International Journal of Education and Management Studies

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Father Education: The Effects on Temperament of Twins in Bagar Zone


Affiliations
1 Department of Human Development and Family Studies (HDFS), CCS HAU, Hisar, Haryana, India
2 SNIATTE, CCS HAU, Hisar, India
     

   Subscribe/Renew Journal


Father's level of education is the strongest factor determining a child's future success at school, creating a selfreinforcing cycle of poverty and lack of achievement passed down from parents to children. The present study was conducted in four districts namely; Hisar Fatehabad, Rohtak and Jind of Haryana state with the purpose of availability of maximum numbers of twins in the required age group of 4 -10 years identified under UGC project of the department. A sample of 296 pairs of twins in the age group of 6 10 years will be taken. The dimensions of temperament will be assessed individually. A variable is the set of value that forms a classification. A value is anything which can be predicted. There were two types of variables in the study i.e. independent and dependent variable. Temperament was taken as dependent and father education was taken as independent variable. The Malhotra Temperament Schedule (MTS) developed by Malhotra and Malhotra (1988) was used to assess child's temperament. Result revealed that there was no association of father's education with all the variables of temperament in Bagar zone, i.e., sociability (𝒳2=0.34), emotionality (𝒳2=4.84), energy (𝒳2=1.51), rhythmicity (𝒳2=4.45), distractibility (𝒳2=1.40) and total temperament (𝒳2=1.42) of twins.

Keywords

Temperament, Father Education, Personality Traits, Twins, Behaviour, Children, Emotions, Development.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Anonymous (2011). Temperamew? and Parenting: Temperament.com. Retrieved from https://www.b-di.com/temperament. comfaqs.html

  • Barrick, M. R , Parks, I., & Mount, M. K. (2005). Self-monitoring as a moderator of the Relationships between personality traits and performance. Personnel Psychology, 58, 745-767.

  • Hill, J. (2012). Biological, psychological and social processes in the conduct disorders. Journal of Child Psychology and Psychiatry, 43, 133-165.

  • Johnson, W., Krueger, R F., Bouchard, T. J. Jr., & McGue, M. (2011). The personalities oftwins: Just ordinary folks. Twin Research, 5 ,125-131.

  • Kagan, J., Snidman, N., Zentner, M. R , & Peterson, E. (2005). Infant temperament and anxious symptoms in school age children. Development and Psychopathology, 11, 209-224.

  • Lamb, M. E , Chuang, S. S., Wessels, H , Broberg, A. G., & Hwang, C. P. (2012). Emergence and construct validation of the Big Five factors in early childhood: a longitudinal analysis of their ontogeny in Sweden. Child Development, 73, 15171524.

  • Poliak, S.D., Messner, M., Kistler, D. J., & Cohn, J.F. (2009). Development of perceptual expertise in emotion recognition. Cognition, 770,242-247.

  • Shaffer, R., & Kipp, S. (2007). Mothers' appraisal of goodness of fit and children's social development. International Journal of Behavioural Development. http://jbd.sagep ub.com.

  • Steinberg, L. (2014). The 10 basic principles of good parenting. New York, NY: Simon & Schuster Paperbacks.

  • Syeda, K.F., & Haider, H.S. (2009). Study of personality difference among identical twins and fraternal twin in Pakistan. Journal of Research Scientific Personality, 46, Issue 2.

  • Tellegen, A., & Waller, N. G. (2008). Exploring personality through test construction: Development ofthe multidimensional Personality Questionnaire. In G.J. Boyle G. Matthews, and D.H. Saklofske (Eds.), Handbook of_personality theory and testing: Personality measurement and assessment (Vol. II, pp. 261-292). Sage; Thousand Oaks, CA.

  • Walker, S., Berthelsen, D., & Irving, K. (2001). Temperament and peer acceptance in early childhood: Sex and social status differences. Child Study Journal, 31(3), 177192.


Abstract Views: 313

PDF Views: 0




  • Father Education: The Effects on Temperament of Twins in Bagar Zone

Abstract Views: 313  |  PDF Views: 0

Authors

Reetu Devi
Department of Human Development and Family Studies (HDFS), CCS HAU, Hisar, Haryana, India
Bimla Dhanda
Department of Human Development and Family Studies (HDFS), CCS HAU, Hisar, Haryana, India
Vijay Kumar
SNIATTE, CCS HAU, Hisar, India

Abstract


Father's level of education is the strongest factor determining a child's future success at school, creating a selfreinforcing cycle of poverty and lack of achievement passed down from parents to children. The present study was conducted in four districts namely; Hisar Fatehabad, Rohtak and Jind of Haryana state with the purpose of availability of maximum numbers of twins in the required age group of 4 -10 years identified under UGC project of the department. A sample of 296 pairs of twins in the age group of 6 10 years will be taken. The dimensions of temperament will be assessed individually. A variable is the set of value that forms a classification. A value is anything which can be predicted. There were two types of variables in the study i.e. independent and dependent variable. Temperament was taken as dependent and father education was taken as independent variable. The Malhotra Temperament Schedule (MTS) developed by Malhotra and Malhotra (1988) was used to assess child's temperament. Result revealed that there was no association of father's education with all the variables of temperament in Bagar zone, i.e., sociability (𝒳2=0.34), emotionality (𝒳2=4.84), energy (𝒳2=1.51), rhythmicity (𝒳2=4.45), distractibility (𝒳2=1.40) and total temperament (𝒳2=1.42) of twins.

Keywords


Temperament, Father Education, Personality Traits, Twins, Behaviour, Children, Emotions, Development.

References