Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir : (Record no. 84490)

MARC details
000 -LEADER
fixed length control field 12086nam a22004933i 4500
001 - CONTROL NUMBER
control field EBC1640304
003 - CONTROL NUMBER IDENTIFIER
control field MiAaPQ
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191126114527.0
006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS
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007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 191125s2014 xx o ||||0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9783954897100
Qualifying information (electronic bk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
Canceled/invalid ISBN 9783954892105
035 ## - SYSTEM CONTROL NUMBER
System control number (MiAaPQ)EBC1640304
035 ## - SYSTEM CONTROL NUMBER
System control number (Au-PeEL)EBL1640304
035 ## - SYSTEM CONTROL NUMBER
System control number (CaPaEBR)ebr10856579
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)871779740
040 ## - CATALOGING SOURCE
Original cataloging agency MiAaPQ
Language of cataloging eng
Description conventions rda
-- pn
Transcribing agency MiAaPQ
Modifying agency MiAaPQ
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1060 -- .Z374 2014eb
082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.1523
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Shazia, Siraj.
9 (RLIN) 88238
245 10 - TITLE STATEMENT
Title Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir :
Remainder of title A study on Psychological variables and academic achievement of adolescents in Kashmir.
250 ## - EDITION STATEMENT
Edition statement 1st ed.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Hamburg :
Name of producer, publisher, distributor, manufacturer Diplomica Verlag,
Date of production, publication, distribution, manufacture, or copyright notice 2014.
264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Date of production, publication, distribution, manufacture, or copyright notice ©2014.
300 ## - PHYSICAL DESCRIPTION
Extent 1 online resource (183 pages)
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term computer
Media type code c
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term online resource
Carrier type code cr
Source rdacarrier
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Self - Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir -- CONTENTS -- ABSTRACT -- CHAPTER - 1 INTRODUCTION -- CHAPTER - 2 REVIEW OF RELATED LITERATURE -- (1) Studies on Self-Concept -- (2) STUDIES ON LEARNING STYLES -- (3) STUDIES ON STUDY HABITS -- CHAPTER - 3 METHODOLOGY AND PROCEDURE -- CHAPTER - 4 ANALYSIS AND INTERPRETATION OF THE DATA -- CHAPTER - 5 DISCUSSION OF THE RESULTS -- (a) Ideal-Self of Adolescents -- (b) Real-Self of Adolescents -- (c) Learning Styles of Adolescents -- (d) Study Habits of Adolescents -- (e) Academic Achievement of Adolescents -- CHAPTER - 6 SUMMARY, CONCLUSION & SUGGESTIONS -- REFERENCES.
520 ## - SUMMARY, ETC.
Summary, etc. There have been a countless new developments in the field of education. It is a fact that in recent years Education has emerged as a professional subject knowledge of which is essential for an effective instruction.The utility of the book is further enhanced by the provision of summary and references and appendices. Not only this the logistic and lucid presentation of the book will foster critical thinking and creative imagination in dealing with the students.It is hoped that this book will enable the teachers to perceive classroom situations with a deeper insight and also increase his/her professional competence. They can focus on the shortcomings of the students so that they can be tackled well in time and can groom and excel in all fields of life.   Auszug aus dem Text Text Sample: CHAPTER 1: Introduction: The latest concept about the influences exerted on the child starts right from the neonatal stage. This is an established fact that outer environment plays a dominant role in the formation of the body and the make-up of neonate's mind. However, at later stage a person, to some extent, shapes the pattern of his life by the choices and decisions he makes at successive stages of life. The choice and decisions taken are usually based on the inputs that he/she has received during the preceding years, be it from family, peers or school. So far as the school influence is concerned a teacher assumes pivotal position. A teacher's main concern in the classroom is all-round development of the child. It is a time tested adage as is the teacher so is the taught and as is the taught so is the society. A teacher dedicated in educating a child in a balanced and integrated manner has to understand the characteristics, proclivity of a child at various stages of life. Therefore, it is essential for a teacher to study the growth and development of different
520 8# - SUMMARY, ETC.
Summary, etc. stages of life. Growth refers to quantitative changes in physical development, i.e. increase in size, height and weight. Growth refers to the structural and physiological changes, i.e. growth in height and weight or it may be change in the particular aspects of the body or some part of the body. The term development refers to change in structure, form or shape and improvement in functioning. When qualitative changes occur in behavioral characteristics of the child, it is called development. Development means the whole sequence of life from conception to death. It may imply the change in the organism as a whole. Hurlock says that it is 'progressive series of changes in an orderly coherent pattern'. The changes are directional leading to vertical and horizontal mobility and resulting in new characteristics and new abilities on the part of the individual. Development is comprehensive which includes physical, social, and emotional and many more aspects of an individual. With the onset of adolescence, physiological changes accelerate, sexual maturity arrives, social relationships become more intense and new cognitive capacities emerge. Although psychological maturity does not occur so rapidly because teenage is a stage of transition accelerated by development. When we speak of the adolescent as 'growing up,' we mean that the youth has left behind the phase of protective childhood and is becoming independent, capable of going out to fend for him/her. Early adolescence extends roughly from 13-16 and late adolescence covers the period from 16 until 18, the age of legal maturity. Adolescent is the most crucial period in the life of a human being. It is the stage when the surge of life reaches to ist highest peak. The adolescent's life is, or might be, full of hopes. The adolescents are eager to interact with new experiences, to find new relationships, to
520 8# - SUMMARY, ETC.
Summary, etc. examine resources of inner strength and fathom the strength of their inner abilities. The adolescent tries to have freedom to think and set his own goals and discover means to achieve them. Adolescence is considered as a transitional phase, a 'status passage' between childhood and adulthood (Fend, 2000; Flammer and Alsaker, 2002; Hurrelmann, Rosewitz and Wolf, 1994; Maggs, Schulenberg and Hurrelmann, 1997). In this transition phase, bodily, emotional, and social changes occur and these changes fully occupy the attention of the adolescents. The main questions that are stated to the self are concentrated on emotions ('How am I?'), social development ('What am I able to do?'), and identity ('Who am I?'). The adolescent way of thinking is rather egocentric (Elkind, 1978) and adolescents are quite concerned about their appearance, their impression on others, and their abilities. Also, they tend to feel that they are the focus of attention of others. Development of Self is an important phase of this stage. It refers to the image which adolescents hold about themselves. Attitudes of right and wrong may also become part of their psychological self. Self may involve, after certain stages of psychological growth, concepts like I, we, mine and yours. The growing adolescent's ability and the concept of self, is influenced by the way in which they accept others. Closely associated with the problem of self is the quest for meaning and purpose which constantly occupies adolescent's thinking. This is so because they are constantly in search of selfhood. Early in the History of Psychology, Self was considered as an important topic of interest. For example, in the times of James (1890), the self played a central role in psychological thinking and to a good extent; ist study was pursued by introspection (Calvin, 1915). Self-concept is hence self-percepts, which have
520 8# - SUMMARY, ETC.
Summary, etc. acquired meaning and which have been related to the other self-percepts. The self-percepts are observed facts, the impressions of raw material of self which individual receives via several senses. Since the person cannot subscribe the meaning to himself in a vacuum, the concept of self is generally a picture of the self; in some role a certain situation, in some position, performing a certain set of functions, or in some relationship. The whole idea of concept and percepts has been beautifully knitted by Roger in his publication. To quote him, 'the self-concept or self-structure may be thought of as an organized configuration of perception of the self which are admissible to awareness. It is composed of such elements as the perceptions of one's characteristics and abilities, the percepts and the concept of the other self in relation to the other and to the environment, the value-qualities which are perceived as associated with experiences and objects and the goals and ideas which are perceived as having positive or negative valence'. Self-concept is the way people think about themselves. It is unique, dynamic, and always evolving. This mental image of oneself influences a person's identity, self-esteem, body image. As a global understanding of oneself, self-concept shapes and defines who we are, the decisions we make, and the relationships we form. Self-concept is perhaps the basis for all motivated behaviour (Franken, 1994). Three basic components of self-concept are the ideal self, the public self, and the real self. Cooley (1902) developed the concept of the 'Looking-glass-self'. He defines it 'as we see our face, figure and dress in the glass and are interested in them because they are ours and pleased or otherwise with them'. As in imagination we perceive in others mind, some thought of our appearance, manners, aims, deeds, character, friends
520 8# - SUMMARY, ETC.
Summary, etc. and so on and we are variously affected by it'. According to Rogers, an accurate and positive self-concept is necessary for full functioning (Meador and Rogers, 1974; Rogers, (1983) Damon and Hart (1982) have proposed that an important distinction (first made by William James) is necessary for understanding self-concept. The distinction is between 'I' and 'Me.' Damon and Hart (1982) have proposed that the 'Me' includes four aspects of the self: the physical self, the active self, the social self and the psychological self. Although all aspects of the self are important, the emphasis among them changes during development. Behaviour is consistent with self-concept, experiences that are inconsistent with the self-concept and are viewed as threatening, the self-concept changes as a result of learning. Learning is one of the fundamental areas in psychology. The theorists named already Pavlov, Toleman, Watson, and Skinner are some of the most influential in this discipline. The history of learning theory is, in many ways, the history of psychology. Some of the earliest psychological research came from studies in animal learning conducted by Edward Lee Thorndike in the 1890's Edwin R. Gurthrie in the early 1900's and from Toleman, Pavlov, and others. One of the most important movements in psychology, Behaviourism, was largely a learning-based approach. Watson founded this school of thought, and described it in his book Behaviourism (1925), in an effort to make psychology an objective and scientific field of research. He believed that all behaviour could be explained by learning principles. Skinner extended and continued this field of thought beginning in the 1930's and behaviourism dominated psychology for the next few decades. We can categorize an individual's strength and weaknesses about the processes of learning from a number of different factors
520 8# - SUMMARY, ETC.
Summary, etc. which.
588 ## - SOURCE OF DESCRIPTION NOTE
Source of description note Description based on publisher supplied metadata and other sources.
590 ## - LOCAL NOTE (RLIN)
Local note Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2019. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Learning, Psychology of -- Germany.;Study skills -- Germany.
9 (RLIN) 88239
655 #4 - INDEX TERM--GENRE/FORM
Genre/form data or focus term Electronic books.
9 (RLIN) 88240
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Relationship information Print version:
Main entry heading Shazia, Siraj
Title Self – Concept, Learning Styles, Study Habits and Academic Achievement of Adolescents in Kashmir: A study on Psychological variables and academic achievement of adolescents in Kashmir
Place, publisher, and date of publication Hamburg : Diplomica Verlag,c2014
International Standard Book Number 9783954892105
797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN)
Corporate name or jurisdiction name as entry element ProQuest (Firm)
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://ebookcentral.proquest.com/lib/thebc/detail.action?docID=1640304">https://ebookcentral.proquest.com/lib/thebc/detail.action?docID=1640304</a>
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