oalib
Search Results: 1 - 10 of 100 matches for " "
All listed articles are free for downloading (OA Articles)
Page 1 /100
Display every page Item
A STUDY OF ACHIEVEMENT MOTIVATION OF BOYS AND GIRLS INTERSCHOOL PLAYERS  [PDF]
QUADRI SYED JAVEED
Indian Streams Research Journal , 2013,
Abstract: The present study was undertaken to investigate the achievement motivation among Boys and Girls interschool players. For the present study 180 players were selected from Various Interschool of Aurangabad city. The purpose of the study was to examine the achievement motivation among Boys and Girls interschool players. Hypothesis of the study is There will be significantly difference between Boys and Girls interschool players dimension on achievement motivation. . Achievement Motivation Inventory developed and standardized by B.N. Mukharji test used the study. It was conclusion that 1. Boys Interschool Players have Significantly High Achievement Motivation than Boys Interschool Players. 2. High Intelligence Interschool Players have Significantly High Achievement Motivation than Low Intelligence Interschool Players. 3. High Socio-economic Status Interschool Players have Significantly HighAchievement Motivation than Low Socio-economic Status Interschool Players.
NEUROTICISM IN ADOLESCENT BOYS AND GIRLS  [PDF]
S. D. PATANKAR
Indian Streams Research Journal , 2013,
Abstract: The present paper has been focused on the neuroticism level of adolescent girls and boys. Data of 25 adolescent girls and 25 adolescent boys was collected by using “Neurotic Measurement Scale” by Dr. M. P. Uniyal and Dr. Abha Rani Bisht. Statistical methods such as arithmetic mean, Standard deviation and Z – Test were used for data analysis. Results shows that level of neuroticism is high in adolescent boys than girls.
English Language Learner Boys and Girls Reading and Math Achievement as a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Analysis  [PDF]
Rosa Maria Martinez,John R. Slate,Cynthia Martinez-Garcia
Education Research International , 2014, DOI: 10.1155/2014/508459
Abstract: We examined the reading and math performance of English Language Learner boys and girls in Grades 3, 4, 5, and 6 as a function of early-exit or late-exit transitional bilingual education program. Texas Assessment of Knowledge and Skills Reading and Mathematics scores of all English Language Learner boys and girls who were enrolled in either early-exit or late-exit bilingual education programs were analyzed for the 2008-2009, 2009-2010, and 2010-2011 school years. Results were not consistent across reading and math, across the 4 grade levels, and across the 3 school years. On the TAKS Reading test, 5 instances were present in which statistically significant differences were revealed for boys and 11 for girls. On the TAKS Mathematics test, 8 statistically significant results were revealed for boys and 6 for girls. These statistically significant differences were not consistently in favor of either the early-exit or the late-exit bilingual education programs. Moreover, the differences that were present reflected small to trivial effect sizes. As such, neither the early-exit nor the late-exit bilingual education program was demonstrated to be more effective than its counterpart. 1. Introduction Transitional bilingual education can be an early-exit or a late-exit bilingual program designed to help students acquire and improve English skills [1, 2] and to encourage a language shift for language minority students [3]. In the United States, the transitional bilingual education program is the instructional model most utilized in schools for English language development [2]. The transitional bilingual education instructional model provides students’ instruction in the first language in literacy and content areas and transition instruction to English [2]. In an early-exit bilingual program, students study subject matter in their primary language and English [4]. The primary purpose of the program is to facilitate the transition of English Language Learners to an English-only instructional classroom, while receiving academic subject instruction in the primary language to the extent necessary [1, 5]. In early-exit bilingual programs, students transition into English-only classroom within 2 to 3 years of achieving English language proficiency and all students are of the same linguistic background [2, 6]. Students in transitional bilingual programs learn to read in their home language and then in English [4]. The duration of the program and amount of native language instruction vary in each classroom, school, and district. Most campuses follow the 90/10 model, in
The Involvement of Girls and Boys with Bullying: An Analysis of Gender Differences  [PDF]
Marta Angélica Iossi Silva,Beatriz Pereira,Denisa Mendon?a,Berta Nunes,Wanderlei Abadio de Oliveira
International Journal of Environmental Research and Public Health , 2013, DOI: 10.3390/ijerph10126820
Abstract: This exploratory and cross-sectional study aimed to identify the prevalence of bullying in a group of students and analyze the data regarding the gender of those involved in the violence. A questionnaire adapted from Olweus was applied in seven elementary education schools in Portugal. The sample consisted of 387 students between 7 and 14 years old. Data are presented in terms of descriptive statistics and differences between proportions were analyzed using chi-square tests. The gender analysis of victimization and aggression shows that boys and girls are both victims and aggressors, and there are significant differences in involvement in bullying between genders and the roles played. Boys are victims more often when considering different types of bullying, although significant differences were only found for physical aggression. Strategies that include gender roles are a priority for prevention and careful attention to this phenomenon in the school context. The questions addressed contribute to a broader understanding of the phenomenon, emphasizing the differential participation of boys and girls in bullying.
ANNE-BABALARIN KIZ VE ERKEK OCUKLARINA UYGULADIKLARI PS KOLOJ K SALDIRGANLIK DAVRANI LARI / PARENTS’ PSYCHOLOGICAL AGGRESSION BEHAVIORS TOWARDS THEIRS GIRLS AND BOYS
Hülya KARTAL,Asude B?LG?N
Journal of International Social Research , 2009,
Abstract: Sald rganl k denildi inde genellikle bir ok ki i bunu fiziksel sald rganl k olarak alg lar, ünkü bu davran lar, a kt r ve g zlemlenebilirdir. Ara t rmac lar psikolojik sald rganl “duygusal olarak zarar veren veya bunu yapmakla tehdit eden zorlay c veya cayd r c davran lar” olarak tan mlam t r. Bu sald rganl k bi imi son derece k k rt c d r ve kar l nda savunma mekanizmalar n harekete ge irir, a k veya kapal direni bi iminde davran lara, kin, fke, nefret gibi duygulara neden olur. Psikolojik sald rganl k ile s k s k kar la an ki inin kendine güveni azal r, a a l k duygular ortaya kar ve ki i giderek ya am co kusunu yitirir. Bu durumda kayg , depresyon, aresizlik duygular , yaln zl k, mutsuzluk ve güvensizlik de ola an kar lanmas gereken sonu lar aras ndad r. Psikolojik sald rganl k fiziksel sald rganl n ncüsüdür ve onu besler. Psikolojik sald rganl k stresi azaltmak yerine, anne-babalar n ocu a daha iddetli sald rganl k bi imleri kullanmas na yol a ar. Bu nedenle psikolojik sald rganl k ile fiziksel sald rganl k aras nda yak n bir ba bulunmaktad r. Bu tür davran lar zaman zaman hepimiz kullan r ve ya am n do al bir par as olarak kabul ederiz. Bu ara t rmada ilk retim a ndaki ocuklara anne-babalar taraf ndan uygulanan psikolojik sald rganl k davran lar n n incelenmesi ama lanm t r. Ara t rma Bursa’da bir ilk retim okulunun 1, 2 ve 3.s n f ndaki 151 (65 k z, 86 erkek) renciyle ger ekle tirilmi ; anne-babalar n kulland klar psikolojik sald rganl k davran lar ve s kl klar n belirlemek i in Mebert ve Straus’un (2002) geli tirdi i at ma zme Takti i l e i Resimli Kart Versiyonu kullan lm t r. Verilerin analizi kay kare, yüzde ve frekans de erleri arac l yla yap lm t r. Bulgular, anneler ve babalar n en s k kulland psikolojik sald rganl k y nteminin “ba rma ve azarlama” oldu unu ortaya koymu tur. Kat l mc lar babalar ndan daha ok annelerinin k tü s z s yledi ini ve küfretti ini bildirmi tir. Sonu olarak anne babalar n ocuklar n olumsuz etkileyen davran lar n ortaya karan al malar anlaml olabilir ancak anne-babalara ocuk e itiminde alternatif yollar anlat lmad k a bu abalar yar m kalm say lacakt r. Anne-babalar fiziksel ya da psikolojik sald rganl n en gü lü disiplin y ntemi oldu u, di erlerinin daha az gü lü oldu u inanc ndan kurtar lmal ve di er y ntemleri kullanmalar i in ikna edilmelidir. When it is called “aggression” most of people recall “physical aggression”, because it is open, observable and concrete. Psychological aggression contains so provocative kind of behaviors that
Are Boys More Aggressive than Girls after Playing Violent Computer Games Online? An Insight into an Emotional Stroop Task  [PDF]
Jingjin Tian, Zhang Qian
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.51006
Abstract:

The study was to examine the gender differences in aggression among Chinese children after playing violent computer games by using emotional STROOP task. 98 children participated in this study, with 49 assigned to violent computer game group and the other 49 assigned to nonviolent computer game group. The results demonstrated that there were significant differences in main affect of game type, and significant Game Type × Gender interaction as well. In particular, boys’ aggression was significantly impacted by violent games, whereas girls’ aggression was not significantly impacted by violent games. The implication of this research is that, the significant difference in aggression to gender is activated, and that boys were more aggressive and sensitive to violent games than girls.

Cataract surgery: ensuring equal access for boys and girls
Annie Bronsard,Sylvia Shirima
Community Eye Health Journal , 2009,
Abstract: In Tanzania, many children are not brought for surgery in a timely fashion and follow up is often poor. Research at Kilimanjaro Christian Medical Centre (KCMC) has shown that girls are more likely than boys to be negatively affected: * Only half as many girls as boys received cataract surgery. * Girls tended to be brought for surgery later than boys. * Girls who did receive surgery were less likely than boys to be brought for the appropriate two-week follow-up visit (36 per cent of girls vs 64 per cent of boys).
The relationship between the perception of own locus of control and aggression of adolescent boys
L Breet, C Myburgh, M Poggenpoel
South African Journal of Education , 2010,
Abstract: Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person’s perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter’s “Locus of control” questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression.
The relationship between the perception of own locus of control and aggression of adolescent boys
Lettie Breet,Chris Myburgh,Marie Poggenpoel
South African Journal of Education , 2010,
Abstract: Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person's perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter's "Locus of control" questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression.
The Moral Reasoning of Adolescent Boys and Girls in the Light of Gilligan’s Theory  [cached]
Farhat Kalsoom,Malik Ghulam Behlol,Muhammad Munir Kayani,Aneesa Kaini
International Education Studies , 2012, DOI: 10.5539/ies.v5n3p15
Abstract: The study was conducted to assess the moral reasoning of adolescent boys and girls in the light of Gilligan theory. The main objectives of the study were to investigate the moral reasoning of adolescent boys and girls with reference to responsibility orientation versus justice orientation and to compare the frequency of adolescent boys and girls with right orientation and responsibility orientation. The population of study consisted of all adolescent boys and girls studying in SSC and F.A/FSc of Fazaia Inter College Chaklala Rawalpindi. They all were sixteen to twenty years of age. The sample of study consisted of 40 boys and 40 girls studying in Matric and F.A/FSc of Fazaia Inter College Chaklala Rawalpindi, were taken applying random sampling technique. The scale developed by Baker and Role (2002), an objective measure of the two orientations was translated into Urdu language for the collection of the data of the study. The main conclusions of the study were that adolescent girls found to be more care oriented than boys, however, they were found to be equal on justice oriented. It was also inferred that religion is the most important factor which influence the moral judgment and justice oriented approach of boys and girls. The present study partially supports Gilligan’s theory and it was also concluded that cultural norms do play an important role to make the boys more assertive to boys as compared to girls. It is expected from girls that they should be submissive, introvert and caring as compared to boys.
Page 1 /100
Display every page Item


Home
Copyright © 2008-2017 Open Access Library. All rights reserved.