our each and every actions, and thoughts, emotional and feelings can affect on our every activities. Depression, tense, angry or all normal emotions, but when these feelings persist for long periods of time or if they began to interfere with daily routine life. They may become mental problems, a person who has good mental health has good emotional and social well-being and capacity to face challenges in life. Good mental health is central to healthy development. It is associated with felling happy and positive about ourselves and enjoy life maintaining healthy relationship with family and society, good mental health person participation in every physical activity and eating a healthy diet. We need good mental health to build strong and

healthy relationship, adapt to changes and deal with life challenges. Objectives :To investigate the relationship between spiritual well-being and mental health. To examine the difference between male and female students on spiritual well-being. To examine the difference between male and female students on religious well-being Hypotheses : There is no significant positive correlation between spiritual well-being and mental health.  There is no significant difference between male and female spiritual well-being and mental health.  There is no significant difference between male and female on existential well-being and no significant gender difference on religious well-being..

Method Participants: To comply with the objectives of the present study 120 junior college students (60 Male & 60 Female) were randomly selected from Vasantrao Naik Secondary and Higher Secondary Ashram School, Galan Bk, Tal Pachora, Dist – Jalgaon. The age range of the students were 18-23. Materials: Spiritual well-being scale (SWBS) was developed by (Ellison, 1983), is a 20 item self report measure. Consisting of two subscales implemented to assess religious (RWB) and existential well-being (EWB) each of the subscales consists of 10 items. Each item of the scales is rated on a 6 point Likert scales with response options ranging from strongly disagrees 1) to strongly agree 6) with no midpoint all response are totaled to yeld three scale scores to a total SWB score ranging from 20-120 and a score for each of the RWB and EWB subscales ranging from 10-60, A high score is indicative of higher lelvel of spiritual well-being. The RWP subscales assesses the relationship with God, Whereas the EWB subscales assess how well an individual is adjusted to one‘s self community and, their


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Spiritual well-being in Relation to Mental Health Among Junior College Students – M.G. Khare surrounding, referring, specifically to life purpose, satisfactions and relations with others. Previous studies reported highest – retest reliabilities (r = 73 to 99) internal consistency reliabilities. (r = 78 to 94) construct validity and two factor structure of the scale. Mental Health Inventory :Mental health inventory developed by Jagdish and Srivastava (1996) were use by the investigator in the present study to study the mental health of junior colleges students, It consists of items including 32 false keyed (negative) and 24 true keyed (Positive) statement. The reliability coefficients of different dimensions of mental health inventory were found to be more than 0.70 that was determined split half mental using odd-even procedure. The reliability coefficient of overall mental health were 0.73. The construct validity to inventory were found to be 0.54 Procedure – To examine the relationship between Spirituality and Mental health, total 120 (60 male and 60 female) participants randomly selected from different schools of Nasik and Jalgaon. Spirituality wellbeing scale and Mental health Inventory gave to the participants. Informed consent. Obtained data analyzed. Pearson product moment correlation to find out the relationship between spiritual well-being and mental health of junior college students.

Results Table 1 Correlation coefficient of SWB, RWB, SWB with mental health. Scales Spiritual Well-being Religious well-being Distential Well-being

Mental Health .690*** .514* .630*

*p < 0.01 level **p0.01). Figure showing mean and S.D. values of Mental Health of college students by pretest and posttest. Its indicating that mean value of pretest was found 119.87 and S.D. 24.08 comparatively larger than mean value of posttest 110.56 and S. D. 33.96 on Mental Health. According to mean value of students through posttest better Mental Health than pretest. The data of this study supports the main hypothesis that regular meditation practice is leading to some increases in wholesome personality aspects while the essential mediator variable might be Meditation


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Impact of Meditation on Mental Health – Tribhuvan Sunil Laxman

Depth. In accordance with all other studies that support an effect from meditative practice on mental health, a significant increase in meaningfulness, self-forgetfulness, loving ability and absence of symptoms indicates a personal development among mediators.

Conclusion: This Quasi-experimental study suggests that, Meditation practice helps to improve Mental Health of College students.

References Anastasi, A., (1997) ―Psychological Testing‖ New Delhi: Person education (Singapore) Pvt. Ltd. Indian Branch. Ayyar K. S. and Chokhani R.M. (1996). A Long-term Prospective Study of the Effects of Vipassana Meditation on the Psychological Profile of Meditators Mumbai: V. R. I. Project Report. Chandiramani K. (2001). A Consciousness Therapy for Mental Health: Paper presented at the World Assembly for Mental Health, Vancouver, Canada. Candelent, T. & Candelent, G. (1975). Teaching transcendental meditation in a psychiatric setting. Hospital & Community Psychiatry. 26, 156-159. Delmonte, M. M. (1986). Meditation as a Clinical Intervention Strategy: A Brief Review.Intern. Journal of Psychosomatics 33,3, 9-12. Gaston, L., Crombez, J.C., Lassonde, M. et al. (1991). Psychological stress and psoriasis: experimental and prospective correlational studies. Acta Dermo-Venereologica, Stockholm.Suppl. 156, 37-43. Harald Piron (2003).Meditation Depth, Mental Health, and Personal Development. Journal for Meditation and Meditation Research,Vol.3,4558.


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Spiritual intelligence and Job-Satisfaction of Secondary School Teachers *M.K. Tajne, Deogiri College, Aurangabad

Abstract The study conducted to examine the Spiritual intelligence and Job satisfaction of Primary Teachers. To these purpose, 100 Primary school teachers whom belonging to Middle Socio Economic Status from Aurangabad district randomly selected. Spiritual Intelligence Scale (ECI), and a version of the Job Descriptive Index used to assess the Spirituality and Job satisfaction. Result indicates that there is positive relationship between Spiritual Intelligence and Job-satisfaction of Teachers. A significant difference is found between spiritual intelligence of government and private secondary school teachers. There is no significant difference regarding Jobsatisfaction of Government and Private tearchers. Keywords: Spirituality, Spiritual Intelligent, Job- Satisfaction

Spirituality is very important factor to maintain good mental health. It impacts each domain of our life. The role of Spirituality covers not to limited to self but whole the life. It also impressed the personality in workplace, attitude towards the situation. Therefore it is needed to know the role of spirituality in employees‘ life, particularly in job satisfaction. Emmons (2000) recommended that spirituality as an element of intelligence because it predicts functioning and adaptation and offers capabilities that enable people to solve problems and attain goals. At the same time these recommendations followed by Zohar and Marshall (2000) who defined Spiritual Intelligence as intelligence which people address and solve problems of meaning and value, place their actions and live their life meaningfully. Amram and Dryer (2007) have identified five construct of Spiritual Intelligence; they are Consciousness, Transcendence, Grace, Meaning and Truth. Many studies going on Spirituality. For example, Emmons (2000) noted that people who are spirituality intelligent have the

capacity of using spiritual resources to solve problems. They are also conscious people who have the ability to link daily activities with sacred concepts, and also able to perceive physical matters. Noble (2001) written that spiritual intelligence integrates the qualities of flexibility and emotional resilience (that may arise out of spiritual experiences), which play a role in psychological health and behavior.The study by Tischler, 2002, indicates that there is a relationship between both; people with higher level of spirituality have healthier, happier and more productive lives at work. Spiritually intelligent teachers are well satisfied with their workplaces, which helps them to enlighten and guide future educational reforms and policies in relation to both contents and methods for the holistic development of the individuals. In modern organizations, growth and development of spiritual and motivational growth of teachers are the real concepts of their lives. In this regard, it is helpful to introduce spirituality in the workplace (Harotanian et al, 2000). According to Lobse (1995), spirituality leads to

Author : *M.K. Tajne, Deogiri College, Aurangabad (Maharashtra)

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Spiritual Intelligence and Jobsatisfaction of Secondary School Tearchers –M.K. Tajne change and growth of working values; it also causes more cooperation among employees in case of stressful situations (Malik and Naeem, 2011). Health and growth of the society are a result of healthy teachers; therefore, teachers contribute the social damages (Saroukhani, 1991). Unfortunately, job satisfaction decreases among teachers over time due to various reasons (Bradberry, 1998) including lower spiritual intelligence (Boutzin et al, 1992), increased job stress (Malekiha et al, 2008). It is noteworthy that a highly important variable like spiritual intelligence is not merely inheritable; however, it has some achievable aspects. Therefore, the purpose of the present study is to examine the relationship between spiritual intelligence and stress among male and female elementary teachers. In the view of Zembylas and Papanastasion (2004) "Teacher job satisfaction refers to a teacher's affective relation to his or her teaching role and is a function of the perceived relationship between what one wants from teaching and what one perceives it is offering to a teacher." Dincer (2009) mentioned that spiritual intelligence provides a sense of personal wholeness, goal and direction. He pointed out that educators with high levels of spiritual intelligence are able to mould teachers and students from all age groups to experience a wholesome life filled with self-respect and creativity. Teachers with spiritual intelligence are more satisfied with their jobs. Cherati, Mahdavi and Rezaeian (2013) found that spiritual intelligence has a positive influence on job satisfaction. Few studies have been conducted on the relationship of spiritual intelligence and job satisfaction of the teachers. But still the teaching profession needs more research works in this area. Rastgar et al. (2012) found that there is no significant relationship between spiritual intelligent and job satisfaction. Whereas, Jelodar and Goodarzi (2012) and Khorshidi and Ebadi (2012) showed that there is a significant positive relationship between these two variables.

Significance of the study: It is essential to know to each factors which effects the Job satisfaction. Salary, Workplace, Choice based occupation etc.. do effect on Job satisfaction. But, the internal well being also effects on the job satisfaction. Spirituality is an internal factor which effects the Job satisfaction. Therefore this study is trying to know relationship between spirituality and jobsatisfaction. Objectives: To know the Spirituality and Job Satisfaction of Secondary Government School Teachers. To know the Spirituality and Job Satisfaction of Secondary Private School Teachers. To know the relationship of Spirituality and Job Satisfaction of Secondary School Teachers. Hypothesis There is no significant difference regarding Job satisfaction of Private and Government Secondary School Teachers. There is no significant difference regarding Spirituality of Private and Government Secondary School Teachers. There is no significant relationship between Spirituality and Job satisfaction of Secondary School Teachers.

Method Participants: 100 participants randomly selected from different private schools of Aurangabad. 100 participants randomly selected from different government schools of Aurangabad. All participants were male, ages from 25-40 year. Purposive sampling technique used to select the sample. Materials: 1. Spiritual Quotient Scale (SQS) by Koradia, Singhal and Narang 2008 :It is a self rated four point scale used to assess the spiritual intelligence of the secondary school teachers. The scale comprises of 26 items. 2. Job Satisfaction Scale (JSS) by Bhatia, Muhar and Mudgil (1997) The scale is used to determine and measure job satisfaction of the employees. The scale consist of 5 items, each item is rated on the five point


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Spiritual Intelligence and Jobsatisfaction of Secondary School Tearchers –M.K. Tajne scale – strongly Agree, Agree, Indifferent, Disagree, Strongly Disagree and which are respectively scores as 5, 4, 3, 2 and 1. The higher scores on the job satisfaction scale, the higher will be the level of job satisfaction. The items are prepared in English. Procedure: The study conducted to know the spirituality and job satisfaction of Government and Private Secondary School Teachers. For these purpose, 100 teacher selected from government secondary school of different region of Aurangabad and 100 teacher selected from private secondary school of different region of Aurangabad. Informed consent, the Spiritual Quotient Scale and Job Satisfaction distributed to different schools according to different time. At first, questionnaire distributed to government school teachers. After 1 month the questionnaire distributed to private school teachers. Collected data calculated and analyzed by appropriate statistic.

Results Table 1 t test of Spirituality and Job Satisfaction of Government and Private Secondary School Teacher.

Variable

Type School

Spiritual Intelligence Job Satisfaction

of

N

Mean

SD

t

Government Private

100 100

89.3 83.6

7.6 5.4

6.1

Government Private

100 100

280.7 295.4

15.6 18.3

0.15

Table-2 Co-relation of Spiritual Intelligent and Jobsatisfaction. Variable

Spiritual intelligence and Job satisfaction

Co-relation (r)

df

Inference

0.64

198

Significant

Discussion The result indicate that there is significant difference in terms of Spiritual Intelligence between Government and Private School Teachers. No significant different found with respect to Job Satisfaction between Government and Private Teachers. The corelation indicates that there is positive relationship between spirituality and job satisfaction of Government and Private teachers. The study by Mandeep (2013) indicates that there is no significant difference regarding job satisfaction between government and private teachers. There is significant different regarding spirituality between government and private teachers of secondary school teachers. Dincer(2009) stated in his study that spiritual intelligence provides a sense of personal wholeness, goal and direction. He suggested that educators with high levels of spiritual intelligence are able to mould teachers and students from all age groups to experience a wholesome life filled with self-respect and creativity. Teachers with spiritual intelligence are more satisfied with their jobs. Another study by Cherati, Mahdavi and Rezaeian (2013) found that spiritual intelligence has a positive influence on job satisfaction. Rastgar et al. (2012) found that there is no significant relationship between spiritual intelligent and job satisfaction. Whereas, Jelodar and Goodarzi (2012) and Khorshidi and Ebadi (2012) showed that there is a significant positive relationship between these two variables. Our study supports the prior studies results that indicates positive relationship between spirituality and job satisfaction. Conclusion: There is positive relationship between Spirituality and Job-Satisfaction


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Spiritual Intelligence and Jobsatisfaction of Secondary School Tearchers –M.K. Tajne

Reference Amram, Y., and Dryer, C. (2007). The Integrated Spiritual intelligence Scale (ISIS): Development and Preliminary Validation. Retrieved http://www.yosiamram.net/docs/ISIS_APA_Pa per presentation_2008_08_17. Boutzin . A. R. & Rushel. D.U. & Baren . S. P.(1992). Dissociation cronic pelvic pain.American Journal of Psychiatry,149(4) Cherati, H. Mahdavi, I., and Rezaeian,, J.(2013). The Mediating Role of Job Satisfaction between Spiritual Intelligence and Organizational Commitment. International Journal of Research in Organizational Behavior and Human Resource Management,1 ( 1), pp. 1-11. Dincer, M. K. (2009). Educators role as spiritually intelligent leaders in educational institutions. International Journal of Human Sciences, 4 (1). Emmons, R. (2000). Is Spirituality Intelligence: Problems and Prospects. International Journal for the Psychology of Religion, 10 (1), 3-26. Hartaniyan,R.R.(2000). Stress and research.American Psychologist,6:556-627. Jelodar, S. Y. and Goodarzi, F. L. (2012). What Is the Relationship between Spiritual Intelligence and Job Satisfaction among MA and BA Teachers? International Journal of Business and Social Science, 3 (8). Khorshidi, A. & Ebadi, M. G. (2012). Relationship between spiritual intelligence and job satisfaction. Journal of Applied Environmental and Biological Sciences, 2(3): 131-133.

Labse. A. .(1995). Psychological morbidity and adjustment to illness among long –term cancer.A six years follow up study. Journal of Psychosomatics;37(6). Malekiha M., Baghban I., Fatehizadeh M. 2008. Effects of partial work on judgment of family and marital adjustment, Journal of behavioural science. Vol 2 (3). 246-235. Malik ,N.A.& Naiim. a.(2011).Ways of Coping In women with eating disorder.Journal of Nervous Mental Disorder;182(10). Noble, K. D. (2001). Riding the Windhorse: Spiritual Intelligence and the Growth of the Self. Cresskill, NJ: Hampton Press. Rastgar, A. A., Davoudi, S. M. M., Oraji, S., Abbasian, M. (2012b). A study of the relationship between employees' spiritual intelligence and job satisfaction: A survey in Iran's banking industry. Spectrum: A journal of multidisciplinary research, 1(2): 57-74. Sarukhani, B. 1993. Social sciences encyclopedia. Kayhan Publisher. Tehran, Iran. Tischler, L., Biberman, J., and Mckeage, R. (2002). Linking emotional intelligence,spirituality and workplace performance. Journal of Managerial Psychology, 42(2), 16-33. Zembylas, M., and Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus". Journal of Educational Administration, 42, 357–374. Zohar, D., and Marshall, I. (2000). SQ : Connecting with our Spiritual Intelligence. New York: Bloomsbury.


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Occupational Stress of Government and Private Sector’s employees Madan Kanade*, Shivaji College, Baba Saheb Ambedkar Marathawada University, Maharashtra

Abstract Present study organized to know the Occupational Stress of Government and Private Employees. For this objective 50 participants selected from Government Sector and 50 participants selected from Private sector. All participants were male, education at least up to graduate. These participants randomly selected from Aurangabad district. Occupational Stress Checklist administered to assess the Stress. Result indicates that there is no significant difference regarding stress between Government and Private employees. In terms of Continuance Commitment and Normative Commitment, significant difference found between Government and Private employees. Keywords: Occupational Stress, Occupational Stress Checklist

Occupational stress is a process, involving a transaction between an individual and his or her work environment. (Lazarus, 1991). Occupational stress represents a real threat to quality of life for employees (Danna and Griffin, 1999). Moreover, stress in the workplace represents a potential loss of talent for organizations as top performers disengage from work where occupational stress, its causes, symptoms and sequel are prevalent (Cartwright and Boyes, 2000). It is a pattern of emotional, cognitive, behavioral and psychological reaction to adverse and noxious aspects of work content, work organization and the work environment. It is an adaptive response, mediated by individual characteristics and/or psychological processes that are a consequence of any external action, situation or event that places special physical and/or psychological demands upon a person. Work related psychological stresses are known to affect the body functions. Though psychological processes influence health through four types of closely interrelated mechanism - emotional, cognitive, behavioral

and psychological (Levi, 1998) .Work is the main cause of stress in life. Because significant positive relation has been revealed between job related stress and role overload, role conflict and strenuous working conditions. (Chand and Sethi, 1997). Tread gold (1999) suggested that, those engaged in work related to them are better able to cope with daily stress than those who are engaged in unrelated work. The cause of stress can be categorized into extra organizational, organizational and group stresses. In combination or singly, they represent a tremendous amount of potential stress impinging upon today‘s job holders at every level and in every type of organizations (Luthans, 1998). The occupational stress helps or improves performance up to a limit and then starts deteriorating. Stress creates a fight and flight response in an individual which releases stimulants that to prepare someone accomplish and achieve. Flight and Fight responses have had great evolutionary significance. When used appropriately, it enables an animal to escape a threatening or dangerous situation by fighting or running. Many scientists contend that the

Author: *Madan Kanade, Shivaji College, B.A.M. University, Aurangabad (Maharashtra). INDIA.

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Occupational Stress of Government and Private Sector’s employees -Madan Kanade long term survival of human beings was made possible because of this response (Benson and Allen, 1993). People engaged in active employment or leading very busy life schedule and included executives, entrepreneurs and those living under severe life stress. (James Thomas Kunnanatt, 2003). One recent study carried out in the People‘s Republic of China found higher job stress for Chinese managers with Type A personalities (Xie & Jamal, 1993). Singapore appears to be a prime country in Southeast Asia to study stress due to the rapid transformation of the city-state from a British colony to a newly industrialized country. Singaporeans have had to adjust to both the positive and negative effects of the quickened pace of life in a modern, industrialized nation. Managers in Singapore show a higher incidence of stress symptoms, than managers in the other highly industrialized countries such as the United States, Britain, Germany and Sweden(Cooper and Arbose 1984). Objective: To know the Occupational Stress in Government and Private Sector Hypothesis: There is no significant difference regarding Occupational stress in Government and Private Sector

Present study organized to know the Occupational Stress of Government and Private Employees. For this objective 50 participants selected from Government Sector and 50 participants selected from Private sector. All participants were male, education at least up to graduate. These participants randomly selected from Aurangabad district. Informed consent from participants for this study. Occupational Stress Checklist administered on Government employees first and then administered to private employees to assess the Stress. Data analyzed and result and conclusion prepared.

Results Table 1 : Occupational Stress of Government and Private Employees Occupational Stress

Government Employees Mean SD

Private Employees Mean SD

df

t value

Communication Related

33.4 12.5

37.2 8.6

98

1.8** NS

Work Design Related

35.5 9.2

39.4 11.7

98

1.9** NS

Health Safety Related

29.7 10.6

32.2 12.3

98

1.1** NS

Method Participants: 50 participants selected from Government sector and 50 participants selected from Private sector. All participants are male and married. Educated up to at least Graduate. The participants randomly selected by use of purposive sampling technique from Aurangabad district. Materials: Occupational Stress Checklist: The researcher developed an occupational stress checklist and cross validated by her guide. It is a five point rating scale. It contains Communication, Work design, Health, Safety and Welfare and, Personal Sources . Procedure:

Result indicates that there is no significant difference regarding Occupational Stress between Government and Private Employees. However the stress level is higher in Private employees than Government employees. Both the groups score highest in communication related factor and lowest in work design related factor. High score in any factor in the stress checklist indicates low stress level in that area. High score in communication related factor shows low stress relating to communication in both the employees and high stress level in work design related factor. This indicates that both the teams in the selected sample have presence of clear communication between team members. There is enough feedback given and there is presence of informal discussions and


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Occupational Stress of Government and Private Sector’s employees -Madan Kanade opportunities to discuss concerns with team members. High stress levels in the work design related factor indicates that there are rigid work schedules, less clarity in their role definition, performance pressure or insufficient pay and unfavourable company policies that leads the employees to undergo high stress. It is seen scores in all the three areas is a little higher in government employees as compared to private employees, which indicates that Government employees undergo less stress than Private employees. Researchers and social commentators have pointed out that the computer and communications revolutions have made companies more efficient and productive than ever before. This boon in productivity however, has caused higher expectations and greater competition, putting more stress on the employee (Primm, 2005). One of the leading work-stress models,

Karasek‘s (1979), Job Demands-Control model hypothesizes that high stress occurs particularly when job demands are high and job autonomy is low. This explains the result of the current study as to why stress is found to be lower in Government employees as the job autonomy is high. Finally, it is seen that Government employees undergo less stress than Private employees and stress in both the groups is highest related to work design factor and lowest related to communication related factor of occupational stress.

Conclusion: There is no significant difference regarding Occupational Stress between Government and Private Employees. The stress level is higher in Private employees than Government employees. Both the groups score highest in communication related factor and lowest in work design related factor.

References Benson, H., Allen, R.L., (1993). ―How much stress is too much?‖, Harvard Business Review, Vol.28, pp.109-116. Cartwright, S., Boyes, R.F. (2000). "Taking the pulse of executive health in the UK", The Academy of Management Executive, Vol. 14 No.2, pp.16-24. Chand and Sethi.A.S., (1997). ―Organizational factors in the development of work stress‖, Indian journal of industrial relation, Vol. 32, No.4. Cooper, C. and Arbose, J., (1984). Executive stress goes global, International Management, May, pp. 22—28. James Thomas Kunnanatt, (2003). ―Type A behavior pattern and managerial performance - A study among bank executives in India‖, International Journal of Manpower, Vol. 24, No. 6. Karasek, R.A. (1979). Job demands, job decision latitude and mental strain. Lazarus, R. S. (1991). Psychological stress in the workplace. In P. L. Perrewe (Ed.),

Handbook on Job Stress (pp. 1-13). Corte Madera, CA: Select Press. Levi, L. (1998). "Preface: stress in organizations – theoretical and empirical approaches", in Cooper, C.L. (Eds),Theories of Organizational Stress, Oxford University Press, New York, NY, . Luthans, F., (1998). ―Organizational Behavior (7th Edition)‖, New York, McGraw-Hill. Primm, D. (2005). What Workplace Stress Research is Telling technical communications, Technical Communication 52(2005)449-455. Tread gold, R., (1999). ―Transcendent occasions, their relationship to stress, depression and clarity of self concept‖, Journal of Humanistic psychology, Sage Publications, Vol. 39. Xie, J.L. & Jamal, M., (1993). ―The type A experience: Stress, job-related attitudes and non-work behavior: A study of managers in China‖, International Journal of Management, Vol.10, pp.351-360.


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Impact of Spirituality on Stress Sujata Waghmare* Dr.Sow. I.B.P.Mahila Kala Mahavidyalaya, Aurangabad.(M.S.) Abstract This study conducted to know impact of Spirituality on Stress. For this purpose 60 male participants belonging to age 35-30 randomly selected. All participants were non-spiritual. These participants employed in private companies. Anxiety, Depression and Stress Scale used to measure level of stress. Out of 60, 40 participants had mild level of stress whereas 20 participants had moderate level of stress. They were advised to do prayer at morning and evening. After 3 month level of stress had measured. The result indicated that there was significant positive effect of spirituality on stress. Keywords: Stress, Spirituality, ADS scale.

Spiritual intelligence is the set of abilities that individuals use to apply, manifest and embody spiritual resources, values and qualities in ways that enhances their daily functioning and well-being (Amram 2007). On the analysis of five components mentioned above Wigglesworth (2012) have developed twenty one detailed skills of spiritual intelligence. These are : A. Higher Self/Ego Self Awareness: 1. Awareness of own Worldview. 2. Awareness of life purpose (mission) 3. Awareness of values hierarchy. 4. Complexity of inner thought. 5. Awareness of Ego self / Higher Self. B.Universal Awareness: 1. Awareness of interconnectedness of all life. 2. Awareness of worldviews of others. 3. Breadth of time / space perception. 4. Awareness of limitations/power of human perception. 5. Awareness of Spiritual laws. 6. Experience of transcendent oneness. C. Higher Self/Ego Self Mastery:1. Commitment to spiritual growth.2. Keeping Higher Self in charge.3. Living your purpose and values. 4. Sustaining your faith. 5. Seeking guidance from Spirit. D. Social Mastery / Spiritual Presence :1. A wise and effective spiritual teacher/mentor.2. A wise and effective change agent.3. Makes compassionate and wise decisions. 4. A calming, healing presence. 5. Being aligned with the ebb and flow of life.

According to Emmons (2000) the adaptive use of spiritual information to facilitate everyday problem solving and goal attainment is as known as spiritual intelligence. According to Wigglesworth (2002) Spiritual intelligence is the ability of individuals to behave with wisdom and compassion while maintaining inner and outer peace, regardless of the situation. According to Stephen Covey (2004) Spiritual intelligence is the central and most fundamental of all the intelligences, because it becomes the sources of guidance for the others. Five components of spiritual intelligence are as follows:The capacity to transcend the physical and material. The ability to experience heightened states of consciousness. The ability to sanctify everyday experience. The ability to utilize spiritual resources to solve problems. The capacity to be virtuous. Noble (2001) stated that spiritual intelligence integrates the qualities of flexibility and emotional resilience (that may arise out of spiritual experiences), which play a role in psychological health and behaviour. Objective: To know the level of Stress of private companies‘ employees. To know the impact of Spirituality on Stress of private companies employees. Hypothesis:

Author: *Sujata Waghmare, Dr. Sow I.B.P. Mahila Kala Mahavidyalaya , Aurangabad

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Impact of Spirituality on Stress – Sujata Waghmare

There is no significant impact of spirituality on Stress of private companies‘ employees.

Results Table1 Socio-demographic variables of Participants

Method Participants: Sixty non spiritual participants selected from different private companies of Aurangabad. Male participants belonging to higher to middle socio-economic status. All participants educated at least graduate. Out of 60 participants, 50 participant were married. Ages remained to 25-45 year. Materials: Anxiety, Depression and Stress Scale (ADSS) (Singh et al. 2005.): the scale has used for the assessment of the general Anxiety, Depression and Stress of an individual. The total numbers of items in this scale were 48 which are divided into three categories i.e.Anxiety, Depression and Stress. Each item is scored 1 if endorsed ‗YES‘ and 0 if endorsed ‗No‘ . The range of the score is 0-19 for anxiety subscale, 0-15 for depression subscale and 0-14 for stress subscale. Procedure: This study designed to know impact of spirituality on Stress of Private Employees. To observe the impact of spirituality, sixty participants selected randomly from different private companies of Aurangabad district. At first level, pretest conducted to know level of anxiety of private companies‘ employees. The Anxiety, Depression and Stress scale used to assess the anxiety‘s level. Then they were suggested to do prayer daily in morning and evening. After 3 month post assessment conducted and scale administered second time. Result and conclusion made.

Variable Age:

Frequency 25-35 year 36-45 year

39 21

Graduate Post Graduate Marital Status Married Unmarried Socio-Economic Status Middle SES Higher SES

48 12

Education

50 10 45 15

Table 2 Pre Test of Anxiety of Employees of Private Company Mean and SD of ADS scale

Level of Anxiety

5.2 + 4.1 (N=40)

Mild anxiety

Spirituality -------------

8.6 + 6.3 (N=20)

-------------Moderate anxiety

Table 3 Post Test of Anxiety of Employees of Private Company Mean and SD of ADS scale

Level Anxiety

of

Spirituality

3.2 + 2.1 (N=40)

Mild anxiety

Prayer

6.4 + 4.3 (N=20)

Mild anxiety

Prayer


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Impact of Spirituality on Stress – Sujata Waghmare

Results indicates that in pretest when spirituality not presented, out of 60, 40 participants (66.66%) had Mild level of Anxiety and 20 participants (33.33%) had Moderate level of Anxiety. Post test where the spirituality was presented, the results indicates that 40 participants (66.66%) had Mild level of Anxiety and 20 participants (33.33%) had Mild level of Anxiety. Here, result suggested that impact of spirituality was significant on Stress

of private company‘s employees. Not only 20 participants stress level decreased but also 40 participants whom previous mild level of stress that also decreased. After daily prayer each participants had mild level of stress. That is positive impact of spirituality. Here, we rejected the Null Hypothesis.

Conclusion: There is significant impact of spirituality on Stress of private companies‘ employees.

References Amram, Yosi (August 2007). The seven dimensions of spiritual intelligence: Paper presented at the 115th Annual Conference of the American Psychological Association, San Francisco, CA. Emmons, R. (2000). Is Spirituality Intelligence: Problems and Prospects. International Journal for the Psychology of Religion, 10 (1), 3-26. Noble K D, "Riding the windhorse: Spiritual Intelligence and the Growth of the Self". Cresskill, NJ : Hampton Press, Inc. 2001.

Singh, M., Bhatnagar, P., Pandey, M. 2011. Reliability studies of anxiety, depression and stress scale: development of ADSS. J. Ind. Heal. Psy. 6(1): 32-39. Stephen R Covey (2004), The 8th Habit: From Effectiveness to Greatness, Simon & Schuster. Wigglesworth, Cindy (2002) "Why Spiritual Intelligence is Essential to Mature Leadership", Integral Leadership Review Volume VI, No. 3. Wigglesworth, Cindy (2012). The 21 Skills of Spiritual Intelligence New York: Select Books, p.7.


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Extracurricular activities and Academic performance of Secondary students Subodh Bansod* Mahatma Jyotiba Fule Educational Campus, Rashtrasant Tukadoji Maharaj Nagpur University Abstract Present study examined the Impact of Extracurricular activities on Students Academic Performance. To obtain this purpose, 100 Secondary students selected from Nagpur District who participated in extracurricular activities and 100 Secondary students selected from Nagpur District who did not participated in extracurricular activities. The result indicates that Extracurricular activities do not plays important role in academic performance. The students who do not participate in extracurricular activities have same academic performance as the students participate in extracurricular activities. There is no significant difference found regarding Academic Performance of Students who participated in extracurricular activities and students who do not participate extracurricular activities.

Keywords: Extracurricular Activities, Academic Performance, Academic Achievements.

Extracurricular activities includes sports, drawing, music, dancing, drama etc..activities. Students who participated in extracurricular activities have positive effects on his mental health. Geraghty (2010) notes that it ―enhances the student experience, aids academic performance, helps students to develop certain skills…improves their self-confidence‖ and also contributes to ―student engagement, peer interaction, leadership, faculty interaction and student retention.‖ Gamp‟s (1990) study on academic achievement found that participation in student activities had a positive effect on grades – even when taking into account background variables. This position is strengthened by the fact that other researchers such as Huang & Carlton (2003) have found, and continue to find, such a relationship. Bart ko and Eccles (2002) confirmed this result with their study of high school teenagers. Marsh (1992) tests the participation-identification model outlined by Finn (1989) against the zero-

sum model. Finn (1989) argues that a simple trade-off exists between extracurricular participation and positive academic outcomes. He found that total extracurricular participation does have the potential to increase students‟ commitment to school, although the effects were small. The study showed a positive effect on a series of psychological outcomes and other benefits such as ―taking advanced courses, time spent on homework, the postsecondary aspirations, GPA…being on the academic track, college attendance.‖(p. 557) These results suggest that there is reason to believe that commitment to school leads to academic success. Massoni (2011), the positive effects commonly include positive behavior, better grades, school completion, positive aspects to become successful adults, and a social aspect. These positive benefits therefore attract the interest of educators and policy makers who search for ways to enrich student‘s academic, social, and emotional enrichment development

Author :* Subodh Bansod,Mahatma Jyotiba Fule Educational Campus, Rashtrasant Tukadoji Maharaj Nagpur University (Maharashtra, India)

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Extracurricular activities and Academic performance of Secondary students -Subodh Bansod (Joseph, 2009). The effect that extracurricular activities have on students is multifaceted in their benefits even beyond the classroom. A study conducted by Hattie (2008) noted that higher engagement rates lead to a significant positive effect on student achievement. Manaf & Fauzee (2002) noted that these extracurricular activities help students to advance new knowledge and skills as well as to educate them against developing unhealthy activities during their leisure time. Arip & Yusof (2002) noted that extracurricular activities lead to a decrease in academic stress and tension, which ultimately leads to an increase in productivity in their learning. White & Gager (2007) reported that extracurricular activities are associated with academic achievement, which also lowers rates of delinquent behavior and dropouts. Objectives: To know the impact of extracurricular activities on academic performance of students Hypothesis: There is no significant different regarding academic performance between students who participated in extracurricular activities and students who do not participated in extracurricular activities.

Academic performance sheet: The sheet includes the total marks of monthly examination. Procedure: The study organized to know the impact of extracurricular activities on secondary students‘ academic performance. Total 200 male participants randomly selected from Nagpur district. (Maharashtra-INDIA). Participants were persuaded regarding research. Written consent made. Extracurricular Activities Checklist gave to them for to tick appropriate activity which were participated by them. After ticked the checklist, the participants were shortlisted according to presence of participate in extracurricular activities. 100 participants were shortlisted who participated in extracurricular activities. Remain 100 participants considered as control group. The academic test had taken every month to know both group‘s students‘ performance. The data analyzed and result and conclusion made.

Method Participants 100 secondary school students randomly selected who participated in extracurricular activities. 100 secondary school students randomly selected who did not participated in extracurricular activities. All participants are male. Belonging to middle socio economic status. The participants selected from Nagpur. All participants studied in Semi-Government Secondary School. Materials : Extracurricular Activities checklist: The check list made by researcher. It includes sports, drama, drawing, dance, music. The participants had to tick in appropriate activities which they had participated.

Result Table-1 Types of Extracurricular activities in which students participated. Types of Extracurricular Activities Sports Drama Drawing Dance Music

No. of (N=100) 25 09 22 20 24


Students

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Extracurricular activities and Academic performance of Secondary students -Subodh Bansod Table-2 t test of Students regarding Academic Performance who participated in Extracurricular activities and Students who not participated in Extracurricular activities.

Group

Students with Extracurricular activities

Mean and SD of Marks Out of 50

df

t

Sign.

40.5 + 9.4

198

1.78

NS*

Students without 43.3 + 12.6 Extracurricular activities *NS = Non significant *p