School of Social Sciences and Humanities (SSS&H)

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Browsing School of Social Sciences and Humanities (SSS&H) by Subject "Adolescence"

Now showing 1 - 3 of 3
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    Attitude towards gender role stereotype among adolescent
    (UNIVERSITY OF MANAGEMENT AND TECHNOLOGY, 2015) Sajjad Mughal, Novaira
    Gender stereotype are present in every culture both positive and negative. People often suffer from and get affected by the barriers caused by the gender stereotypes in their daily life. Adolescence is a stage where the individual is more vulnerable to get affected by thesestereotypes. This research covers the views of adolescents, whether they approve or denouncethe gender stereotypes set by the society. For this purpose, questionnaires with gender stereotypical statements were constructed and aimed at participants of ages 10-15 years i.e. early and middle adolescents, from classes of 6-8 and the non-school individuals. About 113 school students participated,with 30 who either dropped out of school or never attended a school. The purpose of the research was to find out the thought process of adolescents about the gender role typecast prevailing in the society. The research studiedwhich gender is more likely to follow these genders stereotypes. Does the intensity of gender stereotypical thinking decreases if the individual has sibling(s) of the opposite sex? Is there an inverse relation between gender stereotypical thinking and years of education?What factor does age play in the intensity of gender stereotypical thinking? Is the thinking of gender stereotype more in non-school individuals than the school individuals? Results indicated that boys are more stereotypical than girls and to find that, differentiation in the responses of both gender was compared. Two factors mainly were selected to find the effect on the gender stereotypical thinking Sibling and Education. The data analysis suggests the effect of opposite sex sibling on the gender stereotypical role was nil. On the other hand the hypothesis that non-schooled adolescence are more stereotypical , results suggest opposite of it , indicating that school student are more stereotypical than non-schooled. In educational institute the gender stereotypical thinking was near to constant from 7-8 and had little difference from class 6.
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    Perceived Parental Rearing Practices and its relationship with Cognitive Error in Adolescence
    (University of Management and Technology, 2013) Naseem, Maria
    The present study examined the relationship between Perceived Parental Rearing Practices and Cognitive Error among adolescents. A sample 441 adolescent were selected with the age range 11-14 (M 14.60 and SD 1.38) through multistage sampling and given school children, (a) Demographic Performa,(b) EMBU-C, and questionnaire measuring perceptions of Parental Rearing Practices separate for mother and father. (c) Cognitive Error Scale for School Children. Regression Analysis showed that in Parental Rearing Practices perception of father, Emotional Warmth was found negative predictor of Cognitive Errors. On the other hand perception of father and mother Rejection is the positive predictor of Cognitive Error. Thus, Adolescence who perceived their parents as more Rejection and Anxious Rearing reported higher levels of Cognitive Errors. The t Test results shows Boys perceived more Fathers Overprotection and Anxious Rearing. Girls perceived more Mother Rejection. Younger Age group perceived more Father and Mother Overprotection, Emotional Warmth and Anxious Rearing. Nuclear Family System perceived more Father and Mother Emotional Warmth. Joint Family System perceived more Father Rejection. Older Age group perceived more Sense of Worthlessness. Nuclear Family System perceived more Should/Must Cognitive Error. Class 8th students perceived more Father Overprotection, Emotional Warmth, Anxious Rearing. nova Results shows Class 9th students perceived more mother Emotional Warmth and Anxious Rearing Class 10th Students Perceived more Mother and Father Rejection. Class 10th students perceived more Negative evaluation by Others, Sense of Worthlessness, Self Blame, Being Rejected and Alienated/ Isolation then class 8th and 9th.Class 9th students perceived more Should/Must Cognitive Errors.
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    Suicidality across adolescence: Loneliness as a predictor
    (UNIVERSITY OF MANAGEMENT AND TECHNOLOGY, 2015) Syeda Fatima Farooq
    The study explores the tendency of suicidal ideation and behavior in adolescents. It also explains the factors that impacts suicidality. This research has been done to explore the contribution of the psychosocial factors specially loneliness in suicidal ideation, its differential effects among adolescents and also aim to discover the correlation between loneliness and social isolation and suicidal ideation. Furthermore, we aim to evaluate the intensity in suicidal behavior with respect to gender differences. This is a cross-sectional study. The research has been conducted by distributing questionnaires to a sample of 250 students aged 14 to 25. Suicidality was measured by the Suicidal Behavior Questionnaire Revised (Osman, et al. 2001)while to measure feeling of loneliness; we used revised UCLA loneliness scale(Russell, Peplau, & Ferguson, 1980). An independent sample t-test was conducted to explore gender differences. To investigate correlation between age and loneliness with suicidality, we conducted regression analyses.Age is not significantlyassociated with suicidality, r(229) = -.033, p=.623. Results of the correlation analysis showed that loneliness is significantly and positively correlated with suicidal ideation and behavior, r(229) =.240, p<.001. Loneliness significantly predicted suicidality β =.240, t(230) =3.73, p<.001, and explained 5.8% of the variance.The results of this study show that suicidal ideation is significantly correlated with loneliness. Furthermore, there is insignificant gender difference. Age is not significantly associated with suicidality. As an intervention strategy, teaching social skills and optimism are most effective.