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The Indian School Psychology Association (InSPA), the National Institute of Technical
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(IAAP) welcome the International School Psychology Association (ISPA) fraternity to the 33rd
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of developing school psychology throughout the nation.
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Educational Psychology in the Context of Globalisation, Diversity and Societal Challenges
Scientific Committee
LOC Members
Dr. B. G. Barki
Dr. P. Sivakumar
Dr. G. Kulanthaivel
Shri. V. Veerasamy
9
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 9-15.
Special Feature
10
Knowledge
acquisition
Life skills
acquisition
including
practice
11
Behavior
reinforcement or
change
Positive health
behavior
Prevention of
health problems
and pro-social
behavior
Social skills:
12
13
14
15
16
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 16-24.
and
Chellappan Jayan
17
18
Emotional Intelligence
Objectives:
The present study aimed to examine
some of the potential predictors of athletes
mental health. It was hypothesized that the
athletes age, gender, intelligence and
emotional intelligence scores could
significantly explain the variance in their
mental health scores. It was also hypothesized
that emotional intelligence could uniquely
explain variance in mental health when the
effects of age, gender and intelligence are
statistically controlled. The second hypothesis
was framed in accordance with the existing
knowledge that age, gender and nonverbal
intelligence are rather stable variables
accounted for individual difference while
emotional intelligence is subject to
manipulation.
Method
Participants:
The participants were 304 athletes (161
male and 143 female) from various parts of
India, participating in different competitive
sporting events (eg. athletics, basketball,
football, gymnastics, kayaking, rowing,
swimming and volleyball). Participation was
voluntary and all participants provided
consent to participate. The age of the
participants ranged from 15 to 31 years old
(M = 21.78, SD = 2.55).
Measures:
Mental Health Status Scale (Gireesan
& Sanandraj, 1988). This 72-item scale has
been developed for measuring the positive
mental health status of individuals. This refers
to behaviour, attitudes and feelings that
represent an individuals level of personal
effectiveness, success and satisfaction. This
test includes six sub scales such as attitudes
toward the self, self-actualization, integration,
autonomy, perception of reality and
environmental mastery. However, for the
present study only the aggregate score was
considered for assessing the participants
Table 1. Means, SD, and correlation matrix among the variables (N = 303)
Variable
M
SD
1
2
3
4
1 Age
16.78
2.55
.08
.16** .15**
2 Nonverbal intelligence 110.96 10.36
.05
.10
3 Emotional intelligence 106.76 11.95
53**
4 Mental health
266.01 18.62
**p< .01
19
20
Emotional Intelligence
R
=.236)
at step3, the total variance
mental health of athletes in the first step.
explained
by
the
model was 29%, F (2, 298)
These two variables explained 5% variance
in mental health scores. The model was = 31.53, p < .001. The emotional intelligence
significant, F(2, 300) = 9.02, p<.001. The score explained and additional 23.6% of the
entry of nonverbal intelligence at step2, the variance in mental health, after controlling for
total variance explained by the model as a age, gender and nonverbal intelligence, F
p < .001 (see Table
whole was 5.2 %, F (3, 299) = 6.49, p<.001. change (1,298) = 100.40,
2
2).
The
effect
size
(
f)
of
the R2 change was
Nonverbal intelligence explained an
additional .4% of the variance in mental health .34. Using Cohens (1988) conventions this
is a large effect.
Table 2. Prediction of mental health scores by emotional intelligence, with age and gender
controlled
that ruled out the possibility of multicollinearity
among the predictor variables.
Step
Step1
Step2
Step3
F ratio for
R2 change
9.02***
2.05*
3.27***
1.19
10.01***
Age
Gender
Nonverbal intelligence
0.052
0.004 6.49***
1.413
0.12
0.19
0.07
Emotional intelligence
0.29
0.236 31.53***
100.40***
0.5
Discussion
The present study aimed to examine
some of the potential predictors of athletes
mental health. Based on existing research
evidence, age, gender, intelligence and
emotional intelligence were identified and
investigated as potential explanatory
variables of mental health. Our first
hypothesis was partially supported by the
analysis. Age, gender, and emotional
intelligence could explain the variance in
mental health while nonverbal intelligence
failed to be a statistically significant predictor
of mental health. Age as a positive predictor
of athletes mental health warrants a few
reservations. Firstly, participants age range
was 15 to 31 years that covers only
adolescents, and young adults. This makes
generalization impossible across all age
groups other than adolescents and young
21
22
Emotional Intelligence
References
Argyle, M. (2001). Psychology of happiness (2nd
ed.). East Sussex: Routledge.
Asha, C.B. (2003). Creativity, Intelligence,
Academic Stress and Mental Health. Journal
of Community Guidance and Research, 20,
41-47.
Bar -On, R. (2004). The Bar-On emotional quotient
inventory (EQ-i): Rationale, description, and
summary of psychometric properties. In
Glenn Geher (Ed.), Measuring emotional
intelligence: Common ground and controversy
(pp. 111-142). Hauppauge, NY: Nova Science
Publishers.
Barrett, G. V., & Depinet, R. L. (1991). A
reconsideration of testing for competence
rather than for intelligence. American
Psychologist, 46, 10121024.
Beebe, L., Tian, L., Morris, N., Goodwin, N.,
Allen, S., & Kuldau, J. (2005). Effects of
exercise on mental and physical health
parameters of persons with schizophrenia.
Issues in Mental Health Nursing, 26, 661
676.
Carless, D., & Douglass, K. (2008). Narrative,
identity and mental health: How men with
serious mental illness re-story their lives
through sport and exercise. Psychology of
Sport and Exercis,9, 576-594.
23
24
Emotional Intelligence
25
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 25-33.
26
Emotional Intelligence
27
28
Emotional Intelligence
29
WIF
0.485
-0.415
18.2
5.04
FIW
0.526
-0.338
16.27
5.33
GWB
-0.552
-0.535
82.33
8.44
EI
-0.232
-0.428
0.405
236.92
15.19
i.
M u ltip le R
IV : W IF an d FIW ; D V : W el l-b ei ng
2
F
df
R
.6 23
.39
38 .29 2
2/12 1
.0 00 1
Va ri ab le
SE of B
W IF
-.62 7
.1 40
-4 .47 7
.0 00 1
F IW
-.53 6
.1 33
-4 .04 4
.0 00 1
ii.
M u ltip le R
.4 28
Va ri ab le
W IF
F IW
iii.
M u ltip le R
.4 05
Va ri ab le
EI
iv .
M u ltip le R
.4 43
Va ri ab le
W IF
F IW
variable.
The
ofd) ;regression
analysis
standardized regression coefficient of -.42 as
IV : W
IF an d F IW
( EIresults
C on tro lle
D V : W e ll-b ei
ng
2
F
df
p
R
in which emotional intelligence (EI, a mediator) compared
to WIF (b= -.01). Therefore, the
.1
97
14
.81
1
2/12
1
.0
00
1
was predicted through WIF and FIW (main second
criterion towards potential mediation
B
SE of B
t
p
predictors)
show.0 that
FIW and
WIF have .0
by01emotional intelligence is also met.
-.32 8
93
-3 .52 3
yielded
R of .43 with
emotional
-.17 9 a Multiple
.0 93
-1 .91
8
.05 7 n .s It
. is also necessary for the mediation
intelligence (p<.001). It means 18 percent of
the variance in emotional intelligence is
accounted for by the FIW and WIF which is
30
Emotional Intelligence
31
32
Emotional Intelligence
33
34
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 34-39.
The main purpose of this study was to examine the relationship between selfefficacy and mental health among Teacher students of the Boushehr University,
Iran. The sample (N=170) was randomly selected from the teacher students
and stratified on the basis of their training fields into five groups: Mathematics
Teaching, Primary School Teaching, Experimental Sciences, Religion and Arabic
Teaching, and Social Studies Teaching. The age range of the participants was
between 19 and 21years. Two validated instruments General Self-efficacy and
General Health Questionnaire were used in collecting data. Pearson product
moment correlation coefficient was utilized to analyze data.Correlation analyses
showed a significant reverse relationship between General Self-efficacy and
Mental Health suggesting that increased self-efficacy is associated with decrease
in symptoms threatening mental health and vice versa. The moderate relationship
between General Self-efficacy and Mental Health indicates that General Selfefficacy might be a resource for increasing the mental health of the teacher
student.
Keywords : Self efficacy , Mental health.
35
36
Variables
Mean
SD
37
Self-efficacy
88.29 14.6
physical symptoms
25.5
94.3
anxiety and insomnia 4.6
73.4
Social dysfunction
9.10
71.4
depression
69.2
03.4
mental health
99.23 88.2
Table 1 displays the mean and standard
deviation obtained by the subjects in
Table 2. Correlation Matrix for the relationship between self-efficacy and
Variable
Physical Anxiety
Social
Depression Mental health
symptoms and insomnia dysfunction
Self-efficacy
-0.19**
-0.23**
-0.30**
-0.27**
-0.33**
*p < .05.
**p < .01.
Discussion
Results from this study showed a
moderate negative but significant association
between general self-efficacy (GSE) and
mental health (MH) (r= -.33; p <.01) (vide
tables 1 and 2).It has been noted that a
strong sense of personal self-efficacy is
related to better health )Bandura,1997). A
review of the literature also shows positive
38
39
40
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 40-46.
41
42
Method
Sample:
The present study was conducted on a
sample of 170 female adolescents. The
sample was comprised only females having
age range of 15 to 19. The sample was
collected from the state of Haryana.
Tools:
Beck Depression Inventory-II, (Beck
1996): It is a 21-item self-report instrument
for measuring the severity of depression in
adults and adolescents aged 13 years and
older. This version of the inventory BDI-II) was
developed for the assessment of symptoms
corresponding to criteria for diagnosing
depressive disorders listed in the American
Psychiatric Associations Diagnostic and
Statistical Manual of Mental Disorders- Fourth
Edition DSM-IV; 1994). The Test-Retest
Reliability of the test is .93 and the construct
validity of BDI-II is .93.
The Personal Meaning Profile (PMP)
(Wong, 1998): It consists of 57 items. This
test measures the seven dimensions namely;
Achievement (16 items), Relationship (9
items), Religion (9 items), SelfTranscendence (8 items), Self-Acceptance (6
items), Intimacy (5 items), and Fair Treatment
(4 items). The test-retest reliability coefficient
is .75. In support of the criterion-related
validity of the Personal Meaning Profile, Wong
(1998) found that the PMP Total scores
correlated significantly and positively with the
Physical and Psychological subscales of
Reker and Wongs (1984) Perceived WellBeing scale.
Results and Discussion
The Descriptive Statistics has been used
to interpret the data. Mean of the depression
is 14.05 and mean of the relationship and
Self-acceptance is 5.64 and 5.48
respectively. The Pearson correlation
between depression with self-acceptance .26* which proves the hypothesis no. I that
the positive self acceptance shall be
43
44
Relationships
Self-acceptance
Achievement
Religion
Self-Transcendence
Intimacy
Fair Treatment
Depression
Mean
5.63
5.48
5.39
5.60
5.27
5.46
5.14
14.09
SD
.79
.97
.80
.91
.83
1.30
.97
8.92
Depression
Relationships
Self-acceptance
Achievement
Religion
Self-Transcendence
Intimacy
Fair Treatment
r
-.18*
-.25**
-.19*
-.17*
-.28**
-.041
-.31**
45
46
Sandeep Singh, PhD, Assistant Prof. and Coordinator, Centre for Behavioural
Research and Intervention, Department of Applied Psychology, Guru
Jambheshwar University of Science and Technology, Hisar, Haryana-125001.
e-mail-sandeephisar@gmail.com
Tanu, Research Scholar, Department of Applied Psychology, Guru Jambheshwar
University of Science and Technology, Hisar. Email: tanukukreja1986@gmail.com
47
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 47-53.
and
Vimal Anand
48
2002).
Mindfulness is a technique for
profoundly changing ones relationship to his
thoughts and feelings and the perspective
one gains from practicing that technique. It is
a temporary state that is potentially
accessible to any human being and a set of
permanent traits that may grow in a person
who practices the mindfulness technique.
The action of mindfulness is the
endeavor to observe what occurs with
especial focus on the contents of inner
experience without evaluating, judging, or
participating. The practice allows any one who
enters into it to discover the sheer untruth of
these ideas. Rather than being depressed,
one can see the experience of depression
rather than continuous and inescapable grief.
S/he can objectively note the moments in
which he is, in fact, free of grief or any thought
or cognition. In the mindfulness practice, this
insight can be immediately, directly
experienced. Self-Management/Self-Control
Therapy characterizes depression as
involving selective attention to negative
events and immediate consequences of
events, stringent self-evaluative standards,
negative, inaccurate attributions of
responsibility for events, insufficient selfreinforcement, and excessive selfpunishment. The instructional exercises are
to teach concepts and skills, and the
application of these skills to the day-to-day
lives of participants through homework
assignments.
Stress, coping/ efficacy and well being
are the key concepts in health research and
often emphasis on two components of stress
which are stressors from environmental
conditions and ones reaction to stress. The
stress reactions might be perceptual
processing and emotional response.
Structural equation modeling technique also
represents the two factorial constructs of
stress experience which are environmental
conditions, and stress appraisal and
49
50
Mean
68.03
37.04
35.03
32.43
16.29
15.71
15.93
32.89
33.03
15.25
30.07
30.53
SD
5.36
4.14
3.68
2.59
2.68
2.34
2.91
2.47
2.54
3.15
4.83
4.72
t-value n
32
30.96* 32
3.85* 32
32
42.43* 32
3.03* 32
32
24.15* 32
0.94
32
32
12.56 32
2.04** 32
Mean
69.43
37.87
35.88
32.25
16.31
15.56
16.25
32.75
32.91
15.59
29.59
30.25
SD
4.42
4.40
3.73
2.48
2.61
2.37
2.94
2.38
2.20
3.29
4.71
3.86
t-value
31.92*
3.98*
44.05
3.83*
24.98*
0.93
12.33*
2.48
Dep-depression scale, PSS- perceived stress scale, GSE general self efficacy scale and MWBWarwick-Edinburgh Mental Well-being Scale
51
52
53
TAI
Vizhuthugal
Federation,
Adayar,
54
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 54-64.
55
brain
depressive
patients
using
electrophysiological and functional brain
imaging techniques. Most of the studies using
electroencephalographic (EEG) procedures
demonstrated that right hemispheric hyperactivation is linked with depression (Henriques
& Davidson, 1991; Schaffer, Davidson, &
Saron, 1983). The right hemispheric hyperactivation hypothesis of depression also
received some preliminary support from
experimental-behavioural measures of
hemispheric asymmetry such as split-field
technique and dichotic listening (for a review,
see Bruder, 1995). For example, several
researchers (Bruder et al., 2002) have
observed an enhanced right hemispheric
performance in patients with atypical
depression using chimeric face test (a free
viewing analogue of the visual split-field
technique).
Contrary to the aforesaid observations,
numerous positron emission tomography
(PET) studies reported reduced left anterior
activity among depressed patients (Ebert,
Feistel, & Barocka, 1991; George et al., 1994)
suggestive of left hemispheric hypo-activation
hypothesis of depression. This hypothesis
received ample empirical support from
studies using behavioural measures. For
example, dichotic listening studies have
demonstrated left-ear disadvantage or
absence of left-ear advantage (reduced or
absent right hemisphere advantage) in
depression using nonverbal tasks (e.g.,
Bruder et al., 1989). Similarly, left visual field
(right hemisphere) performance deficits in
accuracy and speed of perception of
nonverbal stimuli have also been observed
in depressed people (Bruder et al., 1989;
Liotti, Sava, Rizzolatti, & Caffarra, 1991).
Stewart and colleagues (Stewart, Fava,
Rosenbaum, & Quitkin, 1996) found
fluoxetine responders showed greater right
ear (LH) advantage for dichotic words and
less left ear (RH) advantage for complex
tones.
56
57
58
59
Chimeric Grey
Face Test Scale
Depression
-.327* -.144
State anxiety
-.088 -.229
Trait anxiety
-.351* -.026
Free-floating anxiety
-.323* -.258
* p <0.05
Table 2. Partial correlation between the
measures of hemispheric asymmetry and
various forms of anxiety while controlling for
depression (N = 50)
State Anxiety
-.088
-.117
Trait Anxiety
-.351*
-.247
-.234
* p < ,05
The correlations of the two measures of
hemispheric asymmetry with depression and
anxiety have been presented in Table-1.
Examination of Table-1 reveals that CFT
scores correlated negatively and significantly
with depression (r=-.327, p<.05), trait
anxiety(r=-.351, p<.05), and free-floating
anxiety(r=-.323,p<.05), its correlation state
anxiety was statistically non-significant (r=.088, p>.05). A similar trend of relationship
was observed with Grey Scale. The Grey
Scale scores correlated negatively with
depression as well as various types of anxiety.
However, none of the relationship were found
to be statistically significant (p>.05).
This pattern of relationship suggests
that enhanced leftward response tendency
(right hemispheric performance) in
processing of emotional information is
associated with greater depression as well
as trait and free-floating (neurotic) anxiety.
However, the right hemispheric asymmetry
60
61
62
63
64
65
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 65-70.
and
B. Rangaiah
66
67
68
69
70
71
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 71-77.
and
N. Hasnain
Asia Pacific Institute of Management, New Delhi Jamia Millia islamia, New Delhi
The present study aimed to examine the relationship of personality traits and
decision making styles with stress, anxiety and depression of the management
students. For this purpose a sample of 400 postgraduate students of management
were selected on incidental basis from Delhi based management institutes.
Their age ranged from 20 to 24 years. Results showed that adjustment,
sociability, agreeableness, and conscientiousness-personality traits had an
inverse relationship with stress, anxiety and depression. Behavioral-decision
making style was found positively correlated with stress, whereas, relationship
of other styles of decision making with stress and other variables emerged as
non-significant.
Keywords: Personality traits, Decision making styles, Stress, Anxiety,
Depression
72
73
depression
of
Method
Participants:
A total number of 400 postgraduate
students pursuing course in business
management from Delhi based management
institutes were taken on incidental basis for
the present study. Their age ranged from 20
to 25.
Tools:
Depression Anxiety Stress Scale (DASS):
It was developed by Lovibond and Lovibond
in 1995. It is a set of three self-report scales
designed to measure the negative emotional
states of depression, anxiety and stress. It
contains total 42 items in which each scale
contains 14 items, divided into subscales of
2-5 items with similar content. Participants
were asked to use 4-point severity/frequency
scales to rate the extent to which they had
experienced each state over the past week.
Reliability of the three scales is considered
adequate and test-retest reliability is likewise
considered adequate with .71 for depression,
.79 for anxiety and .81 for stress.
Big Five Locator Questionnaire: It was
developed by Howard, Medina, and Howard
in 1996. It measures five personality traits.
They are adjustment, sociability, openness,
agreeableness and conscientiousness. None
of the traits is in themselves positive or
negative; they are simply characteristics that
individuals exhibit to a greater or lesser
extent. Each of these personality traits
describes, relative to other people, the
frequency or intensity of a persons feelings,
thoughts, or behaviors. It includes 25 sets of
descriptive words on opposite ends of a
continuum. Participants were asked to select
from a scale of 1 to 5, the score that best
describes them. By selecting scale 1 or 2,
participants see themselves as being better
described by the statement on the left. By
selecting scale 4 or 5, participants see
74
1. Stress
2. Anxiety
.728** 1
3. Depression
.721** .721** 1
4. Directive-DMS
5. Analytical-DMS
1
-.038 1
6. Conceptual-DMS
.005
-.309**-.355** 1
7. Behavioral-DMS
8. Adjustment-PT
.045
.005
9. Sociability-PT
.066 -.102*.426** 1
10. Openness-PT
.059
11. Agree-PT
12. Consci-PT
** p<0.01 * p<0.05
.097
.065
-.134**.000
10
11
12
.021 1
75
76
77
78
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 78-85.
M K College, Darbhanga
and
J M Deo
The purpose of the present study was to measure different aspects of work life
of college teachers in general and to find out differences in perception of male
and female as well as junior and senior teachers with regard to their responses
in particular. Data were collected from 100 teachers of different universities in
Bihar and Jharkhand with the help of an interview schedule covering questions
related to time management, values, spiritual orientation, stress and overall life
and job satisfaction. Findings revealed that junior college teachers experienced
significantly more stress on most of the dimensions of stress in comparison to
senior teachers. However, female teachers experienced more role overload and
inter-role distance stress as compared to their male counterparts.
Keywords: Stress, Work Life, College Teachers
79
Method
Sample:
100 college teachers of different
Universities of Bihar and Jharkhand were
personally contacted through an interview
schedule. 76 Lecturers, 22 Readers, and 2
Professors recorded their responses. The
mean age was 43. 12 years ranging from 26
to 59 years and average teaching experience
was 15. 84 years ranging from 2 to 35 years.
Measures:
Time Distribution Measures: To
measure the participation in work and nonwork role in 24 hours, a modified version of
Sinha (1990) time distribution measure was
used. Teachers were asked to write down
actual hours spent in teaching and studying,
family and home, spiritual, social affairs, and
in leisure.
Values Measure: A modified version of
Sinha (1990) was used to measure 10
dimensions of personal values. The values
measured were ability utilization,
achievement, advancement, altruism,
economic gain, prestige, social relation,
peace of mind and physical comfort. The
items were rated on a 4-point scale with
regard to degree of importance ranging from
not at all (1) to a great extent (4).
Stress Measure: Kumars (2000) stress
scale was used to measure the experience
of stress amongst teachers with some
modification in dimensions. This is a 15 item
scale measuring seven dimensions, namely
family concern, work overload, interpersonal
relationship, role stagnation, physical
environment, organizational climate, and
inter-role distance, each rated on a 4-point
scale ranging from not at all (1) to a great
extent (4).
Job and Life satisfaction Measure: Sinha
(1990) job and life satisfaction scale was used
to measure job and life satisfaction of college
80
81
Table 1. Differences in stress level, spiritual orientation and job and life satisfaction in
junior and senior College Teachers
Grade
Dimensions
N
Mean
SD
t-ratio
Junior Teacher
Family concern
75
6.592
1.507
1.578
Senior Teacher
25
6.00
1.66
Junior Teacher
Role Overload
75
4.473
1.509
2.148*
Senior Teacher
25
3.91
.993
Junior Teacher
Interpersonal relation 75
6.157
1.875
2.38*
Senior Teacher
25
7.00
1.416
Junior Teacher
Role stagnation
75
4.973
1.818
3.058**
Senior Teacher
25
4.083
1.034
Junior Teacher
Physical environment 75
4.644
1.382
.065
Senior Teacher
25
4.625
.979
Junior Teacher
Org. climate
75
4.432
1.238
.12
Senior Teacher
25
4.375
1.187
Junior Teacher
Inter-role Distance
75
4.25
1.452
4.20**
Senior Teacher
25
3.833
1.347
Junior Teacher
Overall stress
75
36.657 6.624
2.54*
Senior Teacher
25
32.916 3.854
Junior Teacher
SpiritualOrientation
75
3.223
.826
.68
Senior Teacher
25
3.330
.666
Junior Teacher
Job & life Satisfaction 75
3.270
.644
2.51*
Senior Teacher
25
3.583
.520
* p<.05 **p<.01
Table 2. Differences in responses of male and female teachers on different
dimensions of stress, spiritual orientation and job and life satisfaction
Sex
Dimensions
N
Mean
SD
t-ratio
Male Teacher
Family concern
84
6.380
1.223
1.213
Female Teacher
16
6.812
1.699
Male Teacher
Role Overload
84
3.928
1.632
2.44*
Female Teacher
16
5.000
1.519
Male Teacher
Interpersonal Relation
84
6.404
1.500
6.47
Female Teacher
16
6.125
1.970
Male Teacher
Role Stagnation
84
4.607
1.860
.1.11
Female Teacher
16
5.562
1.707
Male Teacher
Physical environment
84
4.690
1.108
1.019
Female Teacher
16
4.375
1.307
Male Teacher
Organisational climate
84
4.380
1.108
.624
Female Teacher
16
4.187
1.307
Male Teacher
Inter-role Distance
84
4.035
1.341
1.945*
Female Teacher
16
4.750
1.508
Male Teacher
Overall stress
84
34.202
5.153
1.898
Female Teacher
16
37.687
4.447
Male Teacher
Spiritual Orientation
84
3.178
.500
2.92
Female Teacher
16
3.297
.852
Male Teacher
Job & life Satisfaction
84
3.297
.500
2.326*
Female Teacher
16
3.625
.654
*p<.05
82
-.235
.08
.03
.01
-.13
-.01
-.09
.03
-.06
.09
.10
.10
-.06
-.15
-.08
.12
.04
-.21
-.21
-.12
-.03
-.07
.25
-.06
-.06
-.17
-.19
.09
-.01
-.17
.04
-.05
-.06
-.11
-.17
.06
.09
.09
-.17
-.05
-.12
.22
.11
.21
-.05
-.07
.06
-.04
.05
-.05
-.05
-.12
.21
.10
-.01
-.09
.15
-.02
-.12
-.01
-.16
-.12
.06
.06
-.02
-.07
-.006
-.03
.04
.08
-.01
-.35
-.09
.02
-.08
.01
.01
.01
.04
-.04
.16
.29
-.04
.14
.13
.18
.01
.18
-.05
-.05
-.19
-.12
.01
.11
.04
.03
-.05
-.16
-.01
-.12
.10
.03
.03
-.18
83
R-sq=44.3%
Co-ef
4.43
.207
1.51
.998
.702
-.094
SD
3.88
.090
.645
.331
.296
.0286
T
1.14
2.29
2.34
3.01
2.37
-3.32
P
.257
.025
.022
.004
.020
.001
84
85
86
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 86-91.
Ekta Sharma
87
88
Interpersonal Needs
Method
Participants:
A total of 396 management students,
272 male and 124 female students
participated in the study. 236 belonged to
general category and 160 to reserved
category. The sample distribution as per area
of specialization is as follows: Finance
specialization 198, marketing specialization
132 & Human resource specialization 66.
Materials:
The FIRO-B is a 54-item instrument that
measures six dimensions of an individuals
behavior toward others: (a) Expressed
Inclusion (eI), (b) Expressed Control (eC), (c)
Expressed Affection (eA), (d) Wanted
Inclusion (wI), (e) Wanted Control (wC), and
(f) Wanted Affection (wA). This instrument can
be self-administered and also requires
approximately 15 to 20 minutes to complete.
Based on a simple model, the FIRO-B
proposes that individuals are motivated by
three interpersonal needs:1. Inclusion (I): a
need to maintain relationships with others, to
be included in their activities, or to include
them in the activities of the individual.2.
Control (C): a need to maintain a balance of
power and influence in relationships, and 3.
Affection (A): a need to form personal
alliances with others (Schnell &
Hammer,1993, 2004).
Additionally, Schutz (1978) proposed
that two dimensions of each need can be
identified:(a) The extent to which individuals
are likely to express the associated
interpersonal behaviors toward others and (b)
the extent to which individuals want to receive
those same interpersonal behaviors from
others (Hammer & Schnell, 2000).
According to Hammer and Schnell
(2000), a score from 0 to 7 is considered low.
The Total Expressed score indicates that a
person is reluctant to initiate social behavior,
whereas the Total Wanted score with a score
89
Ekta Sharma
Table 1. Mean between Male and female, open and reserved and also different electives
chosen
Variable
Mean of total Male Female Open Reserved Finance Mktg
HR
(396)
(272)
(124)
(236)
(160)
(198) (132)
(66)
EI
5.45
5.47
5.43
5.65
5.16
5.39
5.86
4.82
EC
4.62
4.85
4.11
4.68
4.54
4.53
4.91
4.33
EA
3.53
3.58
3.40
3.58
3.45
3.54
3.70
3.15
Expressed
13.55
13.90
12.77
13.90
13.03
13.36 14.47
12.24
WI
4.25
4.26
4.23
4.62
3.71
4.39
4.24
3.85
WC
4.52
4.67
4.20
4.39
4.71
4.70
4.36
4.30
WA
3.03
3.00
3.07
3.04
3.10
2.85
3.15
Wanted
11.81
11.96
11.48
12.08
11.43
12.23 11.45
11.27
Inclusion
9.71
9.73
9.66
10.27
8.88
9.79
10.11
8.67
Ctrl
9.14
9.52
8.31
9.07
9.25
9.22
9.27
8.64
Affect
6.55
6.59
6.47
6.62
6.45
6.64
6.55
6.30
Total
25.39
25.84
24.41
26.03
24.46
25.64 25.95
23.55
90
Interpersonal Needs
**p<0.01
*p<0.05
References
Cattell, R. B. (1948). Concepts and methods in
the measurement of group syntality.
Psychological Review, 55, 48-63.
Costa, P. T., Jr., & McRae R. R. (1985). The NEO
Personality Inventory manual. Odessa, FL:
Psychological Assessment Resources.
Costa, P. T., Jr., & McRae R. R. (1992). Four
ways five factors are basic. Personality and
Individual Differences, 12, 887-898.
Gough, H. G. & Bradley, P. (1996). CPI manual.
(3rd ed). Palo Alto, CA: Consulting
Psychologists Press.
Grace,E. (1970).The relationship between
personality traits and vocational interests in
the choice of field of study of selected junior
Ekta Sharma
91
92
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 92-99.
Kalpana Sahoo
93
94
Measures:
Measure included scales of perceived
importance of study outcomes, students
satisfaction and students involvement. The
original scale in work context has been
developed by Kanungo (1982). Kanungo
(1982) has reported the validity and reliability
of this scale in cross-cultural context. On the
basis of this scale, Sahoo (2000) has
developed this original study behaviour
questionnaire to suit educational setting.
Sahoos scale has been used in the present
study.
Measure of Perceived Importance of
Study Outcome.This is a measure reflecting
the nature of the cognitive state of
psychological identification with study. The
subjects are required to rank 15 study
outcomes according to their perceived
importance. The 15 outcomes to be listed in
the random order include both extrinsic and
intrinsic study factors: seven of the factors
are considered extrinsic but institutionally
controlled study outcomes: acquisition of
knowledge, scholarship, opportunity for
professional growth, high examination marks,
sound educational policy, comfortable
educational conditions, opportunity for future
jobs. There are four interpersonally mediated
extrinsic study outcomes: competent
teachers, good peer group relations,
considerate teachers and recognition. The
remaining 4 factors are intrinsic in nature:
responsibility and independence, a sense of
achievement, interesting nature of study, and
freedom from family burdens.
Measures of Students Satisfaction: Their
present level of satisfaction or dissatisfaction
in their study with respect to each of the 15
study factors and to one more factor which
indicates an overall satisfaction in study is
assessed. The study factors are again listed
in random order. Ordinal weights of 1 to 6
are assigned respectively to the six points on
the scale ranging from extremely satisfied (6)
to extremely dissatisfied (1).
95
Kalpana Sahoo
1.
2.
1.
2.
1.
2.
1.
2.
1. Sympathetic teachers
2. Freedom from family burden
1. Freedom from family burden
2.Scholarship
1. Freedom from family burden
2. Scholarship
1. Freedom from family burden.
2. Recognition
96
QSI
GSI
SDSI
QSI
GSI
Science Students
.33*
.23
.34*
.22
.11
.28*
Arts Students
.44**
.25
.44**
.10
.14
.02
Combined
.48**
.32**
.40**
.17
.14
.16
* p<.05 ** p<.01
Table 3. Correlation Coefficients between Need Satisfaction and Involvement
Groups
Total Satisfaction
Overall Satisfaction
SDSI
QSI
GSI
SDSI
QSI
GSI
.26
.38**
.47**
.22
.23
Arts Students
.47**
.21
.19
.3*
.32*
.28*
Combined .
49**
.29**
.33**
.39**
.31**
.28**
* p<.05 ** p<.01
97
Kalpana Sahoo
98
99
Kalpana Sahoo
References
Alderfer, C.P.(1972). Existence, relatedness, and
growth. New York. Free Press.
Herzberg, F. (1959). The motivation to work. New
York. Free Press.
Kanungo, R. N. (1980). Work alienation. New
York. Free Press.
Maslow, A. H. (1965). Eupsychian management.
Homeshood, Illinois, USA: Darsy-Irwin.
McClelland, D.C.(1962). The achieving society.
Princeton, Illinois, USA: Van Nostrand.
Sahoo, F. M. (2000). Combating alienation and
helplessness in administration organizations:
The indigenous model of work efficiency.
Journal of Community Guidance and
Research, 17, 76-95.
Sahoo, F. M. & Bidyadhar, S. (1995). A cultural
validation of need
saliency model.
Psychological Studies, 40, 120-125.
Sahoo, F. M. & Padhi, S. (2001). Work and job
involvement in University teachers. Sankalpa,
9, 12-26.
Sahoo, F. M. & Rath, S. (2003). Need saliency
model of involvement in working and
nonworking women. Journal of Community
Guidance and Research, 20, 207-214.
100
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 100-107.
Deepa Ghosh
101
102
Eve Teasing
Item
Mean
4
0.83
8
0.82
5, 9
0.76
11
0.65
18
0.57
17,19 0.55
10
0.52
13
0.50
16
0.47
15
0.45
6
0.39
3
0.35
7
0.34
2
0.33
20
0.32
12
0.31
1,14
0.30
SD
Percentage
0.38
0.39
0.43
0.48
0.50
0.50
0.50
0.50
0.50
0.50
0.49
0.48
0.48
0.47
0.47
0.46
0.46
83%
82%
76%
65%
57%
55%
52%
50%
47%
45%
39%
35%
34%
33%
32%
31%
30%
103
Deepa Ghosh
Item
1
18
16
14
13
15
4,6
17
2
12
11
9
19
8
3
5
20
7
10
Mean
0.81
0.79
0.70
0.68
0.56
0.51
0.45
0.42
0.37
0.34
0.32
0.29
0.26
0.24
0.22
0.21
0.20
0.16
0.06
SD Percentage
0.39
81%
0.41
79%
0.46
70%
0.47
68%
0.50
56%
0.50
51%
0.50
45%
0.50
42%
0.49
37%
0.48
34%
0.47
32%
0.46
29%
0.44
26%
0.43
24%
0.42
22%
0.41
21%
0.40
20%
0.37
16%
0.24
6%
104
Eve Teasing
Deepa Ghosh
105
106
Eve Teasing
107
Deepa Ghosh
108
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 108-112.
The present study was to ascertain the relationship between spirituality and
anger besides the relationship of demographic variables such as age, income,
educational qualification, employment status and marital status of women to
spirituality and anger. A convenient sample of 100 women whose age ranged
between 20 years and 62 years, were administered with an Interview Schedule,
Spirituality Scale and State Trait Anger Expression Inventory. The design was
expost-facto ,cross-sectional and multivariate in nature. Statistical analyses of
the data revealed that spirituality and all dimensions of anger except angry
reaction were related. Education, employment status, marital status, income
and age were related to anger. Age, employment status and income were related
to spirituality.
109
110
Method
Sample:
The study was conducted on a
convenient sample of 100 women whose age
ranged between 20 and 62 years. Graduates
and non-graduates, gainfully employed
women and homemakers and married and
unmarried women constituted the sample.
They were administered with an Interview
Schedule, Spirituality Scale (Swaminathan &
Bindhu, 2006) and State Trait Anger
Expression Inventory (Spielberger, 1985).
Tools:
The interview schedule was prepared
specially for the present study to elicit
information from the respondents regarding
their personal, familial, marital, educational
and occupational aspects.
The state-Trait Anger Expression
Inventory (STAXI) is a self-reporting test which
provides concise measure of the experience
and expression of anger. It consists of 44
items which form six scales and two sub
scales namely State anger, Trait anger (Anger
temperament & Angry reaction), Anger-In,
Anger-Out, Anger control and Anger
Expression. Alpha coefficient ranged between
0.69 and 0.93 (Spielberger, 1988).
Spirituality scale (Swaminathan and
Bindhu, 2006) had 35 items of which one item
(7th item) was a buffer statement. This was
not considered for scoring. Test-retest
reliability was found to be 0.67.
Results and Discussion
After testing the data for homogeneity
of variance in linearity, discriminant functional
analysis and correlation by Pearsons method
were used for statistical analysis. Women in
the sample were divided into two groups,
based on the median of their scores on
spirituality. The two groups were Group I
Women high on spirituality and Group II
111
Other Details
Variables
Mean
2
SD
Me an
Function
Deviation
12.25
2.472
6.604
8.358
15.62
12.71
21.92
22.26
S-Anger
T-Anger
T-Anger/T
T-Anger/R
AX/IN
AX/OUT
AX/CON
AX/EX
2.77
0.723
1.73
2.34
3.61
3.06
5.38
7.02
12.87
2.95
7.07
8.63
16.58
13.75
19.75
25.65
3.57
1.11
1.52
1.94
3.74
3.03
4.43
7.25
Eigen
Cumulative
Canonical
Value
Variance
of
Correlation
0.1 4
100
100
0.35
p
0.01
Structure Matrix
Function
Variables
T-An ger
AX/E X
AX/CON
AX/OUT
T-An ger/T
AX/IN
S-Anger
T-An ger/R
-0.705
-0.641
0.585
-0.458
-0.384
-0.353
-0.262
-0.170
Predicted Membership
Total
40
13
53
21
20
41
Ungrouped Cases
1
4
75.5
2
25.5
6
100
2
Ungrouped Cases
51.2
66.7
48.8
33.3
100
100
Table 2-Correlation coefficient values for Spirituality, Anger and its dimensions and the
Demographic Variables.
Age
Education
Marital Status
Income
r
0.07 N.S
Employment
Status
r
0.25**
Spirituality
r
0.23*
r
0.10 N.S
r
-0.22*
S-Anger
-0.70(NS)
-0.11 N.S
-0.01 N.S
0.03 N.S
-0.03 N.S
T-Anger
-0.27**
-0.61 N.S
-0.25**
-0.11 N.S
0.24*
T-Anger/T
-0.28**
-0.11 N.S
-0.06 N.S
-0.26**
-0.01 N.S
T-Anger/R
-0.25**
0.01 N.S
-0.08 N.S
-0.20*
0.18 N.S
Ax-In
-0.01(NS)
0.12 N.S
0.06 N.S
-0.06 N.S
0.03 N.S
Ax-Out
-0.02(NS)
-0.20*
0.03 N.S
-0.01 N.S
0.09 N.S
Ax-Con
0.22*
-0.03 N.S
0.06 N.S
0.16 N.S
-0.10 N.S
Ax-Ex
-0.26**
-0.04 N.S
-0.49 N.S
-0.20*
0.09 N.S
Variables
* p< 0.05
** p< 0.01
112
113
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 113-118.
114
115
116
Statistical Analyses
Weighted means and standard
deviations of global workload were calculated.
Further, these weighted mean scores of global
mental workload (pre- and post-workload)
with regard to treatment conditions (Placebo,
100mg, 150mg, 200mg) were submitted to 2
x 4 factorial ANOVA with repeated measure
on the last factor. An alpha level of 0.05 was
used for all statistical tests. Effect size was
also reported for significant result.
Results and Discussion
Subjective workload state (NASA-TLX)
The two-way analysis of variance results
of overall mental workload revealed that the
main effect of treatment condition was
significant, F (3, 87) = 8.25; p < 0.001; partial
117
118
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Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 119-127.
120
Annalakshmi, N
121
122
Annalakshmi, N
123
124
125
Annalakshmi, N
126
127
Annalakshmi, N
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Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 128-133.
129
28 13.5 F
29 12.5 F
30 14 F
0/0
0/LP
0/0
130
Figure:1 Response curve for Visually Impaired Category , where Avg (B)=Average response of all
boys, Avg (G)=Average response of all girls, Actual=Actual response, Average=Average response of
both boys and girls
131
Figure:2 Response curve for Sighted Category , where Avg(B)=Average response of all boys,
Avg(G)=Average response of all girls, Actual=Actual response, Average=Average response of both
boys and girls
objects. There is no significant difference results also suggest that the spatial
between the sighted and visually impaired in competence of visually impaired is
their ability to estimate the size of the objects. comparable to their sighted counterpart. This
This is in contrast with many prior studies. It has a number of implications for the quality
is widely believed that lack of vision forces of life of people with severe visual
people to rely on direct contact and self- impairment. Lahav et al (2008) have also
referenced perception of places or objects found out that mental mapping of spaces is
to encode spatial information in a serial and essential for the development of efficient
manner
(Zuidhok et
al., 2007).
andresponse
mobility skill in visually
Figure:3 Responseegocentric
curve for inter
group comparison
within
gender, whereorientation
Avg(B)=Average
of all boys, Avg(G)=Average
response
of
all
girls,
Actual=Actual
response
impaired.
Indeed
our result suggest that the
The degree of disagreement among the
visually
impaired
should be given training
responses of visually impaired and sighted
about
their
spatial
environment, orientations
category for the big objects are due to the
with
respect
to
each
other and haptic
increased degree of body movement,
exploration
about
various
complex objects
rotation, change in spatial configuration of the
present
in
their
immediate
surrounding,
which
subject with respect to the object and vice
versa. At the same time, for objects reaching is more or less helpful in their daily life.
their arm-length, both categories of Though the visually impaired explore the
objects haptically but they are doing equally
participants are doing equally well.
well compared to their normal counterpart,
It is reported about the sex differences those who are using their previous visual
in lateralization of haptic orientation experience for executing tasks. Hence it is
processing task (Zuidhoek et.al, 2007) which clearly understood that not only previous
is not significant in our present study. These visual experience but also the factors like
132
133
134
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 134-139.
135
136
137
Gender
Experimental
Mean
SD
Male
22.92 2.798
Female 22.42 3.698
Total
22.67 3.272
Groups
Control
Mean
SD
12.74
2.389
13.28 1.415
13.01 1.972
Mean
17.83
17.85
17.84
Total
SD
5.733
5.372
5.541
Variable
Group
Academic
Achievement Experimental
Control
Total
<40
0%
74%
37.0%
Percentage
40-49
50-59
11%
30%
26%
0%
18.5% 15.0%
60-69
47%
0%
23.5%
70-79
12%
0%
6%
138
Academic Press.
Bandura, A., Barbaranelli,C., Caprara. G.V., &
Pastorelli, C. (1996). Multifaceted Impact of
Self-Efficacy Beliefs on Academic
Functioning, Child Development, 67, 12061222
Beck, A.T., Rush, A.J., Shaw, B.F., & Emery, G.
(1979). Cognitive Therapy of Depression. New
York: Guilford press
Burleson, J.A., & Kaminer, Y. (2005). Selfefficacy as a predictor of treatment outcome
in adolescent substance use disorders.
Addictive Behaviour, 30, 1751-64.
Caprara, G.V., Fida, R., Vecchione, M., Del Bove,
G., Vecchio, G.,Barbaranelli, C., & Bandura,
A. (2008). Longitudinal analysis of the role
of perceived self-efficacy for self-regulated
learning in academic continuance and
achievement. Journal of Educational
Psychology, 100, 525-534.
Corey,G. (2004). Theory and practice of Group
Counselling (6th Ed.). US: Thomson Brooks
Corsini,R.J.,& Wedding,D.(1989).Current
Psychotherapies (4 th Ed.). Illinois: F.F.
Peacock Publishers Inc.
Ghosh,A. (2007). Academic self efficacy and
Achievement in a Group of siblings of Primary
schools, Psychological Studies, 52, 364- 366
Greenberg, J.L., Markowitz, S., Petronko, M.R.,
Taylor, C.E., Wilhelm,S. S., & Wilson, G.T.
(2010). Cognitive-Behavioral Therapy for
Adolescent Body Dysmorphic Disorder .
Cognitive and Behavioral Practice 17, 248258
Hoffman.B., & Spatariu,A. (2008). The influence
of SelfEfficacy and metacognitive prompting
on Math problem-solving efficiency.
Contemporary Educational Psychology, 33,
875-893
Hyun, M.S.,Chung,H.I & Lee,Y.J.(2005). The
effect of cognitivebehavioral group therapy
on the self-esteem, depression, and selfefficacy of runaway adolescents in a shelter
in South Korea. Applied nursing
Research,18, 160-166
139
140
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 140-144.
141
Method
Participants:
The population comprises of 520
students who come from different parts of
India and also from diverse socio-cultural
backgrounds. The general socio-economic
status of the population is upper middle class.
The study focuses on the first born, second
born, third born and only child category. After
eliminating incomplete data, the final
participants size was 481. The participants
comprised of 217 girls and 264 boys with an
average age of 22.74 years, the standard
deviation being 0.90.
Results
In our attempt to investigate the role of
order of birth on academic performances, four
groups were made, namely first born, second
born, third born and the only child group.
Academic performances of 10th standard, 12th
standard and graduation percentage scores
were considered as the dependent variablepast academic performance.
Table 1. Mean and SD for Academic
Performance of Students by Birth Order
Categories
Category N
M
SD
1st born
235
67.922
5.902
2nd born
169
68.975
6.187
3 born
36
66.499
5.949
Only
41
66.302
7.647
rd
142
C o mpari son
of birth ord e r
1& 2
1& 3
1& 4
2& 3
2& 4
3& 4
M ean d i fferenc e
1.0 53
1.4 23
1.6 19
2.4 76
2.6 73
0.1 96
0 .683
1 .289
1 .551
2 .186 *
2 .488 *
0 .139
d
0 .170
0 .230
0 .262
0 .401
0 .433
0 .031
result show
that there is a significant
difference in the past academic performance
of students due to their order of birth [F
(3,477) = 3.155, p<.05].
143
144
145
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 145-150.
and
Vandana Sharma
146
Astro-Psychotherapeutic Effect
147
148
Astro-Psychotherapeutic Effect
4.99
8.69
13.04
2.78
6.43
11.23
2.01
3.69
7.03
7.99
4.79
8.98
3.01
2.97
3.65
1.81
2.99
3.87
1.99
3.92
3.97
4.98
2.21
2.79
3.64
9.7 5
10.43
3.97
4.12
8.76
3.87
2.36
4.32
5.98
5.86
6.25
2.66
2.94
3.82
2.87
2.97
3.96
2.01
3.96
3.17
3.34
2.99
3.21
2.71**
2.05
3.99
2.83**
4.42**
3.60**
3.52
1.92
4.30**
2.70**
2.21
5.19**
**p<0.01
Table 2 Comparison of Treated and Un-treated Pathological Gamblers on Press,
Interpersonal Relations and Outcome Variables.
Variables
Treated
Un-treated
Pathological gamblers Pathological gamblers
M
SD
M
SD
t value
Press
2.31
1.27
3.96
1.39
7.14
Interpersonal relations
4.01
2.01
2.81
1.87
3.52
Outcome
2.87
1.09
1.83
1.81
4.00
**p<0.01
149
2.58
3.98
4.01
4.12
3.43
4.42
1.24
1.01
1.12
1.13
1.12
1.25
4.31
5.39
4.13
4.97
5.24
4.12
1.27
0.99
1.03
1.01
1.32
1.12
7.93**
8.19**
5.98**
4.56**
8.45**
1.36**
150
Astro-Psychotherapeutic Effect
151
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 151-161.
The purpose of this study was to investigate the role of perceived organizational
support (POS) and family involvement in predicting Organizational Citizenship
Behaviors (OCBs). Three standardized psychometric measures namely the
Organizational Citizenship Behavior Scale, the Perceived Organizational Support
Scale and the Family Involvement Scale were used for data collection. The
study was conducted on 188 front level male executives of Indian organizations.
The study revealed a positive and significant relationship of tangible support and
informational support with the five dimensions of OCB; and intrinsic motivation
(family involvement) with the five dimensions of OCB. Relationship of emotional
support (POS), affective involvement and internalization of family goal (family
involvement) with OCB is somewhat limited. This study provides an evidence of
the positive relationship of perceived organizational support and family involvement
with organizational citizenship behavior. Such knowledge may help to prepare
and implement the policies regarding work-family and retention management.
Keywords: Organizational citizenship behaviour, Perceived organizational
support, family involvement.
152
153
154
155
Control Variables
Age
Organizational Tenure
Marital Status
Organization Type
Rating source
Independent Variables
Emotional Support
Tangible Support
Informational Support
Overall R2
Adjusted R2
R2 change
Fa change
-.35
.37*
-.14
-.17*
-.23***
-.36
.38*
-.11
-.17
-.21**
-.06
.18*
.02
.176
.199
.154
.164
.176
.023
7.78*** 1.73
-.07 -.05
.08
.05
-.23** -.19*
-.16* -.16*
-.28*** -.23**
-.52*
.43*
-.18*
-.10
.12
-.10
.19*
.22**
.252 .335 .054
.232 .305 .028
.252 .083 .054
12.3***7.44***2.09
-.54**
.44*
-.14
-.10
.17*
-.33
.300
-.13
-.15*
-.45***
-.03
-.02
.23**
.13
.10
.06
.126 .314 .336
.086 .295 .307
.071 .314 .022
4.86** 16.6*** 2.03
-.14
.18*
.17*
.168 .221
.145 .186
.168 .054
7.33***4.10***
156
Control Variables
Age
-.35
-.33
Organizational Tenure.37*
.35
Marital Status
-.14
-.08
Organization Type
-.17* -.15
Rating source
-.23*** -.21**
Independent Variable
Intrinsic Motivation
.20*
Internalization of family
goals
-.01
Affective Involvement
.11
Overall R2
.176 .219
Adjusted R2
.154 .184
.176 .043
R2 change
Fa change
7.78*** 3.25*
-.07 .16
.08
-.17
-.23** -.09
-.16* -.10*
-.28*** -.20**
-.52*
.43*
-.18*
-.10
.12
.34***
.26**
-.001
-.18**
.252 .359
.054
.232 .330
.028
.252 .106
.054
12.3***9.89*** 2.09
*P<0.05,
**P< 0.01
-.46*
.37
-.07
-.07
.14
-.33
.300
-.13
-.15*
-.45***
.37***
.10
.12
.151 .314
.113
.295
.096 .314
6.77*** 16.6***
-.21
.16
.01
-.12
-.40***
-.34
.32
-.17
-.34***
-.006
-.21
.18
-.06
-.31***
.05
.34***
.04
.05
.427 .168
.401 .145
.113
.168
11.8*** 7.33***
-.003
.02
.253
.219
.085
6.81***
***P< 0.001
Discussion
Three significant findings resulted from
this study. The first was the significant, though
modest, correlation of OCB with
demographical variables (age, organizational
tenure, and marital status), types of
organizations and rating sources (though, it
was not our main objective). The second
finding was that POS (mainly tangible
support) positively correlated with OCB.
Finally, the study uncovered that the family
involvement (mainly intrinsic motivation)
significantly influences the OCB.
In first hypothesis it was proposed a
positive relationship between POS and OCB.
The findings supported the presence of a
mutual exchange relationship where
employees expressed intentions to
reciprocate POS through OCB. Findings
clearly indicate that tangible support is a more
powerful predictor of OCB. Informational
Support is a weak but significant predictor of
OCB especially the sportsmanship and
altruism dimensions. But Emotional support
did not show any significant association with
OCB. In essence, POS ensure to play a
significant role in the predicting the three
dimensions of OCB (sportsmanship, and civic
virtue and altruism).
Employees appear to seek a balance in
their exchange relationships with
organizations by demonstrating attitudes and
behaviours thats commensurate with the
amount of commitment they feel from the
employer (Wayne et al., 1997). Being an
effective organizational citizen is one way that
an employee may reciprocate the support he/
she feels is being provided by the
organization (Graham, 1991). In turn, making
suggestions for improvement, helping coworkers, and other types of OCB incur
obligations that the other party (i.e., the
individual or the organization) will later
reciprocate. In doing so, the repayment of
these obligations reinforces the beneficial
exchange between the employee and the
157
158
159
160
References
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continuance, and normative commitment to
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V. (1990). Perceived organizational support
161
162
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 162-168.
163
164
165
Results
Table 1: Results of correlation among marital adjustment, communication skills and
sexual satisfaction.
Variables
1
2
3
4
1. Marital Adjustment
1.0
2. Resolving Conflicts in the least Excitement mood 0.45*** 1.0
3. Making Aware and Letting Free
0.57*** 0.50*** 1.0
4. Sexual Satisfaction
0.63*** 0.48*** 0.37*** 1.0
Sta nd ar di zed
Ad jus te d
2
R
S exu a l
S atisfa ction
0.6 3
0.39
S exu a l
S atisfa ction
+ M a k in g A w ar e
a nd Le tti ng F ree
0.4 8
0.52
Ste ps
P re dic to rs
1
2
0.3 9
R
cha ng e
F
c h an g e
P artia l
cor re latio n
0.39
0.6 3
0.13
F (1 , 13 5) =
a
8 6 .6 7 ** *
F (2 , 13 4) =
b
7 2 .3 7 ***
0.5 4
0.4 6
166
167
168
169
1938-1995
Awards
170
Journal of the Indian Academy of Applied Psychology
February 2011, Vol.37, Special Issue, 170-171.
171
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