Indian Streams Research Journal

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1 Vol 5 Issue 7 Aug 2015 ISSN No : ORIGINAL ARTICLE International Multidisciplinary Research Journal Indian Streams Research Journal Executive Editor Ashok Yakkaldevi Editor-in-Chief H.N.Jagtap

2 Welcome to ISRJ RNI MAHMUL/2011/38595 ISSN No Indian Streams Research Journal is a multidisciplinary research journal, published monthly in English, Hindi & Marathi Language. All research papers submitted to the journal will be double - blind peer reviewed referred by members of the editorial board.readers will include investigator in universities, research institutes government and industry with research interest in the general subjects. International Advisory Board Flávio de São Pedro Filho Federal University of Rondonia, Brazil Kamani Perera Regional Center For Strategic Studies, Sri Lanka Janaki Sinnasamy Librarian, University of Malaya Romona Mihaila Spiru Haret University, Romania Delia Serbescu Spiru Haret University, Bucharest, Romania Anurag Misra DBS College, Kanpur Titus PopPhD, Partium Christian University, Oradea,Romania Mohammad Hailat Dept. of Mathematical Sciences, University of South Carolina Aiken Abdullah Sabbagh Engineering Studies, Sydney Ecaterina Patrascu Spiru Haret University, Bucharest Loredana Bosca Spiru Haret University, Romania Fabricio Moraes de Almeida Federal University of Rondonia, Brazil George - Calin SERITAN Faculty of Philosophy and Socio-Political Sciences Al. I. Cuza University, Iasi Editorial Board Hasan Baktir English Language and Literature Department, Kayseri Ghayoor Abbas Chotana Dept of Chemistry, Lahore University of Management Sciences[PK] Anna Maria Constantinovici AL. I. Cuza University, Romania Ilie Pintea, Spiru Haret University, Romania Xiaohua Yang PhD, USA...More Pratap Vyamktrao Naikwade Iresh Swami ASP College Devrukh,Ratnagiri,MS India Ex - VC. Solapur University, Solapur R. R. Patil Head Geology Department Solapur University,Solapur Rama Bhosale Prin. and Jt. Director Higher Education, Panvel Salve R. N. Department of Sociology, Shivaji University,Kolhapur N.S. Dhaygude Ex. Prin. Dayanand College, Solapur Narendra Kadu Jt. Director Higher Education, Pune K. M. Bhandarkar Praful Patel College of Education, Gondia Sonal Singh Vikram University, Ujjain Rajendra Shendge Director, B.C.U.D. Solapur University, Solapur R. R. Yalikar Director Managment Institute, Solapur Umesh Rajderkar Head Humanities & Social Science YCMOU,Nashik S. R. Pandya Head Education Dept. Mumbai University, Mumbai Govind P. Shinde Bharati Vidyapeeth School of Distance Education Center, Navi Mumbai Chakane Sanjay Dnyaneshwar Arts, Science & Commerce College, Indapur, Pune Awadhesh Kumar Shirotriya Secretary,Play India Play,Meerut(U.P.) G. P. Patankar Alka Darshan Shrivastava S. D. M. Degree College, Honavar, Karnataka Shaskiya Snatkottar Mahavidyalaya, Dhar Maj. S. Bakhtiar Choudhary Director,Hyderabad AP India. S.Parvathi Devi Ph.D.-University of Allahabad Sonal Singh, Vikram University, Ujjain Rahul Shriram Sudke Devi Ahilya Vishwavidyalaya, Indore S.KANNAN Annamalai University,TN Satish Kumar Kalhotra Maulana Azad National Urdu University Address:-Ashok Yakkaldevi 258/34, Raviwar Peth, Solapur Maharashtra, India Cell : , Ph No: Website:

3 Indian Streams Research Journal Impact Factor : (UIF) ISSN Volume - 5 Issue - 7 Aug EFFECT OF SELF-CONCEPT AND SELF-ESTEEM ON ATTITUDE OF DEGREE COLLEGE STUDENTS TOWARDS VALUE ORIENTED EDUCATION Shekar Tadahal Associate Professor, Department of Education, SJMV Mahanth First Grade, Arts & Commerce College, Rayapur, Dharwad. ABSTRACT alue oriented education is not authoritarian, indoctrination in the right values chosen a Vpriori. It is a process of inducing learning. The nub of value oriented education is to enable students to think, reason, reflect, feel, care, experience, will and act (Seshadri, 2002). KEYWORDS : Self-Concept and Self-Esteem, Value Oriented Education, planned educational action. INTRODUCTION A planned educational action aimed at the development at proper attitudes, emotions and characters, in the learners. May be termed as value oriented education. It covers all aspects of personality development physical, intellectual, social, economic, political, cultural, moral and spiritual (Chetty, 2004). Seshadri (1984) makes clear the scope of value education. In its full range of meaning, value education includes developing the appropriate sensibilities-moral. Aesthetic, cultural and spiritual; the ability to make proper value judgments and choose among competing values, internalize values and realize them in one s life. It thus spans the entire domain of learning-cognitive, affective and psychomotor and includes knowledge, understanding and appreciation of our cultural, moral, aesthetic and spiritual values. Education of the emotions and the training of the heart and the development of character. Gupta (1988) explains that value education is wider, practicable and adaptable than religious education or moral education as on specific or religion is reflected though ethical, moral, social, cultural or spiritual values. This would mean that value education is instruction in the entire realm of values-physical, emotional, intellectual, imaginative, aesthetic, democratic, scientific, social, moral and spiritual for any individual. The role of the teacher in cultivating basic human values in the students is indispensable. He should necessarily be not only a good educator but a good person possessing basic moral and aesthetic values. He provide models-good or bad- of behaviour for his students. As an educator he should possess professional competence, reading habit, should be a constant learner and innovative. As a human being he should be a man of simple habits, regular and punctual in his duty, truthful, 1

4 honest, kind and self confident. He should be commanding respect for himself and respecting others. He should be able to develop concern for nationalism, environment and integration in the students and should foster basic values of democracy, rule of law, social justice and humanity enshrined in the Constitution of India. Without any doubt, it is believed that teachers play pivotal role in the system of education and they are the pillars of any educational institution. Teachers should keep in mind some suggestive views, while teaching to the earners. Nothing can be taught to the mind which is not concealed as potential knowledge in the utmost being of the learner until the teacher becomes a helper and guide to the learner rather than that of an instructor. The teacher should not impose his views on the learner, but should evoke within the learners the aspiration to learn. Teaching should be limited and modest way so that learner should not feel overburdened and get irritated. Teaching should be to teach the procedures and not solutions. Methodologies should be employed in such a way that learners mental/innate perceptions could be inspired. As Gestalt psychology stresses on the audio-visual pedagogy based on the intuitive methods of perception. Teaching should not be rigidly punctuated to continuous series of instruction like home work and tests; and should follow the mechanical adherence to schedule of time-table, syllabi and examinations. Teaching should not be book, teacher and syllabus centred rather it should be child centred. So that self learning, exercise of free will, individualized pace of progress and growth (physical & mental) could be encouraged. The self-concept is best conceived as a system of attitudes towards one self. All attitudes are import determinants of behaviour, but attitudes concerning the self are much more basic than those in which the individual is less ego-involved and are therefore, correspondingly more potent in deferring behaviour. A person s self is the sum of all that he possesses. This self includes among other things a system of ideas, attitudes, values and commitments, the attitudes, values and commitments. The self is a person s total subjective environment. It is the distinctive centre of experience and significance. The self constitutes a person inner world as distinguished from the outer would consisting of all other people and things. Self-esteem is generally considered the evaluative component of the self-concept, a broader representation of the self that includes cognitive and behavioural aspects as well as evaluative or affective ones (Blascovich and Tomaka, 1991). Self-esteem describes how people think and feel about themselves, how they regard themselves, and the degree of worth they attribute to themselves. Self-esteem lies at the heart of one s ability to learn, overcome setbacks and respond assertively to others. It is the foundation of all self-development and it is increasingly recognised as a vital area of management development. A self-esteem result from an individual's continuing selfevaluation. In psychology, self-esteem reflects a person's overall self-appraisal of his or her own worth. Psychologists usually regard self-esteem as an enduring personality characteristic (trait self-esteem), though normal, short-term variations (state self-esteem) occur. Self-esteem, how positively or negatively we feel about ourselves, is a very important aspect of personal well-being, happiness, and adjustment (Brown, 1998; Diener, 2000). Self-esteem is generally considered as the evaluative component of the self concept, a broader representation of the self that includes cognitive and behavioural aspects as well as evaluative or affective ones (Blascovich and Tomaka, 1991). Selfacceptance, self-love, a positive self-image and the freedom to be ourselves; all these are crucial aspects of self-esteem. 2

5 Rationale Studies on Value Oriented Education Nagarjuna (2009) conducted a study on Attitude of DIET students towards value oriented education. The researcher concluded that there is significant influence of socio-economic status at 0.05 level on the attitudes towards moral value, political value and economic value of DIET students. Sarita Narad, Hardev Singh (2013) found that contemporary system of education requires manipulation of value oriented education i.e., spread of human goodness which can be attained through national goals such as Increasing productivity, social and emotional integration, democratization and modernization, and development of social, moral, aesthetic and spiritual values. Therefore, value oriented education covers all the aspects of personality-intellectual, physical, social, moral, aesthetic and spiritual. It is the preparation of how to become good. It aims at equipping the students to face the advertise of life, to deal with joy and sorrow effectively, maintain healthy interaction with others, and bring global welfare of society and world at large. Studies on Self-Concept Maikhuri and Pande, Shashi Kiran (1997) studied the self-concept of adolescents in relation to their academic achievement. Objective: To investigate the self-concept of adolescents in relation to their academic achievement. Major findings: (i) Academic achievement and self-concept were not significantly related. (ii) Significant relationship was observed with academic achievement of adolescents having high and low self-concept. (iii) No significant difference was found between academic achievement of adolescents belonging to high and low self-concept. Ferrer (2012) studied Influence of Emotional Intelligence on Self-Concept. The objective of this work is to study the impact of emotional intelligence and self-concept, being the sample size of 134 students. To measure emotional intelligence 24 and TMMS was used for self AF5 was used. The results released into the Cronbach's alpha show that all scales have adequate internal consistency. The data analysis showed that there is an influence of emotional intelligence on self-concept, emotional care being the dimension which has a higher weight. Studies on Self-Esteem Meera and Prathapan (2008) conducted A Study on Classroom Learning Environment and Selfesteem as Correlates of Achievement in Social Studies. The major objectives of the study were: (i) to study the main effect of classroom learning environment and self-esteem on achievement in social studies for the total sample and sub samples. (ii) to study the interaction effect of classroom learning environment and self-esteem on achievement in social studies for the total sample and sub samples. The study was conducted on a representative sample of 600 students from 16 schools of Thrissur district in Kerala. Stratified random sampling technique was used. The major findings were: (i) Achievement in social studies vary with regard to difference in their classroom learning environment. (ii) Achievement in social studies vary with regard to difference in their self-esteem. (iii) The main effect of classroom learning environment for boys is significant i.e., achievement in social studies of boys vary with regard to difference in their classroom learning environment. (iv) The main effect of self-esteem on achievement in social studies for the sub sample girls is found to be not significant. (v) Achievement in social studies of rural school pupils vary with regard to their classroom learning environment. (vi) The interaction effect due to classroom learning environment and self-esteem on achievement in social studies is found to be not significant for rural school pupils. 3

6 Kanmani and Annaraja (2009) conducted a study on influence of self-esteem and awareness of ICT on academic achievement of M.Ed. students. This study is designed to find out the influence of selfesteem and information and communication technology (ICT) on academic achievement of M.Ed. students. The sample consisted of randomly selected 42 M.Ed. students. Self-esteem inventory and Awareness of Information and Communication Technology tools were used to gather data. Multiple correlation, Pearson Product Moment Correlation Co-efficient, t test and F test were used to analyse the data. The result clearly shows that there is a significant difference between the government-aided and university Department M.Ed. students academic achievement; there is no correlation between self-esteem and awareness on information and communication technology, and there is no influence of self-esteem and awareness of information and communication technology and academic achievement. The study was with effect of self-concept and self-esteem on attitude of college students towards value oriented education. OBJECTIVES 1.To investigate the effect of self-concept on the value oriented education of students at the degree level. 2.To investigate the effect of self-esteem on the oriented education of students at the degree level. 3.To investigate the interaction effect of self-concept X self-esteem on the oriented education of students at the degree level. RESEARCH DESIGN Research Method : The present study is survey type investigation. Tools Used : The investigator developed and validated value oriented education scale to measure the attitude of degree students towards value oriented education. The self-concept scale developed by Dr. (Miss) Mukta Rani Rastogi (1974) was adopted for the purpose of the present study. Self-actualization scale of K.N. Sharma s tool was in Hindi it investigator was translated it into English and was used. Selfesteem Inventory by Battle (1976) was adopted. Sample : The sample for the investigation consisted of 1200 degree college students. The stratified random sampling was applied. Statistical Techniques : 2-way Analysis of Variance (ANOVA) was applied for data analysis to find out the effect of three independent variables on dependent variable. Results Table 1: Summary Table of ANOVA with respect to Entire Sample (Self-Concept X Self-Esteem) Source of Variation df Sum of Squares Mean Squares F ratio p value Main effects Self - Concept (SC) <0.05 Yes Self - Esteem (SE) <0.05 Yes 2 way Interactions SC X SE <0.05 Yes Error Total Signi. 4

7 Table 2 : Means of Main Effects Self-Concept Self-Esteem Mean SD Mean SD High Low Findings It is evident from the above table that There is a significant difference between the effects of low and high self-concept in terms of value oriented education of students at the degree level. However, the means of students with lower and higher self-concept are and respectively. Since the two means clearly reveals that students with higher self-concept has a greater mean than that of the mean of students with low self-concept. Therefore, it can be interpreted that students at the degree level with higher self-concept are high in value oriented education than those students with lower self-concept. Students at the degree level with lower and higher self-esteem differ significantly in respect of their value oriented education. However, the means of students with low and high self-esteem are and respectively. Since the two means clearly reveals that students with lower self-esteem has a greater mean than that of the mean of higher self-esteem. Therefore, it can be interpreted that students at the degree level with lower self-esteem are high in value oriented education than those students with high self-esteem. Students at the degree level with lower/higher self-concept and lower/higher self-esteem differ significantly in respect of their value oriented education. Implications Good library facilities would associate with the positive attitude towards value oriented education, college managements would equip their libraries with the books that are liked by the students. Teacher should also realize the importance of value based techniques. Teacher s dairy and student s dairy should be maintained for the smooth organization of daily activities. Teach to students the life stories of eminent characters in the epics and history, poems, patriotic songs, environmental hygiene, etc. Organizing periodically essay writing, elocution, storytelling, poems recital, quiz competitions on value based issues. Higher education authorities of graduate education would advise the Principals to organize a series of workshops, seminars, orientation programmes, symposia etc., on value oriented education for reorienting students of degree colleges. There is a great need to educate the parents and society on values which goes a long way in shaping the children to be value oriented. It is suggested to include additional units in the degree syllabus on value oriented education. Value education need not be limited to only curricular aspects, but it should also find a place in cocurricular and extra-curricular activities. Moreover, teachers should try to create interest among the students through their method of teaching and co-curricular activities. Provision to be made to conduct a class exclusively for moral instruction, based on Gandhian lines, once in a week. It would draw the attention of students on the observance of proper code of conduct and good behaviour at home, in school, in public places, and in society. Organize occasionally common gathering for students of Government, aided and unaided colleges to bridge the gap in 5

8 knowledge regarding value oriented education. REFERENCES 1.Bem, D. (1970). Beliefs, attitudes, and human affairs. Belmont, CA: Brooks/Cole. 2.Gayatri, A. (2008). A Study of Attitudes towards Values and their Practices in Relation to Certain Personality Factors Among B.Ed. Students in Andhra Pradesh. Unpublished Thesis. S. V. University. 3.Kassin, Saul; Steven Fein, Hazel Rose Markus (2008). "4". Social Psychology (7th Ed.). Boston, NY: Houghton Mifflin Company. pp ISBN Krech and Crutch Field (1948). A Study of Attitudes of DIET Students towards Value Oriented Education in Relation to Intelligence, Personality and other Variables. Published Ph.D. Thesis. Department of Education, S.V. University. 5.Madhuram (1996). (Ed.) Encyclopedic Dictionary of Psychology and Education. New Delhi: Annual Publications Pvt. Ltd. 6.Mohan Reddy (2011). An Analytical Study of Attitude of Intermediate Students towards Value Oriented Education in Relation to Certain Psycho-Sociological Variables. Ph.D. Thesis, S.V. University. 7.Nagarjuna, T. I. (2009). A Study of Attitudes of DIET Students towards Value Oriented Education in Relation to Intelligence, Personality and other Variables. Published Ph.D. Thesis. S.V. University. 8.Sarita Narad, Hardev Singh (2013). Value Oriented Education (VOE) in Contemporary Educational System. International Journal of Research in Education Methodology, Council for Innovative Research, 1(2). 9.Tajfel, H. and Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel and W. G. Austin (Eds.), Psychology of intergroup relations. Chicago, IL: Nelson-Hall. 10.Vernon (1953, 1963). An Analytical Study of Attitude of Intermediate Students towards Value Oriented Education in Relation to Certain Psycho-Sociological Variables. Ph.D. Thesis, S.V. University. 6

9 Publish Research Article International Level Multidisciplinary Research Journal For All Subjects Dear Sir/Mam, We invite unpublished Research Paper,Summary of Research Project,Theses,Books and Book Review for publication,you will be pleased to know that our journals are Associated and Indexed,India International Scientific Journal Consortium OPEN J-GATE Associated and Indexed,USA Google Scholar EBSCO DOAJ Index Copernicus Publication Index Academic Journal Database Contemporary Research Index Academic Paper Databse Digital Journals Database Current Index to Scholarly Journals Elite Scientific Journal Archive Directory Of Academic Resources Scholar Journal Index Recent Science Index Scientific Resources Database Directory Of Research Journal Indexing Indian Streams Research Journal 258/34 Raviwar Peth Solapur ,Maharashtra Contact Website :

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