A Study of Relationship between Metacognition, Self-Confidence and Family Environment of 10+1 Students

The present study was undertaken to investigate the relationship between metacognition, self-confidence and family environment of 10+1 students. The sample of the present study consisted of 800 students selected randomly from four districts of Haryana (India). Metacognition Inventory by Govil (2003), Self-confidence inventory by Agnihotri (1987) and Family Environment scale by Bhatia and Chadha (1993) were used. The findings indicate that there exists significant and positive relationship between metacognition, family environment and dimensions of family environment. On the other hand, significant but negative correlation between self-confidence and metacognition; self- confidence, family environment and dimensions of family environment is found.

Academic Achievement of Female Students at College Level In Relation to Their Family Environment And Locale

Academic achievement is often considered as a key criterion to judge one's total potentialities and capabilities. Academic achievement has become a prime interest for the teachers, educationists, psychologists and parents to predict children's academic success which is considered to be an outcome of the learning environment and the family. The present study aimed at seeking the level of academic achievement of female students at the college level with respect to their family environment and locale. Random Sampling Technique was applied to draw the sample of 200 female students studying in the five-degree colleges of Jammu City (J&K) in the year 2015. Family Environment Scale (FES-BC) by Bhatia and Chadha (2012) was used for data collection. This tool has eight dimensions-Cohesion, Expressiveness, Conflict, Acceptance and Caring, Independence, Active-Recreational Orientation, Organisation and Control. The findings revealed that most of the female students were having an average level of academic achievement. Very few female students were found to have a high level of academic achievement. No significant differences in the level of academic achievement were found among female students in relation to their residential background, whereas significant differences were found in the family environment of female students with respect to the locality at the sub-scale “Acceptance and Caring” and “Active Recreational Orientation”. The value of the coefficient of correlation was found to be low, positive but significant at the 0.01 level of significance at the sub-scale “Cohesion” of Family Environment Scale. It shows that academic achievement and cohesion in the family are positively related with each other, however, the correlation is low.

LINGKUNGAN KELUARGA, TEKANAN TEMAN SEBAYA DAN PERILAKU BERISIKO REMAJA DI KOTA BANDUNG

Penelitian ini bertujuan untuk mengetahui kontribusi lingkungan keluarga dan tekanan teman sebaya terhadap perilaku berisiko remaja di Kota Bandung. Metode penelitan yang digunakan adalah metode kuantitatif dengan responden sebanyak 486 remaja berusia 13-18 tahun di Kota Bandung. Instrumen yang digunakan dalam penelitian yaitu adaptasi dari Family Environment Scale untuk mengukur lingkungan keluarga, Peer Pressure Inventory untuk mengukur tekanan teman sebaya, dan Negative Risk Behaviour Scale untuk mengukur perilaku berisiko. Teknik analisis data yang digunakan yaitu regresi berganda. Hasil yang diperoleh menunjukkan bahwa terdapat pengaruh lingkungan keluarga dan tekanan teman sebaya terhadap perilaku berisiko. Hasil penelitian ini diharapkan dapat digunakan sebagai acuan bagi keluarga dan para orang tua dalam pentingnya menciptakan lingkungan yang positif dalam kehidupan keluarga bagi anak-anaknya sebagai salah satu upaya preventif terhadap terjadinya perilaku berisiko pada remaja.

Pengaruh Kecerdasan Emosi, Kecerdasan Spiritual dan Persekitaran Keluarga Terhadap Stres Akademik Murid Sekolah Menengah

Kajian ini bertujuan untuk mengenal pasti hubungan dan pengaruh kecerdasan emosi, kecerdasan spiritual dan persekitaran keluarga terhadap stres akademik murid sekolah menengah luar bandar sekolah bahagian Tawau di Negeri Sabah. Seramai 398 orang responden dari 21 buah sekolah luar bandar bahagian Tawau Sabah telah terlibat dalam kajian ini. Data kajian diperoleh menggunakan instrument soal selidik tertutup yang mengandungi 106 item yang telah diubah suai daripada instrument yang telah dibangunkan oleh pengkaji-pengkaji terdahulu. Instrumen kecerdasan Emosi oleh Cadman dan Brewer dengan menggabungkan idea Model Mayer dan Salovey: Four Branch Model of Emotional Intelligence, Goleman dan Noriah. Instrumen kecerdasan spiritual oleh Zohar dan Marshal, instrumen persekitaran keluarga adalah Family Environment Scale Fouth Edition (FES) yang telah dibina oleh Moos dan Moos, dan untuk dimensi hubungan serta instrumen Secondary School Stressor Questionaire (3SQ) yang telah dibina oleh Muhamad Saiful Bahri Yusoff. Data kajian dianalisis menggunakan perisian Statistical Packages For Social Sciences (SPSS) dan analisis Structural Equation Modelling (SEM). Analisis deskriptif menunjukkan semua variable berada pada tahap tinggi. Ujian-t dan ANOVA sehala membuktikan bahwa tidak terdapat perbezaan skor min yang signifikan bagi semua variabel berdasarkan jantina dan bangsa. Ujian Korelasi Pearson pula menunjukkan wujud hubungan signifikan Kecerdasan emosi (r=0.489, p=0.00), Kecerdasan Spiritual (r=0.480, p=0.00), dan Persekitaran Keluarga (r=0.516, p=0.00) dengan Stres Akademik murid. Dapatan kajian menunjukkan ketiga-tiga variabel peramal memberi pengaruh yang signifikan terhadap stres akademik murid pada kadar 44 peratus. Analisis juga menunjukkan variabel peramal kajian mempunyai hubungan yang signifikan dengan variabel bersandar iaitu stres akademik pada tahap sederhana tinggi dan tinggi. Adalah dicadangakan suatu kajian lanjutan dijalankan. Kajian yang dicadangkan memfokus kepada murid di sekolah menengah di bandar. Melalui dapatan boleh dibuat perbandingan antara stres akademik murid sekolah menengah bandar dan luar bandar. Selain itu, kajian lanjutan ini perlu dilakukan di peringkat sekolah rendah dan matrikulasi agar kita dapat melihat tahap dan faktor yang mempengaruhi stres akademik murid sekolah rendah dan matrikulasi.

Clima social familiar y actitud emprendedora, en estudiantes del Instituto de Educación Superior Tecnológico Público “Bagua”: Amazonas, Perú, 2016

El objetivo del estudio es determinar en qué medida el clima social familiar se relaciona con la actitud empecedora, en los estudiantes del Instituto de Educación Superior Tecnológico Público “Bagua”. El estudio fue descriptivo, correlacional y transversal, realizado en una muestra de 183 estudiantes, cuyos datos fueron recabaron mediante los instrumentos validados: La Escala de Clima Social Familiar (Family Environment Scale Fes) de Moos, y Escala de actitud emprendedora (Araceli Cuadras Urtuzuastegui, México, 2013). Entre los resultados, mediante el análisis estadístico del coeficiente de correlación de Spearman se obtuvo el resultado de 0,078 y un p valor igual a 0,292 (p valor > 0.05). En conclusión, el clima social familiar no se relaciona con la actitud emprendedora de los jóvenes estudiantes.

Clima social familiar y su influencia en la conducta violenta en los escolares. // Family social climate and its influence on violent behavior In schoolchildren.

La familia, como sistema social, es el conjunto de interacciones dinámicas que facilitan el desarrollo de habilidades cognitivas sociales en los subsistemas del grupo familiar. El clima social familiar se caracteriza por las relaciones que se establecen entre los subsistemas familiares, involucra aspectos de comunicación social, emocional, interacción y crecimiento personal, fundamentado en la vida en común. El objetivo de este estudio fue determinar la influencia del clima familiar en la conducta violenta en 1502 escolares de 8 a 15 años. El 51% fueron mujeres y 49% hombres. Se utilizó la Escala de Clima familiar de Family environment scale (FES) de Moos y Moos y la Escala de Conducta Violenta en la Escuela de Little et al. Se correlacionó el grado de apoyo, expresión social y el grado de interacción conflictiva. Los resultados evidenciaron el 38% de falta de integración familiar, que influyó en el 70% de conducta violenta de los escolares. Se concluye que del grado de integración social familiar dependen las conductas violentas en 70%, caracterizado por conducta violenta manifiesta pura del 70% y conducta violenta relacional pura del 69% en la dinámica relacional del sistema escolar. AbstractThe family as a social system is the set of dynamic interactions that facilitate the development of social cognitive skills in the subsystems of the family group. The family social climate is characterized by the relationships established between family subsystems, involves aspects of social communication, emotional, interaction and personal growth based on common life. The aim of this study was to determine the influence of family climate on violent behavior in 1502 schoolchildren from 8 to 15 years old. 51% were women and 49% men. The Family Environment Scale (FES) of Moos and Moos and the Scale of Violent Behavior in the School of Little et al. were used. The degree of support, social expression and the degree of conflictive interaction were correlated. The results showed a 38% lack of family integration, which influenced 70% violent behavior of school children. It is concluded that violent behaviors depend 70% on the degree of social family integration, characterized by pure manifest violent behavior of 70% and pure relational violent conduct of 69% in the relational dynamics of the school system.

SATISFACTION WITH FAMILY ENVIRONMENT: THE ADAPTATION OF IDEAL FORM OF FAMILY ENVIRONMENT SCALE IN THE CULTURAL ENVIRONMENT OF LATVIA

In the article “Satisfaction with Family Environment: The adaptation of Ideal form of Family Environment Scale in The cultural environment of Latvia”, author presents results and way of adaptation of Family Environment Scale – I form (FES-I) in cultural environment of Latvia, because this tool wasn’t adapted. Representative sample of research consisted from 501 respondents in age from 18 to 27 (M = 20,33; SD= 1,94). At the same time author shows how to determine satisfaction with family environment using the Satisfaction with Family Environment – Real form and FES – I form. There are used methods of statistic which are recommended for processes of tests’ adaptation, namely, Cronbach’s alpha, factorial, divergent and convergent validity, linguistic validity. The main goal was to provide a qualitative process of FES- I adaptation in cultural environment of Latvia, to provide a qualitative tool for specialists to research family environment. During the research the main psychometric indicators of the tests were calculated and the tool was successfully adapted in cultural environment of Latvia.

FAMILY ENVIRONMENT: THE ADAPTATION OF IDEAL FORM OF FAMILY ENVIRONMENT SCALE IN THE CULTURAL ENVIRONMENT OF LATVIA

The tool for research the family environment, Family Environment Scale (FES) which is created by Moos and Moos in Latvia wasn’t adopted, that why is important to adopt this tool in environment of Latvia, because this will be chance for specialists to use good and multidimensional tool for research of family environment. The main goal of this article is to show the results of FES - R scale adaptation, this is why author in this article shows Family Environment Scale’s (Moos & Moos, 2009) Real form of scale adaptation in the environment of Latvia, the way of adaptation and comparative data for adapted and original version. FES - R had been adopted by using linguistic adaptation and statistical analysis for getting the general psychometric data which are necessary for process of the test adaptation and providing of validity for adaptation version of the test. At the result of process of adaptation with some insignificant changes in items of subscales of FES – R form, but with effort keep similarity with original version, finally was gotten adaptation version the FES – R form, which is usable for research in future.