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Ningombam, Dhanabati Devi
- Personality Correlates of Perceived Teacher Academic Support in Xth Standard Students in Manipur
Abstract Views :181 |
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Authors
Affiliations
1 Department of Education, Sikkim University, Gangtok, IN
2 Department of Psychology, Sikkim University, Gangtok, Sikkim, IN
1 Department of Education, Sikkim University, Gangtok, IN
2 Department of Psychology, Sikkim University, Gangtok, Sikkim, IN
Source
International Journal of Education and Management Studies, Vol 5, No 3 (2015), Pagination: 262-263Abstract
Technological advancement has made teaching and learning much easier. However, teachers' role in students' life can't be undermined. The purpose of the present study is to examine if students' perceived academic support from the teacher is related to different personality traits of the students. Seventy three students (females = 33) in Xth standard in Manipur responded to standardized measures of personality (John & Srivastava, 1999) and perceived teacher academic support (Chen, 2008). The results showed that students' perception of the teachers' academic support was correlated positively and significantly with extraversion, agreeableness, and conscientiousness but insignificant with neuroticism and openness to experience of the students. The results are discussed on the basis of the importance of training students in acquiring certain personality traits in order to receive greater academic support from the teachers.Keywords
Teacher Academic Support, Personality, Teaching, Learning.- Academic Achievement, Academic Engagement, and Perceived Support from Friends and Parents among 10th Standard Students
Abstract Views :223 |
PDF Views:0
Authors
Affiliations
1 Department of Education, Sikkim University, Gangtok, IN
2 Department of Psychology, Sikkim University, Gangtok, IN
1 Department of Education, Sikkim University, Gangtok, IN
2 Department of Psychology, Sikkim University, Gangtok, IN
Source
IAHRW International Journal of Social Sciences Review, Vol 3, No 4 (2015), Pagination: 498-500Abstract
Academic achievement is a crucial goal for many students in this competitive age. The objective of this empirical study was to examine if academic achievement of 10th standard student was related to academic engagement, perceived support from friends and parents. Data were collected from 97 students in private schools in Imphal city (capital of Manipur) with the help of standardised measures of academic engagement and perceived support from friends and parents. Academic achievement was assessed by the marks obtained in Maths and English at the final exam. The results of the Karl Pearson Correlation showed that academic achievement in Maths was correlated positively and significantly with academic engagement and perception of support from parents but negatively with perceived support from friends. But academic achievement in English was not significantly correlated with perceived support from friends and parents. Academic engagement was positively correlated with English academic achievement. Academic achievement in Maths and English were not significantly correlated with the education of the mothers and the father. The findings may be useful for the policy makers and parents.Keywords
Academic Achievement, Academic Engagement, Perceived Academic Support.- Practice of Inclusive Education in North-East India:The Case of Manipur
Abstract Views :190 |
PDF Views:0
Authors
Affiliations
1 Department of Education, Sikkim University, Gangtok, IN
1 Department of Education, Sikkim University, Gangtok, IN