Sharma, Princy. (2018). A Comparative Study of Behavioral Attributes of Physically Challenged and Normal Students of Jammu Province. Unpublished. Ph.D., Education. University of Jammu.

OBJECTIVES OF THE STUDY

1. To develop guidance needs.

2. To study the level of self-concept, stress, educational aspirations, parental involvement, guidance needs and academic achievement of physically challenged students and normal students.

3. To study the level of self-concept, stress, educational aspirations, parental involvement, guidance needs and academic achievement of physically challenged male and female students.

4. To study the difference in the self-concept, stress, educational aspirations, parental involvement, guidance needs and academic achievement of physically challenged students and normal students.

5. To study the difference in the self-concept, stress, educational aspirations, parental involvement, guidance needs and academic achievement of physically challenged male and female students.

6. To find the relationship between academic achievement and self-concept, academic achievement and stress, academic achievement and educational aspirations, academic achievement and parental involvement, academic achievement and guidance needs in case of physically challenged students.

7. To predict the academic achievement of physically challenged students on the basis of their self-concept, educational aspirations, parental involvement, guidance needs.

8. To find the relative contribution of the predictor variables(self-concept, stress, educational aspirations, parental involvement, guidance needs) towards variance in the criterion variable i.e, academic achievement of physically challenged students.

9. To find the relationship between academic achievement and self-concept, academic achievement and stress, academic achievement and educational aspirations, academic achievement and parental involvement, academic achievement and guidance needs in case of normal students.

10. To predict the academic achievement of normal students on the basis of their self-concept, educational aspirations, parental involvement, guidance needs.

11. To find the relative contribution of the predictor variables(self-concept, stress, educational aspirations, parental involvement, guidance needs) towards variance in the criterion variable i.e, academic achievement of normal students.

HYPOTHESIS OF THE STUDY

1. The physically challenged and normal students may not be found to show varying levels of self-concept, stress, educational aspirations, parental involvement, guidance needs and academic achievement.

2. The physically challenged male and female students may not be found to show varying levels of self-concept, stress, educational aspirations, parental involvement, guidance needs and academic achievement.

3. There is no significance difference in the self-concept, stress, educational aspirations, parental involvement, guidance needs and academic achievement of physically challenged students and normal students.

4. There is no significant difference in the self-concept, stress, educational aspirations, parental involvement, guidance needs and academic achievement of physically challenged male and female students.

5. There is no significant relationship between academic achievement and self-concept, academic achievement and stress, academic achievement and educational aspirations, academic achievement and parental involvement, academic achievement and guidance needs in case of physically challenged students.

6. A battery comprising self-concept, educational aspirations, parental involvement and guidance needs will not serve as a good predictor of academic achievement of physically challenged students.

7. There is no significant contribution of predictor variables (self-concept, stress, educational aspirations, parental involvement, guidance needs) towards dependent variable (academic achievement) of physically challenged students.

8. There is no significant relationship between academic achievement and self-concept, academic achievement and stress, academic achievement and educational aspirations, academic achievement and parental involvement, academic achievement and guidance needs in case of normal students.

9. A battery comprising self-concept, educational aspirations, parental involvement and guidance needs will not serve as a good predictor of academic achievement of normal students.

10. There is no significant contribution of predictor variables (self-concept, stress, educational aspirations, parental involvement, guidance needs) towards dependent variable (academic achievement) of normal students.

SAMPLE OF THE STUDY

Sample of the present study comprised of 410 students which included 205 physically challenged students (117 male and 88 female students) and 205 normal students (117 male and 88 female students) studying in 8^th , 9^th and 10th class in inclusive school settings. The sample was selected using both cluster and random sampling technique.

TOOLS USED

1. Children's Self-Concept Scale (Hindi) developed by S.P. Ahluwalia and H.S. Singh (1986).

2. Student Stress Scale (English) developed by Dr. Zaki Akhtar (2011).

3. Level of Educational Aspirations Test (English) developed by Yashmin Ghani Khan (2009).

4. Parental Involvement Scale (Hindi) developed by Vijay Laxmi Chauhan and Gunjan Ganotra Arora (2009).

5. Guidance Needs Scale (English) constructed and standardized by the investigator.

6. The percentage of marks obtained by the students in the previous class is treated as an index of their academic achievement.

METHOD

Descriptive research method was used in this study.

STATISTICAL TECHNIQUES USED:

• Percentage

• Pie Charts and Graphs

• Critical Ratio

• Pearson’s Product Moment Correlation

• Multiple Correlation and Multiple Linear Regression

FINDINGS OF THE STUDY

Conclusions Pertaining to the Level of Self-Concept, Stress, Educational Aspirations, Parental Involvement, Guidance Needs And Academic Achievement of Physically Challenged Students and Normal Students.

• 6% of physically challenged students have a high level of self-concept and 19% of them have a low level of self-concept where in case of normal students 20% of them have a high level of self-concept and 3% of them have a low level of self-concept.

• 46% of physically challenged students have a high level of stress and 25% of them have a low level of stress where in case of normal students 26% of them have a high level of stress and 50% of them have a low level of stress.

• 17% of physically challenged students have a high level of educational aspirations and 54% of them have a low level of educational aspirations, where in case of normal students 55% of them have a high level of educational aspirations and 14 % of them have a low level of educational aspirations.

• 23% of physically challenged students have a high level of parental involvement and 57% of them have a low level of parental involvement, where in case of normal students 51% of them have a high level of parental involvement and 28% of them have a low level of parental involvement.

• 53% of physically challenged students have a high level of guidance needs and 27% of them have a low level of guidance needs, where in case of normal students 26% of them have a high level of guidance needs and 49% of them have a low level of guidance needs.

• 25% of physically challenged students have a high level of academic achievement and 55% of them have a low level of academic achievement, where in case of normal students 53% of them have a high level of academic achievement and 30% of them have a low level of academic achievement.

Conclusions Pertaining to the Level of Self-Concept, Stress, Educational Aspirations, Parental Involvement, Guidance Needs and Academic Achievement of Physically Challenged Male and Female Students.

• 15% of physically challenged male students have a high level of self-concept and 6% of them have a low level of self-concept, where in case of physically challenged female students 7% of them have a high level of self-concept and 30% of them have a low level of self-concept.

• 34% of physically challenged male students have a high level of stress and 42% of them have a low level of stress, where in case of physically challenged female students 48% of them have a high level of stress and 32% of them have a low level of stress.

• 38% of physically challenged male students have a high level of educational aspirations and 34% of them have a low level of educational aspirations , where in case of physically challenged female students 57% of them have a high level of educational aspirations and 20% of them have a low level of educational aspirations.

• 35% of physically challenged male students have a high level of parental involvement and 44% of them have a low level of parental involvement, where in case of physically challenged female students 40% of them have a high level of parental involvement and 43% of them have a low level of parental involvement.

• 27% of physically challenged male students have a high level of guidance needs and 53% of them have a low level of guidance needs, where in case of physically challenged female students 52% of them have a high level of guidance needs and 27% of them have a low level of guidance needs.

• 32% of physically challenged male students have a high level of academic achievement and 54% of them have a low level of academic achievement, where in case of physically challenged female students 48% of them have a high level of academic achievement and 32% of them have a low level of academic achievement.

Conclusions Pertaining to the Significance Difference in the Self-Concept, Stress, Educational Aspirations, Parental Involvement, Guidance Needs and Academic Achievement of Physically Challenged Students and Normal Students.

• The result obtained on the comparison of physically challenged students with normal students on self-concept indicates that physically challenged students have low self concept as compared to their normal counter parts. The C.R. values obtained for all sub areas of self concept i.e. behavior is 5.69, intellectual and school status is 4.82, physical appearance and attributes is 4.75, anxiety is 4.35, popularity is 5.24, happiness and satisfaction is 3.87 and for total self-concept is 7.58. all the values are found significant at 0.01 level of significance.

• The result obtained on the comparison of physically challenged students have a higher level of stress as compared to normal students. A significant difference was found at 0.01 level of significance with C.R. value of 6.44

• The result of the study obtained on the comparison of physically challenged students with normal students on the level of educational aspirations indicates that the level of educational aspirations of normal students is significantly higher than physically challenged students on all sub-areas of educational aspirations as well as on total educational aspirations.

• Significant difference has been found with respect to the parental involvement of physically challenged and normal students with C.R. value of 7.84 which is significant at 0.01 level of significance. Normal students have a significantly higher level of parental involvement than physically challenged students.

• The result of the study obtained on the comparison of physically challenged students with normal students on guidance needs revealed that physically challenged students have significantly higher level of guidance needs on all sub areas.

• Significance difference has been found between the academic achievement of normal and physically challenged students.

Conclusions Pertaining to the Significant Difference in the Self-Concept, Stress, Educational Aspirations, Parental Involvement, Guidance Needs and Academic Achievement of Physically Challenged Male and Female Students

• It has been found that the self-concept of physically challenged male students is significantly higher as compared to physically challenged male students on all sub-areas as well as on total self-concept. The C.R. values obtained on all subareas of self-concept i.e. intellectual and school status is (2.8O), anxiety is (3.12), popularity is (2.63) happiness and satisfaction is (3.02) and on total self- concept is (4.08), All the values are found significant at 0.01 level of significance. On physical appearance and attributes sub-area of self-concept C.R. value is (1.98) which is found significant at 0.05 level of significance. On behaviour sub-area of self-concept, no significant difference was found between the physically challenged male and female students.

• It has been found that physically challenged female students have a significantly higher level of stress than physically challenged male students, as significant differences was found at 0.05 level of significance with C.R. value of 2.49.

• Significant differences were found in the total level of educational aspirations of physically challenged male and female students. Physically challenged female were found to have a significantly higher level of educational aspirations than physically challenged male students. For the reality of aspired goal sub-area of the level of educational aspirations the C.R. value is 3.48 and for the total level of educational aspiration, the value is (2.66). Both the values are found significant at 0.01 level of significance. No significant difference was found between physically challenged male and female students on family support, pupil's view and pupil's effort sub areas of level of educational aspirations as the C.R. values obtained were (0.89), (1.29) and (1.60) respectively.

• No significant difference has been found in the parental involvement of physically challenged male and physically challenged female students.

• The result of the study obtained on the comparison of physically challenged female students with physically challenged male students on guidance needs revealed that physically challenged female students have a significantly higher level of guidance needs on all sub-areas of guidance needs as well on total guidance needs than physically challenged male students. The C.R. value obtained for personal guidance needs is (2.56), social is (2.06) both the values were found significant at 0.05 level. The C.R. value obtained on educational guidance needs is (2.83) and vocational guidance needs area is (2.61) and on total guidance needs is (3.84). The obtained C.R. values are significant at 0.01 level of significance.

• Significant difference with C.R. value (3.97) was found at 0.01 level of significance in the academic achievement of physically challenged female and physically challenged male students. Physically challenged female students have significantly higher academic achievement scores than physically challenged male students.

  
  Conclusions Pertaining to the Relationship between Academic Achievement and Self-Concept, Academic Achievement and Stress, Academic Achievement and Educational Aspirations, Academic Achievement and Parental Involvement, Academic Achievement and Guidance Needs in case of Physically Challenged Students.

• The coefficient of correlation between behaviour area of self-concept and academic achievement of physically challenged students has been found to be (r=0.327), between intellectual and school status area of self-concept and academic achievement has been found to be (r= 0.324), between physical appearance area of self-concept and academic achievement has been found to be (r= 0.405), between anxiety area of self-concept and academic achievement has been found to be (r= 0.304), and between popularity area of self-concept and academic achievement of physically challenged students it has been found to be (r=0.315). All the values show positive and significant relationship with academic achievement. No significant correlation has been found between happiness and satisfaction area of self-concept and academic achievement as the r value is (r=0.08). Moderate positive and significant correlation (r= 0.488) has been found to exist between physically challenged students' total self-concept and academic achievement.

• Significant moderate negative correlation (r -0.455) has been found to exist between physically challenged students' stress and academic achievement.

• The coefficient of correlation between family support area of educational aspiration and academic achievement of physically challenged students has been found to be (r=0.372), between pupil's view area of educational aspiration and academic achievement has been found to be (r=0.389), between pupil's effort area of educational aspiration and academic achievement has been found to be (r=0.436) and between reality of aspired goals area of educational aspiration and academic achievement it has been found to be (r=0.393). All the values show positive and significant relationship with academic achievement. Moderate positive but significant correlation (r = 0.621) has been found to exist between physically challenged students' composite educational aspirations and academic achievement.

• Significant moderate positive correlation (r=0.601) has been found to exist between physically challenged students' parental involvement and academic achievement.

• The coefficient of correlation between educational needs area of guidance needs and academic achievement of physically challenged students has been found to be (r=-0.410), between social needs area of guidance needs and academic achievement has been found to be (r=0.380), between personal needs area of guidance needs and academic achievement has been found to be (r=-0.364) and between vocational needs area of guidance needs and academic achievement it has been found to be (r=-0.179). All the values show significant negative correlation with academic achievement. Moderate negative correlation (r=-0.502) has been found to exist between physically challenged students' total guidance needs and academic achievement.

  Conclusions Pertaining to the Relationship between Academic Achievement and Self-Concept, Academic Achievement and Stress, Academic Achievement and Educational Aspirations, Academic Achievement and Parental Involvement, Academic Achievement and Guidance Needs in case of Normal Students.

• The coefficient of correlation between behaviour area of self-concept and academic achievement of normal students has been found to be (r= 0.361), between intellectual and school status area of self-concept and academic achievement has been found to be (r=0.440), between physical appearance area of self-concept and academic achievement has been found to be (r=0.369), between anxiety area of self-concept and academic achievement has been found to be (r=0.329), and between popularity area of self-concept and academic achievement of normal students it has been found to be (r=0.390). All the values show positive and significant relationship with academic achievement. No significant correlation has been found between happiness and satisfaction area of self-concept and academic achievement as the r value is (r=0.07). Moderate positive and significant correlation (r=0.522) has been found to exist between normal students' total self-concept and academic achievement.

• Significant moderate negative correlation (r=- 0.486) has been found to exist between normal students' stress and academic achievement.

• The coefficient of correlation between family support area of educational aspiration and academic achievement of normal students has been found to been (r=0.10), between pupil's view area of educational aspiration and academic achievement has been found to be (r=0.380), between pupil's effort area of educational aspiration and academic achievement. It has been found to be (r=0.531) and between reality of aspired goals area of educational aspiration and academic achievement it has been found to be (r=0.324). All the values show positive and significant relationship with academic achievement, except for family support area of educational aspiration where no significant relationship is found between family support and academic achievement of normal students. Moderate positive and significant correlation (r=0.680) has been found to exist between normal students' total level of educational aspirations and academic achievement.

• Significant moderate positive correlation (r=0.650) has been found to exist between normal students' parental involvement and academic achievement

• The coefficient of correlation between educational needs area of guidance needs and academic achievement of normal students has been found to be (r=-0.392), between social needs area of guidance needs and academic achievement has been found to be (r=-0.251), between personal needs area of guidance needs and academic achievement has been found to be (r=-0.338) and between vocational needs area of guidance needs and academic achievement it has been found to be (r=-0.199), All the values show significant negative correlation with academic achievement. Moderate negative correlation (r=-0.466) has been found to exist between normal students' total guidance needs and academic achievement.

  Conclusions Pertaining to Prediction of Academic Achievement of Physically Challenged Students.

• A set of five variables viz.. self concept. stress, educational aspirations, parental involvement and guidance needs yielded a multiple correlation of 0.769 with F value 57.67 which was found significant at 0.01 level of significance and accounted for 58.97% of variance in the criterion variable i e. academic achievement of physically challenged students.

• Considering five variable battery of predictors, it was found that educational aspirations appears to be the most important predictor variable with a contribution of 20.8% of variance in the criterion measure ie. academic achievement while other four variables, viz. parental involvement, stress, guidance needs and self-concept had a contribution of 17.8%, 7.23%, 6.82% and 6.34% respectively.

• A prediction equation was developed which is stated below:

  XI(AA) = 30.1940.168X2(SC)-0. I 49X3(SHI199X4(EA)+0.370X5(PI)-.052X6(GN)

  The above equation appears to suggest that for each unit increase in self-concept (SC) of physically challenged students, academic achievement got increased by 0.17 points, for each unit increase in stress (S) academic achievement got decreased by 0.15 points, for each unit increase in educational aspirations (EA) academic achievement got increased by 1.20 points, and for each unit increase in parental involvement (PI) academic achievement got increased by 0.37 points and lastly for each unit increase in guidance needs academic achievement got decreased by 0.05points.

  Conclusions Pertaining to Prediction of Academic Achievement of Normal Students.

• A set of five variables viz., self-concept, stress, educational aspirations, parental involvement and guidance needs yielded a multiple correlation of 0.809 with F value 75.49 which was found significant at 0.01 level of significance and accounted for 65.4% of the variance in the criterion variable. I.e. academic achievement of normal students.

• Considering five variable battery of predictors, it was found that educational aspirations appeared to be the most important predictor variable with a contribution of 26.4% of variance in the criterion measure i.e. academic achievement while other four variables, viz. parental involvement, self-concept, stress and guidance needs had a contribution of 17.8%, 9.9%, 5.8% and 5.5% respectively.

• A prediction equation was developed which is stated below:

  XI (AA) =30.27+0.322X2(SC)-0.116X3(S)+2.515X4(EA)+0.537XS(PU)-0.062X6(GN)

  The above equation appears to suggest that for each unit increase in self-concept (SC) of normal students. academic achievement got increased by 0.32 points, for each unit increase in stress (S) academic achievement got decreased by 0.12 points, for each unit increase in educational aspirations (EA) academic achievement got increased by 2.52 points, and for each unit increase in parental involvement (PI) academic achievement got increased by 0.54 points and lastly for each unit increase in guidance needs academic achievement got decreased by 0.06 points.

EDUCATIONAL IMPLICATIONS

In the present study, an attempt has been made to compare physically challenged students with normal students on selt-concept, stress, level of educational aspirations, guidance needs, parental involvement and academic achievement and also to predict the academic achievement of both physically challenged and normal students on the basis of predictor variables i.e. self-concept, stress, educational aspiration, parental involvement and guidance needs. In the light of the findings the following educational implications are made:

• The government should promote the policy of involvement of parents especially involvement of parents of children with disability in the schools. It should be made mandatory for the parents to visit the school so that they can come forward freely and express their problems related to the education of their child. Along with it, parent-teacher association should also be formed.

• Parental counselling is essential. Counsellor should organize from time to time counselling sessions with the parents of children with disability in order to help them accept the disability of their child and helping them out on how they can help their child in developing the feeling of security, self-acceptance and self-confidence.

• Since positive correlation has been found between academic achievement and self-concept, educational aspirations, and parental involvement respectively and negative correlation has been found between academic achievement and stress and guidance needs, initiatives need to be taken for enhancing the self-concept, educational aspirations and parental involvement and in reducing the stress level. Appropriate provisions should be made for providing guidance and counselling to physically challenged as well as to the normal students.

• Counsellor and guidance expert should be appointed in each school. Students whether normal or physically challenged have to choose for career or interested field of study. A proper guidance can help them to choose career or field of study based on capabilities and aptitude. Moreover, secondary school students are in transitional period of their age. As adolescents they have the need for psychological guidance and counselling. This is most sensitive stage in the growth and development stages. Teachers/Counsellors should provide guidance and counselling for their psychological and emotional problems.

• In service teacher training on how to identify children with disability, how to teach them in the inclusive classroom should be organized on regular basis.

• Teacher should always try to provide such a least restrictive and free environment in the classroom where children with disability feel encouraged to take part in various activities organized in the classroom as well as in the school, which in result would improve their communication skills, and lead to positive self-concept and reduce their stress level also.

• Teachers should provide information to the children both normal and physically challenged regarding various scholarship schemes, vocational courses, higher education options and various courses that they can go for.

• Physically challenged students should be provided information regarding the demand of world of work and also about the basic qualification requirements for that, and how they can prepare tor that and avail the opportunity.

• At a time when inclusion of children with disabilities into regular school has started. despite the tact that conditions necessary for inclusion have not been appropriately fulfilled in every aspect, monitoring of the inclusive education practices is essential to avoid dilution of the inclusive education guidelines.

• Government should establish at least two guidance and counselling centers in each district so that guidance and counselling needs of parents, as well as children, can be fulfilled.

• An adequate number of resource rooms as envisaged in inclusive education policy should be established in each district by the government to meet with the educational needs of physically challenged students.

• Non-govenment organizations (NGOs) and state government should work together to help bring the children with disability to mainstream life and to help them find the respectable place in the society

Keyword(s): Self-concept, Stress, Educational Aspirtions, Parental Involvement, Guidance needs, Academic Achievement, Gender