REVIEW OF THE RELATED LITERATURE

The review of related literature is a summary of the writings, documents of previous

scholars, researchers, committees, commissions, authors etc. The term Review of the

related literature states that the literature which is related to the study or interested area

viewing, again and again, to reach a conclusion. It helps the researcher to show the path

to study in an effective or systematic way. Since effective research is based on past

knowledge, the review of related literature helps to eliminate the duplication of what has

been done earlier and to acquaint oneself with the current knowledge in the fields or

area in which he or she is going to conduct the research. It also helps to gain relevant

previous knowledge along with the suggestions for significant investigation. The review

of related literature serves a variety of background functions, preparatory to the actual

collection of data. It helps the researchers to collect information from the past for the

new study to be conducted with the new subject and newly gathered data. Therefore, the

primary function of the review in the research study is to provide relevant and useful

information in the research data. Besides these, it also serves the following specific

purposes.

a. The review of related literature is essential to define the limits of the field of the

researcher. It helps the researcher to delimit and defined his problem. The

knowledge of related literature is very helpful to bring the researcher up to date

on the work which others have done and thus to state the objectives of his study

clearly and concisely.

b. Reviewing the related literature is to avoid unfruitful and useless problem areas.

By reviewing the related literature, the researcher can select those areas in which

71
 positive findings are very likely to emerge and his journey would be likely to

add to the knowledge in a meaningful way.

c. When the stability and validity of the findings of the study have been clearly

established earlier, then it is no use to replicate the study. So the review of

related literature helps the researcher to avoid unintentional duplication of well-

established findings.

d. The reviews give the researcher an understanding of the research methodology

which refers to the way; the study is to be conducted. It helps the researcher to

know about the tools and instruments which prove to be useful and promising in

the previous study. The advantage of the related literature is also to provide

inside into the statistical method through which validity of results is to be

established.

e. The final and important specific reason for reviewing the related literature is to

know about the recommendations of previous researchers listed in their studies

for further studies.

Review of related literature helps the researcher to conversant himself with

the current knowledge in the field or area in which he is going to conduct his

research. It gives proper direction to the researcher to proceed systematically to the

real picture of the problem to be solved.

Considering these crucial aspects, the investigator has also reviewing different

journals, periodicals, books, reading materials of earlier studies related to the subject

which is briefly discussed below.

72
2:01: STUDIES CONDUCTED ON ABROAD:

Fogelman, K (1978) had conducted a study entitled

The main objective of the study was to study the relation between the

behaviour of the children with their school attendance and attainment. The investigator

had revealed that the attainment and behaviours of the children were closely related to

school attendance. The study revealed that in comparison to the children with low

attendance in school, the children those had high attendance obtained an average higher

scores on tests of reading comprehension and mathematics and were less often indicated

by their teachers as showing deviant behaviour. There was very sizeable evidence on

attendance and truancy levels and their relationship with personal, social and school

variables.

Hartley, D. (1979) had conducted a study entitled ex differences in class room

behaviour of infant, the Main objectives of the study

were i)To study the sex differences in class room behaviour of infants and ii) to find

out the views of teachers and pupils about the behaviour of infants in the class room.

Main Findings were i) the behaviours of the boys were less appropriate than that of

girls. ii) There were significant positive co-relations between

views in the majority of classes. iii) The result for both schools (two urban infants)

reveals a number of similarities. iii) The boys have more inappropriate behaviours than

girls.

Cogill, S,R. Caplan, H,L. Alexandre. (1986) had conducted a study on Impact of

maternal postnatal de pression on cognitive development of The

main objective of the study was to find out the impact of maternal postnatal depression

73
on cognitive development of young children. The findings of the study were- i)

significant intellectual deficit were found in the children whose mother had suffered

from depression. ii) Usually, depression

Marital conflict and a history of paternal psychiatric problems were significantly linked

with lower cognitive test scores of the children.

King,J. Neville, Ollendick and Thomas. (1989) had conducted a study on

anxiety and phobic disorders in school settings: Classifications, assessment and

The main objectives of the study were i) to study the anxiety and phobic

disorders of children in school and ii) to find out the different types of anxiety and fear

in children. The study revealed that i)

affirmed in more than 300 children. ii) It was also found that girls had more anxiety and

phobic disorders than boys. iii) Fear and anxiety disorders were considered as barriers

to academic and social development. iv) Fear and phobic disorder in school may cause

personal discomfort to the child.

Jaana, Juvonen and Bear,George.(1992) had conducted a study on Social

adjustment of children with and without learning disabilities in integrated class

The main objectives of the study were i) to study the learning abilities of

disordered children and ii) to study the relationship of learning disable children with

their peers. The major findings of the study were i) The children with learning

disabilities exhibit significant behaviour problems or social skill deficits and ii) they

were often poorly accepted by their peers.

Jong,F and De,Peter (1993) did their research entitled

chievement in elementary school .

74
The main objective of the study was t

behaviour at home and attention and achievement in elementary school. The result

showed that home problem behaviour and achievement in school are closely associated

with the attention of the children. The absence of problem behaviour at home had a

substantial positive relationship with attention, having moderate effects on arithmetic

achievement and reading comprehension.

Roberts, Ian St James, Singh, Gurmeet. Lynn, Richard, and Jackson,Shirley.

(1994) have Assessing emotional and behavioural proble m in

reception class school children: Factor, Structure Convergence and prevalence

using the PBCL -School behaviour checklist of McGuire and Rechman 1988).

Major objectives of the study were- 1) to identify the nature and prevalence of

emotional behavioural problems in young children. 2) To find out the academic

achievement of behavioural problem children. They have reported their findings as

Substantial progress has been made in identifying the nature and prevalence of

emotional and behavioural problems in young children. There exist poor development

among the children due to the presence of behavioural problems. There is a positive

relationship between emotional and behavioural problems and inadequate functioning in

school relationship with negative self- image and with poor academic performance. The

common finding is that in comparison to girls, boys have more emotional and

behavioural problems, particularly in an externalizing nature.

Maguin,Eugene and Loeber,Raguin. (1996) did a study entitled

aimed to study the academic performance of

delinquent children. The study revealed that i) children with lower academic

performance offended more frequently, committed more serious and violent offences

75
and persisted in their offending. ii) Academic performances of male delinquent children

were poor than the academic performance of female delinquent children.

Masten and Coats worth (1998) in their scholarly article

aggressive behaviour in children an mentioned that aggression that

starts in the early years of life developed delinquent and criminal behaviour in the later

life. So, early intervention reduces the risk of the prevalence of such behaviour

problems. Peers also influence each other to engage in anti-social behaviour. On the

other hand, if aggressive behaviour children not associated with peers, feels lonely and

rejected and developed more aggressive behaviour. Parental stress and family

dysfunction such as poverty, unemployment, maternal depression, single parenthood,

aggressive behaviour. They had also mentioned that different negative and harsh

parenting style or behaviour at the early stage of the children leads behaviour problems

in the later age.

Graham, Linda J.(2006) had presented a paper on the title

The

investigator had presented this scholarly article at the Australian association for research

in Education 2006, Annual conference, November 2006, in the University of South

Australia, Adelaide. This paper reviewed a sample of the literature surrounding ADHD.

The study revealed that i) too much indulgence of television and video games, food

additives, bad parenting, lack of discipline and single mothers etc. were prominently the

potential contributors to the development of ADHD among children. ii) It was also

mentioned that socio-economic status of the family, maternal level of education, abuse,

depression and pre and post-natal trauma were also responsible for the development of

76
behavioural problems among children. iii) Lowering of school entry ages, increased

emphasis on academic learning and seat work pressure for children to learn, to read

earlier and better, overcrowding of curriculum

lunch time were also responsible for ADHD problem.

Miles, Sarah B and Stipek, Debarah. (2006) of Stanford university had conducted a

Conte mporaneous and longitudinal association between social behaviour

and literacy achievement in a sample of low-

The study investigated the association between social skills (aggression and pro social

behaviour) and literary achievement in a sample of low- income children. The study

revealed that i) There is a significant relation between social skills and literacy

achievement in 1st , 3rd and 5th grades, but the patterns of the associations were different

for aggression pro social behaviour. ii) The association between pro social and literacy

achievement decreased over the elementary grades, on the other hand the strength of the

association between aggression and literacy achievement increased. iii) In comparison

to other children aggressive children were spent less time on task, as observed by the

teachers, iv) Aggressive children also develop negative relationship with teachers and

peers or negative feelings about school and showed less effort on academic work.

Estell,B.David.( 2007)had Aggression, social status and

affiliation in kindergarten children: A pr The main objective of the

study was to examine the aggressive behaviour patterns in kindergarten children in

relation to other individual characteristics, peer affiliations and classroom social

positions. The major findings of the study were i) due to their antisocial behaviours,

aggressive children hold the negative social position among peers. ii) Development of

anti-social behaviour patterns in elementary school stage is closely related to the peer

77
affiliations, high social positions and low social positions of the child. iii) Rejection by

pro social peers in childhood increases the risk for affiliations with deviant peers in

early adolescents is the results of aggressive and disruptive behaviour pattern among

children.

Saudino, J, Kimberly and Plomin,R. (2007) had conducted a study on

The main objective of the study

was to find the relation between Hyperactivity and academic achievement of the

children. The study revealed that i) most of the children with the attention deficit

hyperactive disorder (ADHD) are characteristically academic underachievers. ii) It was

estimated that anywhere from 80% to 90% of children with ADHD have significant

learning problems. iii) Children who display more hyperactive and inattentive behaviour

problems tend to perform more poorly in mathematics, reading, language and global

measures of academic achievement.

Benner, Gregory J. Allor, j and Mooney, Paul (2008) had conducted a study on

investigation of the academic processing speed of students with e motional and

The main objectives of the

study were i) to investigate the percentage of class xii students with emotional and

behaviour disorder (EBD) in public school settings with academic processing speed

deficits. ii) To study the differences in academic skills, IQ, social adjustment and

language skills of students with and without processing speed deficit. The major

findings of the study were i) majority of the sample (57%) of students with EBD

exhibited deficit academic speed process. ii) The overall academic fluency standard

score was more than three- fourth of a standard deviation below the mean for the normal

group. ii) There is a significant differences between students with and without

78
processing speed deficit across I.Q, language, academic achievement, and social

adjustment measure.

Division of policy and practice of UNICEF (Moldova 2008) in their working paper

Moldavians migrants wanted i) to examine the situation of children with one or both

parents working abroad.

parents on their social and emotional development. iii) To identify the concern and

worries of children living without one or both parents. The study revealed that i) the

vast majority of men from the community, worked in Russia but the majority of women

were worked in Italy. ii) It was found that 21.4% children had been living without their

iii) It

was also found that separation from their parents affects the internal lives of the children

to a great extent. iv) Caregivers such as grandparents, uncle, and aunt also played a pre

dominant role in the absence of parents in the development of behaviour problems

among children. v) Children left behind by migrants parents had to suffer from lack of

emotional support and unable to overcome the separation of their respective parents. vi)

These children usually cut off their relationship with their peers. They liked to stay

aloof and alone. vii) But there was no any clear evidence in the area of health, nutrition,

and education. viii) Parental deprivation contributes to worsening of these childr

status. ix) The study also revealed that there were

expectation and views of the adults on these issues.

Langley, Dene (2008) had conducted a research study leading to the degree of Master

in Educational Leadership from the University of Waikato on the title Student

The investigator

79
wanted to study the relationship between undesirable behaviours of students and the

class room learning culture of the school. The study revealed that i) the home

environment had a major impact on the learning potential of students at the school. ii)

Behaviourally challenged students placed considerable stress on their own wellbeing.

iii) Behaviourally challenged students have

valuable teaching learning time. iv)It was also revealed that unstable home

environments such as physical abuse, no breakfast, lack of food and sleep were the main

reason for the class room misbehaviours by them. v) It was found that constant

disruption within the class room by disordered behaviour students made it hard to

concentrate and stops the other students from learning.

Miranda,Ana. Soriano,Nanuel. Fernandez, Inmaculada and Melia, Amanda.

(2008) did a study entitled

The main objectives of the study were to study the emotional and behavioural problems

in children with attention deficit hyperactivity disorder and to find out its impact of age

and learning disabilities. The study revealed that i) there is a significant relation

between attention deficit hyperactivity disorder and low academic performance, which

usually worsens as the behavioural manifestations of the disorder become more severe.

Stepek,Debarath and Miles,Sarah (2008) had conducted a study on of

aggression on achievement; Does conflict with the teacher ma The

main objective of the study was to study the effects of aggression on the academic

achievement of children. The major findings of the study were i) children who have the

relatively high amount of conflict with the teacher generally develop the negative

feeling about the teacher and school and as a result lack motivation in academic work

80
assigns by the teacher. ii) Teachers also report that a negative relationship was

developed with the children at the time of discipline. iii) Frequent experience of being

from academic work.

Carneiro,Pedro and Ginja,Rita (2009) had conducted a study on

behavioural problems in ch . The main objective of the

study was to study the impact of Head start (a preschool programme for poor children

i.e. children from low income family) on the behavioural problem children. The major

findings of the study were i) participation in head start reduces the incidence of

behavioural problems, depression, criminal behaviour, and obesity of children at ages

12 -13 years and 16 17 years. ii) Variations in family size, family structures also affect

the behaviours of the children.

Akpan, MU. Ojinnaka,NC. and Ekane m EE. (2010) had conducted a research study

on Academic performance of school children with behavioural disorders in Uyo,

Nigeria . They had attempted to compare the academic performance of primary school

children with behavioural disorders. The study revealed that i) pupils with antisocial

behavior underachieved more than others. ii) School absence rate had no significant

influence on their performance. iii) Behavioural disorders were associated with poor

academic performance in school children in UYO. iv) While 26.5% and 12.9% pupils

with behavioral disorders had high and poor academic performance respectively and

38.6 % and 9.1% pupils without such disorders had high and poor performances

respectively.

C, Tara. Partin,Moore and Oliver,M (2010) had conducted a study on

teacher praise and opportunities to respond and promote appropriate student

81
 The main objective of the study was to find the relationship between

inapprop was found most important. ii) The use of

s and increased the rate of

opportunities for students to correctly respond to academic demands. iii) To increase the

appl -evaluation of their teaching

behaviours were necessary.

Kafle, PP, Vaidya,L and Panta, PP (2010) had conducted a study on

behavior proble ms among primary school children in slum dwelling area of

. The main objectives of the study were i) to study the common

behavioural problems in relation to psychological aspects like behavior, dental hygiene,

eating habits and physical activity at primary school age and ii) to find out morbidity in

habit disorders in the age group of 6-10 years. The study revealed that i) different types

of common behavior problems such as nail biting (12.1%), thumb sucking (7.7%), bed

wetting (6.0%), food fad (1.5%),temper tantrum (3.2%) etc. were found among primary

school children of 6-10 years of age. ii gender wise there was no any statistical

difference in habit disorders. iii) multiple factors of psycho- social environment i.e.

parenting style which is consistent or contradictory, family or marital problems, child

abuse or neglect, overindulgence, injury or chronic illness, separation or bereavement

etc. were found responsible the morbidity in habit disorders. iv) significant association

had been found between learning disabilities and behavior problems.

Rice, Elisabeth H and Cherng (2010) had conducted a study on

and the academic achievement of students with e motional disturbanc The main

82
objective of the study was to examine the relation between the gender and the academic

achievement of students with emotional disturbance. The study revealed that students

with emotional disturbances have the significant academic failure. It was also found that

after identification and school intervention, students with emotional disturbances

showed poor academic achievement and high rates of drop out and school failure with

80%-90%. They have secured very low scored below on tests of reading and math

achievement.

Munn, Mc,A.Kelly,Y. Cablen,N. Bartley,M(2011)have conducted a study on

-emotional behaviour in the U.K.:

The main objective

of the study was to study the working mothers and their effects on children. The main

findings were: for children living with two parents, the impact of working life of the

ements. It has been observed

that the relationship between behavioural difficulties and employment of the mother

was stronger for girls than for boys. Mothers who work are more likely to have higher

educational qualifications, in a higher income household and have a lower likelihood of

being depressed than mothers who are not in paid work. In comparison to girls, the

higher levels of behavioural difficulties were found for boys of non-working mothers.

Ande rson, S.R (2012) did his research study on educational process as

The

main objectives of the study were i) to know how the teacher could use behavior

modification and computer aided instructions to help students to adjust to behavioural

problems in the class room and ii) to know how the experience of teachers could inform

future interventions for reducing behavioural ( aggression, conflicts) in the education

83
system. The study highlighted that i) on the basis of the experience of the teachers

children who misbehave in the most unusual ways are labeled as problem children and

to bring them in line they are bound to give them corporal punishment. ii) They are

rejected by their peers and others with whom they come in contact because they are

uncontrollable, unpredictable and erratic in nature. iii) Due to their poor neuromuscular

coordination their ability to learn also very poor and low. But iv) the students were able

to use cellular phones and video cameras to take photographs and record several

activities. v) Using computer aided instructions were more motivating to them.

Gutman, Leslie and Vorhaus, Jhon (2012) on their research report

aimed i) to examine the

their respective school achievement and school attainment. ii) To investigate the

ing and

their later academic achievement and school engagement. The major findings of the

study were i) due to the attention problems of the children, they have been shown

consistently lower academic achievement at all ages. ii) Problematic behaviours of the

children is the determining factor of poorer academic achievement of the children. iii)

There is a significant relationship between bullied behaviour problems and lower

achievement for both primary and secondary school children. iv) Emotional disorders

had been found to be associated with worse educational outcomes.

Murphy, Margaret and Afonagy,Peter. (2012) had conducted a study on

The main objective was to study the

mental health problems in children and young people. The major findings were - the

most common problems among children and young people were conduct disorders,

84
attention deficit hyper active disorder (ADHD), emotional disorder (anxiety and

depression) and autism spectrum disorders. Mental health problems in children and

young people cause distress and can have wide ranging effects, including impacts on

educational attainment and social relationships as well as affecting life chances and

physical health. There is a close association between parental mental illness and

increased rates of mental health problems in children and young people.

Mian,D Nicholas and Carter (2013) in their scholarly article

assessment of anxiety and depression in early child highlighted in the

recognition and assessment of anxiety and depression in early childhood. The study

revealed that i) anxiety and depression disorders were distressing and harm to young

children and their families. ii) Diagrammatic interviews, observational systems, child

report assessments, psycho physiological tests etc. were found helpful to reduce the

problems of anxiety and depression. iii) Lack of awareness among parents lead these

problems more severe. iv) When the children were identified with these problems then

also rates of participations in clinical services, including preventive efforts

remain low.

Beatson,Bayer.Ruth and K, Jordana (2013) had conducted a study on

The main objective of the

study was to find out the effects of early intervention and prevention of Anxiety and

Depression. The study revealed that i) Intervening and preventing the internalizing

problems such as anxiety and depression in the early course of life found cheaper and

more effective than later treatment. ii) it also found that due to different inherited and

environmental factors, the internalizing problems such as Anxiety and Depression

occurs in the young children. iii) Temperamental inhibition also the prime factor in the

85
development of internalizing problems in young children. iv) Parents own internalizing

problems, harsh and/ or overprotective parenting behaviours were also lead to the

development of anxiety and depression in young children.

Hudson,Jennifer L (2013)had conducted a study on -child relations hips in

The main objective of

the study was to study the impact of parent-child relationships on the development of

anxiety and depression in early childhood. The study revealed that i) different types of

parenting style or behaviours play a vital role in the development of anxiety and

depression in young children. ii) Overprotective, over- involved parenting behaviours

reduced the chances for the child to approach new and fearful situations. iii) Critical

parenting also the cause for the development of anxiety and depression in early

childhood. iv) Parents

in the development of anxiety and depression disorders in young children. v) Insecure

parent-child attachment leads to the development of anxiety and depression disorders

among young children.

Rapee, Ronald M (2013) had conducted a study on -

The main objectives of the study were i) to study about the anxiety and

depression among children. ii) To find out the causes of the development of

internalizing (anxiety, depression) problems in childhood. The study highlighted that i)

both genes and environment play a vital role in developing internalizing problems in

childhood. ii) Overprotective, over critical or use harsh disciplinary action behavio ur of

the parents are mainly responsible for developing internalizing behavioural problems in

childhood. iii) Anxiety disorder among the children can develop due to over conscious

and anxious behaviour of the parents. iv) Poor attachment of parents was also the risk

86
factor for the development of anxiety and depression. v) Unresponsive and insensitive

care giving environment, an insecure attachment can also play an important role in the

development of internalizing problem such as anxiety, depression among children.

Crowley,Jacklyn (2014) in his scholarly article

Anxiety in children ages 6-12 years and the exposer to

mentioned about i) the effect of violence in media in the development of anxiety among

children. ii) The association between symptoms of anxiety and violence in the in

children ages 6-12 years. He had revealed that there was an association between

different symptoms of anxiety and violence in media. It was found in his writings that i)

violence seen in graphic pictures and reporting of horrific stories by local news lead to

the development of anxiety in children. ii) Some horrified or terrible terrorist attacks

displayed in news channels caused diminished appetite, withdrawal from their

surroundings and rebellious behavior. iii) The fictional violence that was viewed by

children in different cartoon networks channel lead children to justify violence as a

means of self-defense.

Adhikary, R.P. Upadhyaya, N. Gurung, D. Kohrt. Jordans and all (2015)

hadc Perceived be havioural problems of school aged children

The main objectives of the study were i) to

identify the common behavioural problems of school aged children. ii) To study the

contribution of in the development of child

behavioural problems and iii) to find out the strategies and recommendations to deal

with these problems. The major findings of the study were i) addictive behavior, not

paying attention to studies, fighting back, getting angry over small issues and stealing

were the most commonly identified behavioural related problems of children. ii)

87
Family, school and community environments of the children were mainly responsible

for the increase and decrease of these problems. iii) Children with supportive family

environments along with parents and family members were thought to be exhibit fewer

difficult family circumstances. iv) Teachers and parents had facing lots of problems and

difficulties in managing the behavioural problem children. v) The strategies reported by

parents and teachers to manage children behavioural problems were talking, listening,

consoling, advising and physical punishment (used as a last resort).

2:02: STUDIES UNDERTAKEN AT NATION

Sidana, U.R. (1971) had conducted a research study leading to Ph.D. degree in

Psychology from Allahabad university on the study

in children. The study aimed at finding out the influence of age, sex, intelligence, the

socio-economic status of the family and certain child rearing practices of parents on the

development of fear in children. The major findings of the study were i) there existed

significant difference between the fear of a six year old child and that of an eight years

old child ii) on the selected sample, girls had significantly more fear than boys iii) In

comparison to the higher and middle socio-economic status group, the children of the

lower socio-economic group had higher total mean fear score (iv) The fears of the older

group were more affected by the parental acceptance and rejection than the fear of the

younger group.

Mathew, M.(1974) had conducted a research study entitled

in the

Trivandrum District of Kerala. The study leading to the Ph.D. degree from Kerala

University. The main aim of the investigation was to find out whether pupils with body

88
defects differed from those without defects with regard to inferiority feelings. The major

findings of the study were i) as compared to the pupils with body defects, the normal

pupils were found to be low in inferiority feelings. ii) In comparison to the boys, girls

were found to fell more inferior in both the groups. iii) In the lower professional level

of parents, the mean score of inferiority feelings were found very high.

Shah,C,K. (1976) had conducted his research study entitled

development of Children as a functio from the

Maharaja Sayajirao University of Baroda. The investigator was aimed at studying the

parental authoritarianism in relation to the personality of children. Another important

objective of the study was to compare boys and girls of high as well as low authoritarian

parents in respect of a number of personality characteristics. The Major findings of the

study were i) the main effect of authoritarianism was significant in the case of

the first fifteen factors of 16 P.F. test. ii) The children from the low authoritarian group

of parents found to be more interested in people, more sociable and warm hearted. iii)

But the children from the higher authoritarian group of parents found to be antisocial,

harsh and selfish.

Singh,M.(1976) had conducted a research study leading to Ph.D. degree from Indore

university in Sociology on the title A Sociological study of problem children in

The major objectives of the study were i) to study the prevalence rate of

problem children in the Indore city ii) to study the social status of the family of the

problem children iii) to study the co-relation between social factor and problem

children. The main findings of the study were i) in the single traditional families, the

incidence of the problems were high. ii) It was found that stealing, abusing, stammering,

obstinacy, lack of interest in studies and backwardness in class were the main problems

89
among the first born child. iii) Among the age group 6-10 years habit disorders

psychosomatic disorder and educational problems were the common problems. iv)

Some common social factors viz. physical and mental health of the parents, their

attitude, their habits, home atmosphere etc were found to be the cause of the behavioural

problems v) Resentment for the place and persons such as home or school, were found

to be the most frequent reason for running away.

Barlinge, M.K. (1977) had conducted a research A study of influence of

leading to the Ph.D. degree from

Nagpur University in Psychology. The main objective of the investigation was to study

the relation between certain personality characteristics of the mother and their

respective children. The study revealed that i) in comparison to the children of

emotional imbalance mother, children of emotionally balanced mothers tended to be

less hostile. ii) Children of duly involved mothers less hostile than

those of unduly involved mothers. iii) In comparison to the children of least prudent,

children of prudent mothers were negativistic and less hostile to parents. iv) Children

with tense, negativistic and hostile towards parents belonged to anxiously possessive

mothers. V) Mothers of children weight high undesirable reaction tendencies tended to

be uncontrolled, neglectful, reject ant, dependence and encouraging and strict. vi) If the

mothers had an unhealthy personality and if they followed undesirable child rearing

practices then their children found negativism and hostile towards their parents. It was

concluded that vii) actual child rearing practices of the mothers were important than the

personality traits possessed by the children.

Kalra.(1979)did his research study on Patterns of psychological problems of

children of 5-13 years - Their etiology and symptomology from Agra University for

90
the fulfilment of the Ph.D. degree in Psychology. The research was undertaken to study

the behaviour problems of children with a view to understanding the behaviour disorder

and their social background. The major findings of the study were i) habit disorder,

speech defects, personality problems, sleep defects and psychosomatic problems were

the result of faulty rearing practice of the children of 5-13 years of age. ii) The problems

of personality, habit and anxiety state and to a lesser extent, scholastic backwardness,

psychosomatic problems and speech defects were developed due to the emotional

deprivation of the parents. iii) Socio-economic deficiencies of the parents were mainly

responsible for the problems of habit and sleep rather than other behavioural problems.

iv) Aggressiveness, rigidity, timidly and sensitiveness were commonly associated

problems. v) It was also found that chil problems appeared in

clusters. v) It was revealed that over protection could lead to exercises and delayed

speech development among the children.

Shyamsunder.(1979) had conducted a study on

personality profiles of truants in various types of schools in Delhi with a vie w to

sug for the degree of Ph.D. in Education from Delhi

University. The investigator wanted i) to find the problems and torturous situations

which instigate the truant to escape. ii) To find out the causes of truancy. The study

concluded that i) Majority of the truants were found in government schools. ii) Truants

were not interested and involved in schools and its programs. iii) They were very poor

in studies. iv) Wearisome home activity, harassment for tuition, strict school discipline,

physical environment, poor performance, punitive measures, a monotonous timetable,

absence of recreational activities etc. were the main causes of truancy. v) They

generally belonged to lower income group of family and their parents were in minor

91
jobs and mostly ill- educated.vi) The majority of the truants were from the large and

unsystematic family where parents were unable to provide appropriate guidance and

supervision.

Bharathi, V.V(1980)had conducted a research study leading to the Ph.D. degree from

Sri Venkateswara Universityon

The main

purpose of the study was to assess, qualitatively and quantitatively, the main and

interactional effects of some selected demographic and social class variables, parental

attitudes, intra familial dynamics, and structure, on anxiety levels measured by a

standard instrument. The demographic variables included age, sex, and social class. The

intra- family variables included family structure, tension balance between parents and

parental attitudes. The consequent behavioural correlates included fears and dreams,

speech and language functions. The important findings of the study were i) the

combined influence of both demographic variables and social class were mainly

responsible for the development of anxiety. ii) The type of family structure and tension

balance between parents were found to be crucial. iii) Anxiety in children was mainly

associated with some parental attitudes. (IV) The children in high anxiety affected the

speech functions. (V) The quality of language expression in children also affected by

high anxiety.

Kafiluddin, S. (1980.) had conducted his research study entitled A study of parental

discipline family structure and ordinal position as Antecedent factors in the gene sis

of Aggression from Bhagalpur University for the degree of Ph.D. in Psychology. The

investigator aimed to examine the antecedent factors which were supposed to be

responsible for the development of aggression. The study revealed that i) the children

92
reared in a nuclear family & being the only child or first born would be more

aggressive. ii) On the other hand, the children who has been disciplined by indirect

methods such as love, withdrawal & induction and reared in a joint family & being the

middle or last born were found less aggressive. iii) The children of the power-assertive

family were found more aggressive in nature.

Yadav, R.K, (1980) had conducted a research Emotional Factors in

Proble m Children in the age group of Seven to Twelve years submitted to Agra

University for the Ph.D. degree in Psychology. The investigator attempted i) to assess

the actual conditions in which the problem children lived and behaved. ii) To know

some important factors responsible for the behaviour disorders among the children. The

study revealed that i) among the children of the age group of seven to twelve years of

age the problem behaviours were more frequent when little carelessness caused the

problem of adjustment. ii) Family conditions like the separation of Parents, low income,

and low education were the main factors responsible for the development of behaviour

problems. iii) Among the Business class society, problem children were found highest.

iv) In comparison to joint families, nuclear families had the greater number of problem

children. v) Due to the busy work schedule, Father had no time to look after the children

and therefore the children felt rejected. vi) Harsh treatment by parents and strict

discipline led to maladjustment as against pampering. vii) Drinking, smoking and

gambling by parents and uncongenial home environment also responsible for the

development of problem behaviour among children. viii) A number of children in the

family and size of the family had also serious effects on the problem behaviour of the

children. ix) Living standard and cast prejudice proved to be a factor in the development

of problem behaviour. x) Usually, problem children had the most interest in visit

93
hostels, cinema houses or stayed at home and read cheap novels than going to school.

xi) The choice of the games of problem children was also low and cheap like playing

with marbles, gulli, danda xii) The peer groups also played an important role in

developing behaviour problems among the children.

Ramachandran,C (1981) had conducted a research study leading to the Ph.D. degree

from IIT(Delhi) on maternal employment on socio-

The main objectives of the

study were i) to find out the effect of maternal employment on socio- emotional and

educational development of the children and ii) to identify the difference between

working and non-working mothers with regard to certain aspects of their behavior in

relation to their children. The study revealed that i) children of working mothers did not

differ in any way from children of non-working mothers in terms of their social

maturity, self- concept, anxiety and academic achievement of their child. ii) There was

no any effect on the socio-emotional and educational development of working mothers.

iii) Girls of working mothers within the high socio-economic status had a higher level

of anxiety problem than the girls of non- working mothers.

Sharma,A (1981)had conducted a study entitled

function of family size and socio economic status among working housewives of

for the Ph.D. degree from Agra University. The major objectives of the study

were- i) to study the individual as well as the collective impact of the family size and

the socio economic status on the eight dimensions of the mother-child relationship

families. iii) To study the mother-child relations in

some selected dimension viz. acceptance, rejection, dominance, submission,

encouragement, discouragement, love, hate, democracy-autocracy, trust-distrust,

94
reward-punishment in working class housewives families. iv) To study the influence of

the family size and socio economic status on the each dimension of the mother child

relationship. The major finding of the study was that in large size families children

received more acceptance, love, encouragement and democratic attitude from their

working mothers than the children of middle and small size families.

Sumbali, K (1981) had entitled his study as A study of Aggression among children

. The investigator had conducted the study for the degree of Ph.D. in

Education from Jammu University. The main objectives of the study were (I) To

identify aggressive and normal students, both boys and girls on the basis of operational

definition from the population of students of class VIII (II) To compare the degree of

aggression exhibited by aggressive boys and girls and aggressive children and

adolescents (III) To compare the relationship between aggressive students and normal

students with regard to some selected variables. The major findings of the study were i)

boys were found more aggressive than girls, ii) In comparison to the adult person,

children were more prone to aggressive behavior. iii) Aggressive children were less

intelligent than the normal children. iv) Children and adolescents from the lower

economic group were more aggressive than the ones from the higher economic group,

v) Aggressive children had the poor family relationship.vi) As compared to the normal

children, aggressive children had poor relation with their siblings

Das, N. (1982) had conducted a research study on

secondary school students of the district of Burdwan and their causes for the

degree of Ph.D. in Education from Viswa Bharti, West Bengal. The major objectives of

the study were i) to identify typical behavioural problems of adolescents studying in

schools located in three environmental situations viz.- urban, industrial and rural and ii)

95
to identify the causes of behavioural problems and iii) to find out the dominant cause of

behavioural problems of adolescents in a typical environment viz. urban, industrial and

rural. Major findings of the study were i) Dissatisfying home condition, lack of parental

understanding and inconsistent behavior of the elder led to behavioural problems ii)

frustration in achievement, poor adjustment in School, unfavorable condition in schools

such as school programs, social condition, teachers and students were responsible for

the development of behavioural problems among the secondary school students. iii)

Feeling of insecurity and inferiority, the frustration of recognition expectation were also

considered as powerful determinates of behavioural problems.

Lall,R (1984) had conducted a research study leading to the Ph.D. degree in psychology

from Bhagalpur university on Attitudes, personal problems, and personality factors

The main objectives of the study were i) to

find out the relationship among youth problems, parental attitudes, and personality

factors. ii) To study their relationship with academic success. The major findings of the

study were i) there was a positive and significant relationship between restrictive,

protective attitudes of parents and youth problems and anxiety. ii) Girls were more

restricted by parents and were more anxious than boys. iii) Boys were more internally

oriented and neurotic than girls. iv) Personal problems, sensitivity, anxiety, neuroticism

were significantly and negatively related to academic success.

Pal, R. (1984) had conducted a research study leading to Ph.D. in Psychology from

Agra University on Factor analysis cum factorial study of socio- psychological

variables related to scholastic achievement of higher secondary school going

The main objectives of the study were i) to find out how far some selected

factors responsible for promotion or demotion of scholastic achievement in higher

96
secondary pupils such as- family relationships, intelligence, self-concept, aspiration, and

anxiety. ii) To analyze the factor responsible for high or low scholastic achievement.

The major findings of the study were- , as well as more

concentration, demoted scholastic achievement, on the other hand,

promoted scholastic achievement. ii) In comparison to the high scholastic achiever, low

scholastic achiever promoted aspiration as well as anxiety. iii) Boys were more

intelligent than that of girls.

Nagar,D,A (1985) had conducted his research study for the degree of Ph.D. in

Education from Mohanlal Sukhadia University, Rajasthan on

psychological proble ms of personality patte rns of the deprived children living in

The main objectives of the study were i) to compare

socio-psychological problems of tribal and non-tribal deprived children. ii) to find out

the socio-psychological problems of deprived children living in destitute homes and

compare them with the problems of normal children. iii) To compare the personality

patterns of deprived and normal children. iv) To compare the personality patterns of

tribal and non-tribal deprived children v) to study the sex differences with respect to

socio-psychological problems and personality patterns of deprived children. The study

revealed that i) near about 13 percent students was found highly problematic children.

ii) The majority of the deprived children i.e. 75 percent were suffering from many

problems. iii) Deprived children did not accept group moral standards and they

disregarded social rules and regulations. iv) Deprived children were emotionally

unstable and showed the lack of adjustment problems. v) They could not handle abstract

problems and had the low mental capacity. vi) Deprived girls were more reserved,

97
critical, aloof and detached than deprived boys. vii) They were emotionally less stable,

reserved, stubborn, timid, shy and aggressive.

Ara, N (1986.) did his research study for the degree of Ph.D. in Psychology from

Bhagalpur University pe rsonality, child rearing attitudes and their

ty, an inter co- . The investigation was an inter

co-relational study of parents personality, their child rearing attitudes and their

major findings of the study were i tective attitude towards boys and

towards girls mainly responsible for generating aggression

in boys and girls respectively. ii) On the other hand,

generated anxiety in sons & daughters and enerated anxiety

only in girls. iii) But neglecting attitudes developed anxiety in

daughters only, iv) Restrictive and loving attitudes were found more frequently among

anxious parents. v) Aggressive and authoritarian children were found among aggressive

and authoritarian parents only. v) was mainly associated with

the personality of their respective parents.

Mehrotra, S (1986) had conducted a research study leading to the Ph.D. degree in

Education from Kanpur University on

Intelligence, Socio Economic Status Anxiety pe rsonality adjustment and acade mic

The Investigation was designed to study the

relationship between intelligence, socio-economic status of the family, personality

adjustment, anxiety and academic achievement of high school students. The study

revealed that i) level of anxiety and academic achievements of Boys were differed from

e was a positive relationship between socio-

98
economic status of the family of the students and academic achievement in respect of

both boys and Girls. iii) There was a positive relationship between the level of

adjustment and academic achievement. iv) In comparison to the boys, girls had a

comparatively higher level of anxiety.

Sabapathy, T. (1986) had conducted a research study entitled A study of the

relationship of manifest anxiety, e motional maturity and social maturity of

standard X students to their academic achievement leading to the degree of Ph.D.

in Education from Bangalore University. The main objectives of the study were i) to

find out the relationship between the independent variables such as manifest anxiety,

emotional maturity, social maturity, socio economic status, sex of the students, the

medium of instructions, type of school management and the dependent variables

academic achievement of standard X students. ii) To identify the main predictors of

academic achievement of standard X students. iii) To construct a tool on emotional

maturity to measure the emotional maturity level of standard X students. The major

findings of the study were i) in mathematics, general science, social science and in total

academic achievement, manifest anxiety was negatively and significantly related. ii)

Socio economic status was significantly and positively related to all the areas of

academic achievement. iii) Emotional maturity was positively and significantly related

to achievement in mathematics, general science, social science and total academic

achievement. iv) In comparison to Kannada medium schools, students of English

medium schools scored higher in all areas of academic achievements. v) Emotional

maturity, socio economic status and social maturity considered as significant predictors

of total academic achievement.

99
Sharma,R.A.(1986) had conducted an another research study leading to the Ph.D.

degree in Education from Mohanlal Sukhadia University on

the childre n of the working and non-working The

main objectives of the study were i) to study the academic achievement and self-

concept of the children of working and non-working mothers. ii) To compare the

personality factors, their adjustment, study habits and attitudes of the children towards

their parents. The study concluded that i) there was found a significant difference at the

adjustment level of children of both the groups. ii) In comparison to the children of non-

working mothers, the children of working mothers were found to be better in

concentration and confidence. iii) The children of non-working mothers were more

excited, anxious, tender-hearted, dependent, more protected and sensitive in comparison

to the children of working mothers. iv) The self- concept level of the children of

working mothers was found to be more than that of the children of non-working

mothers.

Tiwari, SK (1986) had conducted a research study leading to the Ph.D. degree from

Lucknow University on the title

non- psychological factors of children of working and non- The

investigator aimed to study the nature of the behaviour of children of working and non-

working mothers. The major findings of the study were i) in comparison to the children

of non-working mothers, children of working mothers were possessed less intelligent,

less excitable, more disciplined, more assertive, more independent and less shyness

behaviour. ii) There were no significant differences in academic achievement of

children of working and non-working mothers.

100
Zaidi,Rehana(1986)had conducted a research study leading to D.Phil. in Education

from Allahabad University on of parental Deprivation & some Socio-

psychological factors on the scholastic Achievement of primary school children

The aims of the investigation were i) to find out the differences in the scholastic

achievement and socio-psychological factors, personality traits & self-concept among

the three groups of children viz. maternally deprived, paternally deprived and non-

parentally deprive the ii) to find out the relationship between academic achievement and

socio-psychological factors and iii) to find out the contribution of self- concept &

measured personality factors in the prediction of achievement. The major findings of the

study were i) A significant difference was found between the achievement of parentally

deprived and non-parentally deprived students ii) In comparison to non-parentally

deprived children, parentally deprived children(both maternally and paternally

deprived) were found to be the underachiever. iii) In the Language achievement test,

maternally deprived children were poorer than that of paternally deprived children, iv)

As compared to the non-parentally deprived group, both parentally deprived groups

were emotionally less stable.

Rawat, G,S. (1987) had conducted a research study on

Junior high school students in relation to school climate, social development, socio

economic status and acade mic for the degree of Ph.D. in Education

from Kumauni University. The main objective of the study was to find out the

relationship of absenteeism with social climate (SC) Social Development (SD) Socio

Economic Status (SES) and Academic Achievement (AA). The study revealed that i) as

compared to the absentees, the regular students perceived SC & its dimensions more

101
satisfactorily. ii) There were significant differences appeared in absents and regulars in

SD, SES, and AA.

Trivedi,V (1987) had conducted a research study leading to the Ph.D. degree in

Education from Lucknow University on A study of the relationship of parental

attitudes, socio-economic background and feeling of security among the

The main objective of the

study was to study the relationship between parental attitudes, socio-economic status,

and feeling of security, insecurity and academic achievement of intermediate students

with intelligence held constant. The major findings of the study were i) there was a

significant relationship between parental attitudes, socio-economic status and academic

achievement. ii) Students with parental acceptance showed better academic achievement

than those of lack of parental concentration or avoidance. iii) The parental attitude was

significantly related to socio-economic status and feeling of security, insecurity. iv)

There was no significant relationship between Academic achievement and feeling of

security, insecurity. v) Students belonging to lower socio-economic classes showed

poor academic performance than students in upper socio-economic classes group.

Rao, Lakshmi (1988) had conducted a research study leading to the Ph.D. degree in

Education from Nagpur University on

The present study tried to find out the effect of noise

pollution on some aspects of the behaviour of the school going children such as-

concentration, adjustment, the academic anxi

study revealed that i) the concentration of the students were affected to a very large

extent by noise. ii) Students those were studying in the noisy area showed a

102
significantly higher degree of academic anxiety, educationally and emotionally

unsatisfactory adjustment and marked lower ability to concentrate.

Saxena, Vandana(1988) had conducted her research study on

of family relations hip on adjustment, anxiety, achievement motivation, self-

concept and acade mic achiev for the degree of Ph.D.

in Education from Agra University. The main objective of the study was to compare the

students having the different family relationship with respect to adjustment, anxiety,

achievement motivation, self-concept and academic achievement. The major findings of

the study were i) relationship among the members of the family played a vital role in

promoting the adjustment of the students. ii) A Significant difference was found in the

case of total emotional, social and educational adjustment among the students.

Zaheer, Saida(1988) had conducted a research A study of the

relationship between perceived maternal be haviour and personality as well as

scholastic achievement of for the degree of Ph.D. in Education from

University of Lucknow. The investigator aimed to study the relationship between

perceived maternal behaviour, personality and scholastic achievement of adolescents.

The findings of the study showed that i) if the adolescents perceived that their maternal

behaviours were detached and persisting then they developed emotional instability and

neurotic tendency. ii) If the mother was possessive and persistent or even detached

towards them then they become introvert in nature and on the other hand rejecting and

non- enforcing attitudes of the mother made them extrovert in nature. iii) Most

importantly the study found that rejection, enforcement, control and possessiveness

attitudes towards the adolescents hindered the academic achievement.

103
Arunima. (1989) had conducted her research study leading to Ph.D. in Psychology

from Punjab University on the title Aggression among children: A Socio

. The main objectives of the study were i) to identify the

aggressive and non-aggressive children in the age group of 6-8 years. ii) To measure the

level of aggression among children. ii) To find out the certain associated cause of

aggression. Major findings of the study were- i) If there is aggression prevail in parents

then there is no aggression in children. ii) In comparison to non-aggressive children,

aggressive children scored lower on intelligence. iii) Most of the aggressive children

were come from the families where parents had low education and income and were

engaged in blue collar jobs. iv) It was also found that boys were more aggressive than

girls v) Parents played an important role in developing the aggressive behaviour among

children. vi) Larger size of the family was found to be more responsible in making the

children aggressive vii) in comparison to the older parents, the younger parents had

more aggressive children

Menon, G.S. (1990) did his study leading to Ph.D. in Education from The Maharaja

Sayajirao University of Boroda on A study of relationship among ce rtain

environme ntal factors, personality characteristics and school performance of

The investigator aimed to study the relationship between

environmental factors, personality characteristics and school performance of class I

students. The study revealed that i) educational environment at home directly influenced

the developmental characteristics of the children viz. social competence and cognitive

to the child at home. iii) Educational environment at home mainly depends upon the

104
Ramchandran, R (1990.) had conducted his study leading to M.Phil. in Education

from Annamalai University on A Study on the relationship between performance

and other psychological variables- . The investigator

wanted to study i) the relationship between academic performance and reasoning,

anxiety, and adjustment. ii) To study the influencing variables of academic

performance, reasoning anxiety and adjustment. Major findings of the study were i) in

comparison to the uneducated parents, academic performance was better among

children of educated parents. ii) There was a positive and significant correlation

between academic performance and total reasoning and numerical reasoning, iii)The co-

relation between academic performance and anxiety was low and negative.

Yeole, C.M (1990) had conducted a research study leading to the Ph.D. in Education

from Shivaji Universityon the titled study of behaviour proble ms and ce rtain

demographic variables of adolescents

The main objectives of the study were i) to study the prevalence of common behaviour

problems of adolescents ( 16-17 years) ii) To identify certain demographic problems in

adolescents and iii) to find out the relationship between behaviour problems of

adolescents and their academic achievement. The study found that i) jealousy,

disobedience, refusing parental supervision, being temperamental, feeling of insecurity,

non- participation in extra -curricular activities were found to be most common among

the adolescents. ii) Some behavioural problems such as disobedience, clumsiness, loose

in tongue were closely related to the academic achievement of the adolescents. iii)

Boys were more prone to have behavioural problems than girls.

Namrata. (1992) had conducted a research study on

traits situational stress and anxiety for the degree

105
of Ph.D. in Education from University of Lucknow. The main objective of the

investigation was to study the relationship of academic achievement with anxiety,

personality characteristics and four different types of stress. The major findings of the

study were - i) There was an opposite relationship between academic achievement and

level of stress as a whole, ii) The students who have lower level of anxiety obtained

score higher in the High School examination, iii) High achievers tended to be outgoing

intellectually superior, emotionally stable, enthusiastic and not frustrated whereas low

achievers tended to be reserved, intellectual tense and frustrated.

Chaudhary, M and Kaur, Praven, (1993) on their study entitled Importance of

family role in the development attempts to

the development of moral values among

children. Major findings of the study were- i) the reading habit of newspaper among

boys were limited to only 27 percent but they had a free access to TV and Radio. ii)

There was the lack of opportunity availed by parents to share their experiences of views

with their children as they did not set together even at meals iii) The most disliked

behaviours of children were found when they told lies or why they stole. Less

objectionable behaviours were quarrelling and disobedience iv) Majority of them got

pleasure while giving food to others. However, the responses were not very favorable

on aspects of realizing mistakes, retaining others articles. v

environment had a positive impact on their moral value.

Gill, Ripper and Kang, Teypreet (1995) on their study entitled Relationship of

home environment with different behaviour problems of pre-

attempts to study the relationship of home environment with different behaviour

problems of pre-school children in urban and rural areas of Ludhiana District in Punjab.

106
Major findings of the study were i) the behaviour problems of urban children was

significantly and highly associated with the poor home environment. ii) Social problems

of the children were also associated significantly with the home environment. iii)

Moreover, aggressive behaviour and somatic complaints were also significantly

associated with the home environment. iv) Uncongenial home environment and lack of

cordial relationship among the family members led to the behaviour problems among

preschool children.

Agarwal, Rekha and Kapoor (1998) had conducted a study on

. The study was

academic achievement. The findings

of the study were i) the better performance of the children in school depends on the

participation in their

academic activities did not significantly influence

Raychodhury, Paromita and Basu, J (1998.) had conducted a study on

of parent child relations hip on school achievement and adjustment of

. It was an attempt to study the impact of parent child-relationship on the school

achievement and adjustment of boys. Major findings of the study were i)

Intelligence scores were highly related to achievement and moderately to emotional and

social adjustment in school. But these scores were not related to educational adjustment

and any of the dimension of parenting. ii) Partiality effect of the intelligence did not

alter much the nature of the relationship between parenting and adjustment in school iii)

107
In the case of school adjustment fathering style seemed to have negligible impact. Here

the mothering style was the most salient factor.

Gupta, Indira.Verma, Monoroma. Singh, J. and Gupta, Vinay. (2001) had

conducted a study on ce of Behavioural Problems in School going

The main objectives of the study were i) to identify the behavioural

problems of school going children. ii) To find out the underlying related causes of

behavioural problems of school going children and iii) their scholastic achievement.

Major findings of the study were i) out of 957 school going children, 45.6% children

were identified as behavioural problem children by the class teachers with the help of

Rutter Behavioural Scale. ii) 36.5% children had significant behavioural problems. iii)

Scholastic underachievement was found to be associated with maximum behavioural

problems of school going children. iv)To ensure the healthy development of the

children, there should be close co-operation between school teachers, parents and health

care providers.

Muni,Anita and Panigrahi, Banani (2007) had conducted a study on

. The main objective

of the study was to examine the effect of maternal employment on school going

children adjust better than the children of housewives. ii) Children of housewives were

found to have a healthy family climate. iii) Children of employed mothers had better-

qualified children than the children of housewives. They were also found out as better

adjusted children in social, educational and emotional adjustment than the children of

housewives. iv) Girls were found to be better adjusted in all three dimensions of

adjustment pattern than the boys.

108
Subbaraju, Y and Bharathi, v.v (2007) had conducted a study on

The investigators wanted to study the influence of

family size and family type on anxiety levels of school children. The study revealed that

i) both the family type and family size had an impact on the anxiety scores of the

children. ii) As the size of the family increases, there was a tendency for higher anxiety

level. iii) Disharmony among the family members attributed to the development of the

feeling of insecurity leading to anxiety reactions. iv) In traditional type of family, the

anxiety level of children was found to be very high.

Prakash, Jyoti. Mitra,A.K. and Prabhu,H.R.A (2008) had conducted a study on

on 50 government school children of age 6-

14 years. The major objective of the study was to assess the common behavior problems

among school children and its associated factors. The study revealed that i) 21 i.e 42%

children were found to be above cut-off score. ii) There was no significant difference in

the prevalence of behavior problems between the age group of 6-11 years and 12-14

years. iii) Most common behavior problems i.e. cannot sit still, restless, hyperactive

were shown by 62% students. iv) Some behavior problems such as too concerned with

neatness or cleanliness (60%), self- conscious or easily embarrassed (56%), and feels she

has to be perfect (59%) were found common among female children. v) on the other

hand does not feel guilty after misbehaving, cannot concentrate and restless behaviors

were found common among male children. vi) Externalizing behavior problems were

found more than internalizing behavior problems. vii) In comparison to male children,

female children had more of internalizing behavior problems. vii) Behaviour problems

also did not differ significantly on income wise distribution of the parents.

109
Priyesh, Bhanwara(2011) had conducted a study on wledge among teachers

The main objectives of the

study were i) to identify the existing knowledge among school teachers related to the

behavioural problem in school children. ii) To find a relationship between the levels of

knowledge of school teachers with some selected demographic variables (age,

designation and years of experience). The study revealed that i) the majority of the

teachers i.e. 45% were from the middle age group of 26-45 years. ii) The majority of the

qualifications were B.Ed. i.e. 40% and only 3.34% had M.Ed. educational qualification.

iii) The majority of the sample teachers (52.33%) were in the designation of class

teachers iv) 38.33% had 1-5 years of teaching experience and only 20% of teachers had

above 15% of teaching experience. v) 55% teachers had previous knowledge about

behavioural problems in children. vi) Only 33.33% teachers had attended workshops or

course related to the learning of behavioural problems in school children.

Ganesha and S. Vankatesann (2012) Comparative profiles of

were

attempted i) to study the prevalence of problem behaviours in relation to certain socio

demographic characteristics of children such as age, gender, type of schooling, class of

study or area of residence as well as parent characteristics like their age, education,

occupation, and income respectively. ii) To examine the comparative study of behaviour

problem in children from single and dual parents families. The major findings of the

study were i) there were no statistically significant differences in severity of problem

behaviours reported between children coming from rural and urban residential

background. ii) Girls were found more behavioural problems as compared to boys. iii)

110
Single parent families were at the higher risk of poverty than couple families. iv)The

children of single parent families had more severe and serious behaviour problems than

that of dual parent families. v) In comparison to the urban children, the children from

rural families had greater behaviour problems.vi) children from single father households

had the greater propensity for problem behavior than those from homes of single

mothers.

Jayalekshmi,N B(2012) did her research study leading to Ph.D. from Manonmaniam

Sundaranar University on

The main objective of the study was to study the

family and school climate as a predictor of behavioural disorders in early adolescents.

The study revealed that i) in respect of parents education mother worked in the

government sector and self-employed father rendered better family climate in

comparison to the parents working in other sectors. ii) The climate of the urban school

is better than the rural school. iii) Overall school climate of the Tamil medium school is

better than English medium school. iv) Monthly income of the parents also plays a vital

role in the development of the behavioural disorder. The study revealed that in early

adolescents whose monthly income is in between 10,000 20,000 showed

more conduct disorder, motor excess and overall behavior disorder than early

adolescents of parents whose monthly income is below 10,000.

Rosy,K,V (2013) had conducted a research study leading to Ph.D. in Psychology from

Bharathiar University on -A psycho social

The investigation was designed

to study the behavioural problems of adolescents among day scholars, hostellers and

orphans. The study revealed that i) adolescents staying in hostels and orphanages

111
showed more behavioural problems, low level emotional intelligence and stress

tolerance than adolescents of day scholar. ii) In comparison to female adolescents, male

adolescents have more behavioural problems. iii) Urban adolescents have more

aggression and behavioural problems than rural adolescents.

Sandip S. Jogdand, Naik J. D. (2014) had conducted Study of family

factors in association with behavior problems amongst children of 6-18 years age

group The investigators were attempted to study the associated family factors on the

development of behavior problems amongst children of 6-18 years of the age group in

the urban slum area of Government Medical Colleges (GMC) in Miraj, Maharastra

India.The study revealed that i) absence of either one parent or both real parents were

associated with the prevalence of behaviour problems among children. ii) Alcoholism in

parents was also considered as one of the causes of development of behaviour problems

among children of 6-18 years of age. iii) Caretaker of the child in the absence of the

parents was also responsible for the development of behaviour problem among children.

iv) It was revealed that majority of the behaviour problem children belonged to the

nuclear family. v) There was a significant association between the prevalence of

behavior problems with the absence of either or both real parents and alcoholism in the

parent or caretaker.

Taj, Mubeenand L, Agalya (2014) had conducted a study entitled

The

main objectives of the study were i) to study the existence of behavioural problems

among primary school children in a rural area of Dharmapuri district of Tamilnadu. ii)

To study the association between scholastic performance and behavioural problems.

The major findings of the study were i) the prevalence rate of behavioural/emotional

112
problems at primary school was found 63.7%. ii) It was found that children who had

lesser behavior problems were able to do well academically. iii) The study showed a

negative significant correlation between the academic performance and behavioural

problems. iv)The teachers can serve as a valuable resource both for identifying

behavioural problems early and providing a n appropriate support to the child and

his/her family as a part of the multidisciplinary mental health services providing the

team.

2:03: STUDIES UNDERTAKEN ON REGION

Baruah, Juri (1986) had conducted a research study leading to the Ph.D. degree in

Education from Dibrugarh University, Assam on the titled

parental control and its influence on moral judge ment of children particularly in

The main

objectives of the study were i) to find the influence of parental control on moral

judgement of children in lying, cheating and stealing. ii) To find out the nature of

control of the parents belonging to different socio-economic level. The major findings

of the study were- i) children of democratic parents were found to be more honest than

the children of authoritarian parents. ii) Lying was not influenced by the nature of

parental control. iii) Children who were exposed to authoritarian types of parental

control, cheat, steal, and tell more lie than the children exposed to the democratic type

of parental control. iv) The joint influence of parental control and socio- economic

status on stealing behaviour of children was found to be significant. v) In comparison to

the children of the joint family, children from nuclear families were found to be more

honest. vi) There was significant influence of sex and socio-economic status of the

113
family on moral judgement of children. vii) Firstborn children were found to be more

honest than the later born children.

Sinha, Chandana(2002) had conducted research Behaviourally disordered

students in prima leading to the Ph.D. degree from

the Gauhati University of Assam in Education. It was a comparative study between

behavioural problem children and non-behavioural problem children of provincialized

schools of greater Guwahati area.The main objectives of the study were i) to identify the

prevalence rate of behaviourally disordered students in the age group of 5-10 years. ii)

To study the status of the behaviourally disordered students and non-behaviourally

disordered students in relation to the home and school factors iii) to study the self-

concept of the behaviourally disordered students and non-behaviourally disordered

students. iv)To study the difference between behaviour disorder students and non-

behaviour disorder students. The major findings of the study were i) behaviour

disordered children were found in greater Guwahati area. ii) Regarding some home

variables, the difference between behaviour disordered and non-behaviour disordered

were found to be partially true. iii) There was a significant difference in parental

responses between behaviour disordered and non- behaviour disordered students. iv)

The Study revealed that behaviourally disordered children received more punishment

than non-behaviourally disordered children for creating nuisances and for beating up

others. v) Moreover, it was found that there were no any changes in the behaviour of the

students of the both groups after receiving punishment. vi) it was also revealed that both

behaviourally disordered children and non-behaviourally disordered children took the

same amount of time to come back to the normal situation after getting punishment at

home but behaviour disordered students took more time to attain normalcy after

114
receiving punishment at school from teachers. vii) In the case of self-concept, no

significant difference was found between behaviour disordered students and non-

behaviour disordered students.

Choudhury, Dipti (2003) A study on psycho social problems

encountered by students at + 2 stage and its impact on their acade mic

wanted i) to identify institutionally related problems of the students at +

2 stage. ii) To find out the psychological problems of the students at + 2 stage. iii) To

study the impact of family on the academic achievement of the students at + 2 stage and

iv) to study the relationship between psycho social adjustment problems and academic

achievement of the students at + 2 stage. The study revealed that i) excessive shyness,

lack of self-confidence, preference for remaining alone, hesitate to speak in front of a

group or intelligent students etc. ii) Most of the students inattentive in the class room

situation. They are unable to concentrate and follow the lesson properly. iii) Monthly

income of the parents affects the academic achievement of the students. iv) The students

belonging to nuclear families achieved more than the students belonging to the joint

family. v) Progress in academic activities depends upon the adjustment of the students

in the home environment as well as in the educational environment.

Das, Karabi (2006) had conducted a study on

The main objectives of the study were i)

to study the nature of problem behaviour of school going children ii) to identify the

causes of problem behaviour. iii) To find out the method used by the parents and

teachers for handling the behavioural problems of children. The major findings of the

study were i) most of the boys show more behavioural problems than girls. ii) The most

common type of problem behaviour is creating noise (23.3%). iii) 80% of the children

115
showing problem behaviour have come from the nuclear family. iv) The majority of the

teachers and parents mentioned that the use punitive measures like betting, keep them

standing alone for a long time, kneel down etc. were helpful to handle behavioural

problem children.

Dighal, Sampa (2007) had conducted a study on

The main

objectives of the study were i) to study and identify the most common behavioural

problems shown by the children coming from broken families. ii) To find out different

causes underlying the behavioural problems. The major findings of the study were i)

inattentiveness, hyperactive, restlessness, deliberate mutism, stubborn, lying etc. were

the most common behavioural problems exhibited by the children. ii) It was found that

the behavioural problems showed by boys and girls differed not only in different age

group but also in frequency. iii) Children stayed with widowed mother showed more

behavioural problems than those who stayed with divorced, separated or widowed

parents. iv) Children who were given punishment by the parents showed more

behavioural problems than others who were engaged in other works. v) Children who

liked to stay alone were found to exhibit more behavioural problems followed by

children who quarrelled.

Sarma, Mukunda(2007)had conducted a study on

The main objectives of the study were i) to

find out various dimensions of in disciplined behaviour among students ii) to find out

the causes of in disciplined behaviour among students perceived by (a) teachers (also

institutional heads) and b) students themselves. The study revealed that i) home is

considered as the main place where disciplined as well as in disciplined behaviour

116
grows. ii) Inappropriate

such luxurious life of their children is responsible for the development of in disciplined

behaviour among them. iii) Influence of western culture through T.V and other

electronic Medias are also responsible for the in disciplined behaviour of the students.

Sarma, Dipannita (2011) in her study entitled

children of working mothe rs wanted to examine the causes of behavioural

problems of working mothers having only one child. The major findings of the study

were- i) in the age group of 2-4 years boys showed behavioural problems like the temper

tantrum, hyper activeness and lying. Less percentage of problems like thumb sucking,

hair plucking, head banging were seen. ii) it was found that children belonged to

mothers who were engaged in business and other private jobs tend to exhibit more

behavioural problems than children whose mother were the doctor, engineer and

teacher. iii) Children belong to highly educated parents showed more behavioural

problems than those whose parents were comparatively less educated.

Choudhury,Babli (2012) had conducted her research study leading to the Ph.D. degree

in Education from Gauhati University on the title

. The main

objectives of the study were i) to study the nature of aggressive behaviour among school

going adolescents. ii) To study the home/family as a factor responsible for leading the

adolescents towards aggressiveness. iii) To study the role of the electronic media in

leading the adolescents towards aggressiveness. iv) To study the impact of aggressive

behaviour on the mental health of the adolescents. The study revealed that i) due to

scolded by others, criticized, punished, beaten without reason, adolescents show their

aggressive behaviour. ii) When others do not agree with them then also they show their

117
aggressive behaviour. iii) Aggression is universal, varies in intensity and differs from

individual to individual. iv)Conflicting home environment, lack of family cohesiveness,

lack of role model in the family, lack of communication with parents, busy schedule of

parents etc. were mainly responsible for the development aggressive behaviour among

adolescents. v) Autocratic attitudes of teachers, ineffective teaching methods, polluted

academic environment, strict discipline, biasness attitudes of the teachers etc. were also

responsible for aggressive behaviour. vi) Violent serials, news in television, violent

video games, internet browsing etc. responsible for leading the adolescents towards

aggressiveness. vii) Highly aggressive adolescents significantly differed from average

aggressive adolescents in respect to their mental health. viii) The high aggression of

adolescents had an impact of low mental health.

Kalita, Rina (2013) had conducted a research study leading to Ph.D. in Education from

Gauhati University on Influence of social institution in the formation of deviant

behaviour among juvenile The investigation was designed to study the

influence of school, family, religious institutions, and mass media in the formation of

deviant behaviour among delinquents. The study revealed that i) uncongenial home

environment, inadequate school environment were mainly responsible for the formation

of deviant behaviour among juvenile delinquents. ii) Religious institutions and mass

media also play a vital role in the formation of deviant behaviour among juvenile

delinquents.

2:04: RESUME OF THE STUDY:

From the review of the literature of different researchers related with the present

study, it is evident that lot of studies have been conducted on behavioural problem

children. Studies highlighted the facts that it is on the rise both in India and abroad. But

118
very fewer studies have been conducted in Assam as well as in Northeast of India. The

findings have also been revealed that behavioural problems are caused by both

biological and environmental factors. Some environmental factors such as size,

structure, types, nature of family, ordinal position of the child, gender, age of the

children, number of children in the family, parent- child relationship, different parental

behaviours, Parental control, student- relationship, teachers behaviours

towards behavioural problem children, teaching experience of the teachers, socio-

economic status of the parents, peer group relationship, mass media etc. play a vital role

in the development of behavioural problems among the young children.

From the findings summarised above, the investigator realised that no in-depth

study has been made in this regard in Kamrup District of Assam. So the present

researcher feels the need of investigating the present study. Some contradictory findings

have been used to formulate the hypothesis to check the authenticity and relevance in

the selected sample.

119