CHAPTER – II

Review of Related Studies

 CHAPTER II
REVIEW OF RELATED STUDIES

2.01 INTRODUCTION
The term ‘review’ means to organize the knowledge of the specific area of
research, which has accumulated in the part as a result of constant human endeavor.
Review of related literature and studies is an essential part of Research projects which
gives the research worker an understanding of the previous work that has been done in
the area he intends to study. This review represents the third step of the scientific method
outlined by Dewey and other educational philosophers and a serious student of research
will find an exhaustive survey of what has already been done on his problem an
indispensable step in his solution. It is a forerunner for the research worker in the sense
that it shows the way through which the new comer should proceed. Knowledge available
data often serves to narrow the problem itself as well as the techniques that might be used
(Ferber and Verdoom, 2000).
According to John Best “Review of related Literature is a valuable guide in
defining the problem, recognizing its significance, suggesting promising data – gathering
devices appropriate study design, and sources of data.” The investigator visited number
of libraries, made use of internet facility and collected references from Indian and
international research abstracts.

2.02 PURPOSE OF REVIEW OF RELATED LITERATURE:

The purpose of review of related literature are:-
1. To show whether the evidence already available solves the problem adequately
without further investigation and thus to avoid the risk of duplication.
2. Provide ideas theories, explanations or hypothesis valuable in formulating the
problem.
3. To suggest methods of research appropriate to the problem.
4. To locate comparative data useful in the interpretation of results, and
5. To contribute to the general scholarship of the investigation.
2.03 RELATED STUDIES REVIEWED
In the present study, the investigator has classified the related studies into two
groups, they are
A. Related Indian Studies
B. Related Foreign Studies

Indian Studies.
1. Studies on Mental Health.
2. Studies related to Spirituality and Mental Health.
3. Studies related to Family environment and Mental Health
4. Studies related to School environment and Mental Health
5. Studies related to Self esteem and Mental Health
6. Studies related to Temperament and Mental Health.

Foreign Studies
1. Studies on Mental Health.
2. Studies related to Spirituality and Mental Health.
3. Studies related to Family environment and Mental Health
4. Studies related to School environment and Mental Health
5. Studies related to Self esteem and Mental Health
6. Studies related to Temperament and Mental Health.

2.04. STUDIES CONDUCTED IN INDIA

I. MENTAL HEALTH
1. Amrita Deb & Meenakshi Arora (2011) Studied “Resilience and Mental Health:
A Study on Adolescents in Varanasi”.
This investigation is an attempt to study resilience and mental health in
adolescents preparing for Engineering/Medical Entrance Examinations in Varanasi,
India. 200 adolescents (mean age=18.36) experiencing high academic adversity were
chosen from a larger group of 566. This was done by selection of those adolescents
who scored above Q3 on the Academic Adversity Scale, developed during the
research work. The resilience of these 200 adolescents was assessed through
 administration of the Resilience Scale (Mampane, 2005). The sample was divided
into high resilience (HR) and low resilience (LR) groups through a median split of the
resilience scores. Mental Health of the sample was assessed by administration of the
Indian adaptation of Goldberg’s (1972). General health Questionnaire by Singh
(2000). The results revealed a significant gender difference on resilience scores, with
males reporting better resilience scores than females. In addition to this, it was found
that HR males have been found to possess significantly better mental health than their
LR counterparts.
2. Shatarupa Chatho Pathajay, Anjana Mulchopadhyay (2010) studied “Depression
at Risk, Vulnerable and Normal Adolescents: A Comparison of Mental Health”.
The Purpose of the study was framed to investigate mental health of
adolescents who are at risk of developing depression in future and those who are not
affected by such symptoms. The Sample of the study comprised 300 students 14-18
yrs studied from secondary school Varanasi. The tests used in this study were
Depression Symptom Checklist and Beck Depression Inventory. The group
depression ‘at risk’ (n=21) was defined on the basis of cut off scores while vulnerable
group was screened with additional information of lack of impulse control among the
lower criteria point of depression (n=21). A matching control group of equal number
of subjects was also included in the study. Mental Health Inventory was administered
on all the three groups. The results obtained from ANOVA revealed significant
difference between group effect in the areas of positive self evaluation, integration of
personality, group-oriented attitude, autonomy and environmental mastery.
3. Thamodharan .V., (2009) conducted, “A study of Mental Health and Academic
Achievement in English of Higher Secondary Students.”
The objectives of the study were, i) To find out the Mental Health of Higher
Secondary students, ii) To find out the significant difference if any in the Mental
Health of Higher Secondary students with the variable (a) Gender, (b) Language of
Instruction, (c) Locality, (d) Religion, (e) Family Income, iii) To find out Academic
Achievement in English of Higher Secondary students iv)To find out the Correlation
between Mental Health and Academic Achievement in English of Higher Secondary
Students. 250 students studying in XI standard are taken as the sample. The tools of
the study were “Mental Health Inventory” developed by Jegadeesh Srivasta and
 “Achievement Test in English” developed and standardize by the Investigator. ‘t’
test, ‘F’-test, Correlation and Percentage Analysis were the tools used to analyse the
data. The Major Findings were, i) There is no significant difference in the Mental
Health of the students and Academic Achievement of Higher Secondary class with
reference to variables Gender, Locality of the institution and family income, ii) There
is significant difference in the Mental Health of Higher Secondary students of
different religions, iii) There is significant relationship between the Academic
Achievement of Higher Secondary students in English and their Mental Health.
4. R. Perumal (2008), “A study of Mental Health status and locus of control with
reference to VIII Standard English Achievement”.
The Objectives of the study were, i) To study the Mental Health status of VIII
Standard students of Kerala, and ii) To explore the relationship between Mental
Health status and locus of control of VIII Standard students of Kerala. Normative
Survey Method was adopted for the present study 450 Eighth Standard on the basic of
disproportionate stratified sampling technique. The tools of the study were the
Mental Health status scale development by Abraham and Prasanna 1981 and
Malayalam version of Rotter’s Internal – External locus of control scale was
developed by Rotter (1966) ‘t’-test and Correlation were used to analyze the data.
The major findings were i) There is no significant differences exist between the
gender groups with respect to the Mental Health status of VIII Standard students of
Kerala.ii) Majority of VIII Standard students of Kerala do not have high Mental
Health status, iii) There is no significant Correlation among Mental Health status,
internal locus of control and Achievement in English of VIII Standard students of
Kerala.
5. Saheel Khan, Bina Srivastava (2008) conducted, A study on teachers burnout in
relation to Mental Health”.
To find out whether Mental Health has any impact on the burnout levels of
school and college teachers. The sample comprised of 640 schools and college
teachers of 4 districts of eastern UP. It was drawn through random sampling
technique. The tools of the study were (i) Burnout scale by Dr. Tripte Hatwal and (ii)
Mithila Mental Health Status Inventory. The major findings were i) Mental health
varies significantly according to factors like stressful life events, intelligence, role
 base stress, job satisfaction, personality etc. ii) Mental Health is a variable, which is
intensively correlated with the burnout tendency.
6. Antony Gracious, F.L.and Vimal Eswary, T. (2007) conducted “A study on Mental
Health awareness among College students.”
The objective of the study is to study Mental health awareness among the
college students of Tuticorin area. The investigator has selected survey method for
collecting data for this study. 250 samples were selected randomly from different
colleges. The tools of the study were Mental Health Inventory development by
Jagdish and A.K. Srivastava (1997) was used. The major findings were (i) There is a
significant difference between the mean scores of male and female college students
regarding Mental Health awareness dimensions, positive self evaluation, group
oriented attitudes and environment mastery, (ii) There is a significant difference
between the mean scores of women and co-education college students regarding
Mental Health awareness dimension autonomy.
7. Srividhya.V (2007) studied “Mental health and adjustment problems of students of
Navodaya, Central and State schools”.
The purpose of the study was to investigate mental health and adjustment
problems of students of Navodaya Central and state schools. The sample consisted of
233 adolescents was selected. The final sample constituted 227 adolescents after the
deletion of six subjects due to inadequate information. Research tools used for data
collection were Mental health inventory developed by Jagadish and Srivastava (1983)
Problem check list developed by Joshi and Pandey (2005), General information
schedule. Majority of students (45.4 per cent) had average mental health while
minimum percentage (6.6 per cent) had good mental health, none in very good
category and more than 2/5th had poor mental health. Students of different
educational systems did not differ significantly by the levels of components of mental
health such as positive self evaluation, perception of reality, integration of
personality, autonomy, group oriented attitude and environmental mastery. Boys
and girls did not differ significantly on mental health, but girls of Central school had
better mental health compared to boys of Central school. Scheduled caste/tribe
students had significant poor mental health than other category students, but religion
 had no influence on mental health. The more the problems students faced the lower
was the mental health.
8. Vidhya Ravindranadan (2006) studied “Emotional intelligence, quality of life and
mental health status of parents of children with special needs”.
The purpose of the study was to investigate emotional intelligence, quality of
life and mental health status of parents of children with special needs. There is
significant difference between parents of children with special needs and parents of
normal on the study variable mental health status. Sample 400 parents of children
with special need studied. The tools used in the study were emotional intelligence
(1998) Jayaraj, B. & Dr.Sam Sananda Raj, Mental Health status scale (1988)
developed by Gireesan, P. &. Dr.Sam Sananda Raj. Findings of the study indicate that
there is significant difference in mental health status between the study group of
Kerala & Dubai on the basis of education. There will be gender difference among the
samples on mental health status. There will be significant difference among the study
group on the basis of nationally/ locality on attitude towards self, self actualization,
perception of reality environmental mastery and Mental Health total. There will be
significant difference between parents of children with special needs and parents
normal on the sudsy variable mental health status.
9. S.Prabu Shanker, Rachel Jabaraj (2006) studied “Mental health of Tsunami
affected Adolescent orphan children”.
The purpose of the study was to find out the mental health of tsunami affected
adolescent orphan children and the influence of mental health as the determent of
their academic achievement. The sample comprised 80 adolescent orphan children.
52 boys & 28 girls between age group 9 to 15. The mental health tool constructed by
Srivasthava.A.K (2003) used to measure mental health . Findings of the present study
indicate that there is a high significant relationship between the mental health &
academic achievement of Tsunami affected adolescent orphan child. The level of
mental health status of Tsunami affected orphan children were found too low.
10. Jeba A. (2005) conducted a study on “Teaching competency and Mental Health of
student teachers in a District Institute of Education and Training (DIET).”
The objectives of the study were (i) to find out the gender and group
differences in teaching competency and Mental Health status of student teachers in
 DIET. (ii)To find out the relationship between teaching competency Mental Health
status of student teachers in DIET. The sample consisted of 150 men student teachers
and 150 women student teachers of DIET. The tools used were, (i) Mental Health
Status Scale development by Abraham M. and K.C.B. Prasanna (ii) Teaching
Competency Assessment scale development by the investigator. ‘t’ test and
correlation were used to analyse the data. The study revealed that the Mental Health
and teaching competency are correlated.
11. Srivastava S.K., (2004) conducted a study entitled, “Mental Health and personality
adjustment among optimistic and pessimistic students community”.
The objectives of the study were to investigate the significant difference
between optimistic and pessimistic students in terms of Mental Health and personality
adjustment. The study was conducted with 150 students in which 75 were male and
75 were female students. The tools used in this study were optimistic, pessimist
attitude scale by S. Parasha, Mithila, Mental Health status inventory by Anand Kumar
and personality adjustment inventory by C.P. Sharma. The major findings were that
the optimistic students significantly differ from pessimistic students on personality
adjustment.
12. Farahbakhsh S. (2004) conducted a study entitled, “Mental Health of secondary
school principals in relation to occupational variables.”
The objectives of the study were (i) To compare six measures of Mental
Health namely overall personal well being, anxiety factor disability systems, capacity
to establish constructive relationships and capacity to cope with the ordinary demands
and others of life among secondary school principals with respect to administrative
experience as well as total service in teaching, (ii)To compare the Mental Health of
the secondary school principals in relation to number of teachers, number of pupils as
well as educational quality level of their schools. The study was conducted on a
sample of 60 Government Secondary School principals. The major findings of the
study were (i) The mean scores of principal’s Mental Health were above the scale’s
mean (ii) The Mental Health Scores indicated that there was not very significant
difference among principals according to various categories of number of teachers in
their schools.
13. Ojiha (2002) conducted a study on “Social anxiety and mental health of normal and
physically challenged adolescents”.
The purpose of the study was to compare social anxiety and mental health of
normal and physically challenged adolescents. The sample constituted of 60 subjects
(15 orthopaedically challenged females and matched control group of normal
adolescents) randomly selected from different colleges located in Varanasi .Mental
health inventory Jadadish and Srivastava, (1983) was administered to measured
mental health. With regard to mental health normal group and orthopaedically
challenged group showed no significant difference.
14. Nanda (2001) studied the “Mental health of high school students”.
The purpose of the study was to investigate mental health of high school
student. The sample consisted of 1579 students from 86 schools covering Cuttack
district, Orissa. Mental health scale developed by Nanda along with the interview
schedules for parents, teachers and head masters was administered. Arithmetic means,
Standard deviation, T-test, the quantity deviation were used in the analysis of data.
The results revealed that female students were found to have better mental health than
male students. Students in urban, rural and ashram schools had similar mental health;
where as female students had better mental health than male students in rural schools.

II. STUDIES RELATED TO SPIRITUALITY AND MENTAL HEALTH

1. Narayanan Annalakshmi, Mohammed Abeer (2011) studied “Islamic worldview,
religious personality and resilience among Muslim adolescent students in India”
The present study attempts to examine the effect of Muslim Religiosity
Personality on Resilience. The sample for the study consisted of 200 adolescent
Muslim students, from Kerala, India. Both males and females were included in the
study. The age of the sample ranged from 15 to 18 years of age. The Muslim
Religiosity-Personality Inventory (MRPI) (Krauss and Hamzah, 2009), that purports
to assess Islamic religiosity in terms of Islamic worldview and religious personality,
was used in the study. Resilience was assessed using the Bharathiar University
Resilience Scale (BURS) (Annalakshmi, 2009). Comparison of criterion groups on
their scores on the scale using ANOVA revealed that the high and low resilient are
distinguished from one another on their religious personality but not on Islamic
 worldview. The findings of the present study suggest that cognitive components alone
are not adequate to forge relationship between religion and resilience. Religiosity is
both belief/knowledge and action, and in this present study the resilient participants
are those able to actually put their beliefs/knowledge into practice.
2. Princy T.K Kang (2011) studied “Religiosity among elderly of both the sexes”.
The purpose of the study was to investigate religiosity among elderly of both the
sexes .The study was conducted among120 elderly persons residing in the Pathankot
city of Punjab state. Religious attitude scale by Rajamanickm (2004) has been used to
assess the religiosity of responded. No significance difference was found in the case
of religiosity among elderly males and females. Significance difference not found in
male and female responded on various dimensions of religiosity viz. nature of God,
Prayer and Worship, formal religion, future life, pre-stand spirits and spiritual world
including overall religiosity
3. Sing, A, Kaur, P. Singh, T, (2010) studied “Spiritual Intelligence, Altruism, School
environment and Academic Achievement as predictor of Mental Health of
Adolescent”.
The present study was design to examine the joint contribution of Spiritual
Intelligence, Altruism, School Environment and Academic Achievement for
predicting Mental Health of senior secondary school students. Total 934 students of
class +1 (mean age 16.4 Years) studying in schools affiliated to Punjab School
Education Board were taken as sample. Mental Health Battery (2000) developed by
Singh and Sen Gupta; Spiritual Intelligence scale (2006) developed by Singh,
Altruism scale (1988) developed by Rai and Singh; School Environment inventory
(2002) prepared by Misra were used to collect data. Result through multiple
correlation and regression analysis revealed that Type of school, Spiritual
Intelligence, Altruism, rejection (dimension of School Environment) and
control(dimension of School Environment) were the significant predictor of Mental
Health. Gender, location of residence, creative stimulation, cognitive encouragement,
acceptance, permissiveness and Academic Achievement were not significant
predictors of Mental Health.
4. Neelam H. Deshmukh and Benita Raphael (2010) studied “Spiritual belief,
depression and general well-being of adults.”
 The purpose of the study was to investigate the relationship between spiritual
belief, depression and general well-being of adults. A sample of 100 adults (50 males
& 50 females) from Amaravathy city irrespective of professional and socio economic
status between the age group 50 years where selected for the present study. The tools
used to collect data where spiritual belief scale develops by Deshmukh, 2009, Mental
depression scale Duby, 1993. P.G.I. mental wellbeing (Verma & Verma 1998).
Results showed that there was negative but non-significant correlation between
spiritual belief and general wellbeing. There was significant difference among groups
of spiritual belief general wellbeing of adults’. Adults have significantly better
general wellbeing with high spiritual belief than low spiritual belief.
5. S.K.Srivastava and Sweta Maheshwari (2007) studied “Yoga and
Psychophysiological Disorders”
Too much of stress and strain of life especially after the middle age, may lead
to one of the stress diseases e.g. Hypertension, Asthma, Diabetes, Arthritis, Migraine,
Headache etc. As the developing countries are also becoming more and more
industrialised, the number of these diseases are increasing at a very fast rate. Hence,
there is an urgent need for taking proper measures to prevent the development of such
diseases and also to recognise and treat them in the early stages. Though recently
innumerable tranquilizing agents have been discovered and marketed, all of them
have certain toxic and habit forming properties. Hence, their use should be limited to
the bare minimum followed by certain non-medical measures such as different type of
yogic practice to control these diseases. So this paper attempts an evaluation of Yoga
as a potent technique to manage stress which causes about 75 percent chronic bodily
diseases.
6. Ajilal, P. (2006) studied “Self control –An analytical study”.
The purpose of the study was to investigate the relationship between
spirituality, self Control self image, and self confidence. The sample of the present
study was 450 people studied randomly. The tools of the study were Spirituality
Scale, Social Control Scale, General health scale, The findings of the present study
indicate that there is significant difference between males and females on the
variables of spiritualities, general health, depression. General Stress, Spirituality,
Depression were significantly higher among female than among males. In the case of
 spirituality the ambivert group of significantly higher the extrovert and introvert
groups. The Christians showed higher spirituality and the Hindus were significantly
low in spirituality compared to Christians and Muslims.
7. Jacob George (2006) studied “Self Image: and analytical study”,
The objectives of the study were to find the relationship between Self Image,
Family Environment, Mental Health and Spirituality. The tools used for data
collection were Family Environment Scale (George and Sananda Raj, 2003), Mental
Health profile (Rakhee and Sananda Raj, 1997), Spirituality Scale (Sreekumar and
Sananda Raj, 2002). The sample consisted of 450 adolescents .The finding of the
study were with regard to Mental Health variable, attitude towards self and
integration were low for the adolescents belonging to lower socio-economic strata
compared to medium socio-economic strata. Adolescents had significant positive
correlation with all the mental health variable and spirituality. The entire mental
health variable except autonomy associated significantly and positively with
spirituality. The regression analysis identified the predicted variable as follows: For
family environment the predicted variables were perception of reality emotional
mastery autonomy and spirituality. For perception of reality, the predicted variables
were environmental mastery, attitude toward self family environment integration and
spirituality. For spirituality, the predicted variables were family environment and
perception of reality.
8. Sreekumar (2005) studied “Psychological Factors in relation to religious affiliation
believes and practice”.
The purpose of the study of find the psychosocial factors in relation to
religious affiliation believe and practices. The finding of the study revealed that
spirituality and religiosity are highly related and both the terms may be used
interchangeably. The main tool used for data collection was Spirituality Scale
(Sreekumar and Sanandaraj 2002). The study also revealed that females of Hindu,
Christian and Muslim religions are higher in their spirituality than their male
counterparts. Females have high belief in God. Females believe that God is the
creator and Judge of their life achievements.
9. Sirohi (2002) conducted the study on “The effect of religion on mental health”.
 The purpose of the study was to investigate the effect of religion on mental
health. The sample consisted of 250 X1 standard boys covering three religion Hindu
(n=105), Christian (n=80) and Muslim (n=80). Sirohi Mental health questionnaire
developed by the author was used for assessing the mental health of adolescents. He
reported that Christian had significantly poor mental health when compared with
Hindu and Muslim boys.

III. STUDIES RELATED TO FAMILY ENVIRONMENT AND MENTAL

HEALTH
1. Dilip Shivane (2011) studied “The family environment and mental health of the tribal
and urban secondary students.”
The purpose of the study was to investigate the role of family environment in the
development psychological problems. The researcher believes that findings of this
present study will helpful for the parents, the teacher and the other professionals to
differentiate between the mentally healthy students or children from those that require
the professional help to avoid its aversive impact on their mental health and over all
well –being. The present was based on randomly selected 300 children with an age of
11-16 studying in 7-10 standards in 10 schools in Pune district out of which 150 were
tribal student and 150 were urban student. The tools used were Family Environment
Scale by Bhatia and Chadha (1993) and Mental Health Battery by Sing and Gupta
(1983) for data collection. The findings of the study was to indicates that the
significant difference between urban and tribal students was found on emotional
stability, over all adjustment, autonomy, security, in security and self concept. There
was no significant difference between tribal students and urban students in terms of
family environment component which was partially accepted. The significant
difference was noted in terms of expressiveness, conflict, acceptance and caring,
independence, active recreational orientation, organization and control except
cohesiveness.
2. Saini, S. (2005) studied “Family Environment and Academic Achievement of
Adolescent Children of Working and Non-working Mothers”.
The purpose of the study was to find out the difference in the family
environment of adolescent children of working and non working mothers, to study
 and compare the academic achievement of adolescent children of working and non-
working mothers. The present study was conducted on a sample of 415 adolescents
selected from the government and private senior secondary schools of the U.T.,
Chandigarh, within the age group of 14-17 years. The tools used were Family
Environment Scale (FES) by Moos and Moos (1986) and Battery of Achievement
Tests by Anand (1971) for data collection. Findings of the present study indicates that
family environment of adolescent children of working and non-working mothers were
significantly different. In respect of academic achievement also, children of working
mothers were much better than the adolescent children of non-working mothers’.
3. Pande, K. S. (2005) studied a study on “Influence of Gender Differences in
perception of Parental Behaviour”.
The objectives of the study were to study the perceived parental behaviour
dimensions such as loving, dominating, rejecting, protecting, punishing, and
Disciplining, to study the differences in the perception of parental behaviour
regarding boys and girls. The sample was consisted 170 boys and girls, age group
below 15 years, studying in an institution of Pauri Garhwal, Uttaranchal. The tool
used for data collection was P.C.R.Q by R.A. Singh (1981) The major Findings of the
study were parental behaviour changes with respect to the gender of a child. Boys
perceived their parents as more dominating in comparison to girls while perception on
loving variable is nearly the same and both boys and girls perceived their fathers as
more disciplining than mothers. On the other hand girls perceived mothers as more
loving and less dominating.
4. Neelam (2005) studied “A Study of Family Environment and Personality of Juvenile
Delinquents”.
The purpose of the study is to find out the family environment of juvenile
delinquents and the personality of juvenile delinquents. The sampled consisted of 36
Juvenile delinquents of a remand home of Khuldabad in Allahabad city. Family
Environment Scale (FES) developed by K.S. Misra, High School Personality
Questionnaire (HSPQ) developed by Raymond Cattell (1965), and adopted by S.D.
Kapoor, S.S. Srivastava and G.N.P. Srivastava (1968) were used for data collection. t-
ratios were calculated to find out the significance of difference between the mean
score of more and less-delinquents. The findings of the study indicate that as
 compared to less-delinquents, more-delinquents perceived more warmth, empathy,
democratic orientation, spirit and rewards in their family environment, as compared
to more delinquents, less-delinquents perceived more control, friction, compulsion,
apathy, conformity and hostility in their family environment, more and less-
delinquents perceived equal amount of humanistic trust, hindrance, cohesiveness,
insecurity, formality, tension, acculturation, competition, and neglect in their family
environment.
5. Rani, S. and Kaushik, N. (2005) studied “A Comparative Study of Achievement
Motivation, Home Environment and Parent-child Relationship of Adolescents”.
The purpose of the study is to find out the effect of home environment on the
achievement motivation of the adolescent, to find out effect of parent-child
relationship on achievement motivation of the adolescent, to compare boys and girls
on perception of parent child relations for mother and father and to study the
interactive effect of home environment and parent-child relationship on achievement
motivation of the adolescents. The sample of 200 students (100 boys and 100 girls) in
the age range of 14-16 years studying in Classes IX and X of senior secondary
schools of Hissar (Harayana) was selected for the study. Home Environment
Inventory (HEI) by Karuna Shankar Mishra (1989), Parent-child Relationship Scale
(PCRS) by Nalini Rao (1989) and DEO-Mohan Achievement Motivation (n-Ach)
Scale by Pratibha Rao and AshaMohan (1985) were applied on the sample for the
collection of data. Findings of the study indicate that there was no significant
difference in perception of the mother and the father by both girls and boys.
Achievement motivation was positively correlated with child’s perception of parent
as demanding, loving, protecting and rewarding and negatively correlated with
indifferent, neglecting, rejecting and punishing parent-child relationship.
6. Vamadevappa, H.V. (2005) studied “Study of the Effectiveness of Parental
Involvement on Academic Achievement among Higher Primary Students”.
The objectives of the study were to find out the extent of relationship between
parental involvement and academic achievement among higher primary Students, to
find out the difference between high achievers and low achievers with respect to
parental involvement, to find out the difference between boys and girls on high and
low parental involvement. The sample of 200 students studying in 6th standard
 consisting of 100 boys and 100 girls were selected from four higher primary schools
of Davangere in Karnataka through sampling technique. Tools used for the collection
of relevant data included parental involvement rating scale (PIRS) by Abdul Gafoor
(2001) and Achievement test constructed by the researchers (2002).Findings of the
present study indicate that there was positive and significant relationship between
parental involvement and academic achievement. There was a significant difference
in the achievement scores of boys and girls of high parental involvement group. There
was significant difference between high achievers and low achievers with respect to
parental involvement.
7. Sidhu, R.K. and Kaur, K.(2005) studied “Television Viewing Behaviour of College
Students in relation to their Socio-economic Status and Home Environment”.
The objectives of the study were to find out the television viewing behaviour
of male and female college students, to study the effects of socio-economic status and
home environment on the television viewing behaviour. The sample of the study
consisted of 600 college students. Three tests were administrated to the sample. Tools
used were a modified form of Socio-economic Scale by S.P.Kulshrestha Family
Environment Scale developed by H.Bhatia and N.K Chadha and Television Viewing
Behaviour developed by the investigators. Findings of the present study indicate that
male and female college students do differ significantly from each other in their
television viewing behaviour, socio-economic status and home environment.
Television viewing behaviour is significantly related to socioeconomic status of male
college students and not related to their home environment. But it is significantly
related to socio-economic status of the female college students and their home
environment, socio-economic status and home environment are significantly jointly
related to television viewing behaviour of male and female college students.
8. Mohanty, A.K. (2002) studied “Gifted Underachievers’ perception of Family
Environment”.
The purpose of the study was to investigate Gifted Underachievers’
Perception of Family Environment .The Objectives of the study were to see whether
components of family environment bear any relationship with academic achievement
of gifted underachievers, to find out if a gender difference exists in gifted
underachievers’ perception of the family. The sample consisted of 840 female and
 male students studying in tenth standard and in the age group of 15 and above was
taken from government schools of Orissa. Out of these students the intellectually
gifted students were identified using intelligence test scores, academic achievement
scores and teachers’ rating .The Family Environment Scale (FES) was administered
to them to assess their perceptions about their family environment. The major
findings were the mean score of boys was higher than that of girls, the boys scored
higher on Cohesion, Intellectual Cultural Organization, Active Recreational
Orientation, Moral and Religious Emphasis and control components of FES, while
the girls scored higher on conflict, achievement orientation and organisation
components of FES. Out of all the sub-scales only Independence was found to be a
powerful predictor of academic achievement.
9. Kumari Vanaja (2000) conducted a study on “Family climate and Adolescent
mental health”.
The purpose of the study was to investigate the relationship between family
climate and adolescent mental health. The sample of the study consisted of 629
adolescents. The tools of the study were mental health scale (kumari Vanaja ,2000)
and family climate inventory (kumari Vanaja,2000). The results indicated that there
were significant correlation between mental health variables of self-esteem,
autonomy, emotional stability and family climate variable of parental control,
maternal control, parental affect, maternal affect, parental harmony and sibling
relationship. 629 subjects selected for the study. Findings: girls have high mental
health than boys. There is no significant difference between mental health of rural and
urban adolescents.

IV.STUDIES RELATED TO SCHOOL ENVIRONMENT AND MENTAL

HEALTH
1. Jagpreet Kaur & Manish kumar (2010) studied “Impact of type of school and
school environment on self concept of adolescence.”
The present study is an attempt to explore the Impact of type of school and
school environment on self concept of adolescence. The study was conducted on 200
adolescence selected on the basis of randomized sampling techniques from different
government and private schools of Patiala Districts of Punjab. They were assessed on
 Children’s Self concept scale (Ahluwalia, 1999) and School Environment Inventory,
Misra, 1984. The results of the study revealed that adolescents studying in private
schools experienced significantly higher anxiety, popularity and global self concept
as compared to counter parts in government schools. The coefficient of correlation of
behavioral aspects of self concept with rejection dimension of school environment,
anxiety, aspect of self concept with control dimension of school environment and
popularity aspect of self concept with control dimension of school environment
turned out to be significant.
2. Aruna, P.K. and Usha, P. (2006) studied “Influence of Cognitive Style, Intelligence
and Classroom Climate on Process Outcomes in Science”.
The purpose of the study is to find out the effect of cognitive style,
intelligence and classroom climate on process outcomes in science. The sample size
was taken 1,000 persons and selected through proportionate stratified sampling
technique and considering other factors like sex, locality of students and management
category of schools. For data collection the tools used were the following:(1) Group
Embedded Figures Test (GEFT) by Otlman, (2) Standard Progressive Matrices Test
(SPMT) by Raven, 1958,(3) Scale of Classroom Climate by Usha and Aruna, 1999),
(4) Test of process Outcomes in science by (Usha and Aruna, 1999). The statistical
techniques used in this study were means, Pearson’s product moment coefficient of
correlation and three- way ANOVA with 3×3×3 Factorial Design. The major findings
were the cognitive style and intelligence which have significant positive correlation
with process outcomes in science, while the classroom climate has no significant
effect on process outcomes in science.
3. Dwivedi, R.D. (2005) studied “Influence of School Environment and Approval
Motive on Academic Achievement of Students”.
The objectives of the study were (i) To compare educational attainments of
students belonging to different categories of schools according to their environment;
and (ii) to observe variability of achievement of high approval seekers and low
approval seekers, coming from different institutions. The sample consisted of 400
class X students drawn randomly from sixteen different institutions situated in
Gorakhpur and Varanasi regions of Uttar Pradesh. The tools used for collection of the
data were: School Environment Scale developed by the researcher; Approval Motive
 Scale by Tripathi and Tripathi; Group Test of Mental Ability by Jalota and Socio-
Economic Status Scale by Kulshreshtha. The data was analysed using F-ratios. The
major Findings were the students from schools with enriched environment had
significantly better academic achievement than the students from poor school
environments, the students who were high approval seekers had significantly greater
achievement than the students who were low approval seekers, academic achievement
of students of the urban schools was significantly higher than that of students of the
rural schools.
4. Vazalwar, C. and Yadav, R. (2005) studied “Tracing out the Relationship of
Reading Comprehension in English with Respect to Anxiety,Socio-Economic Status
and School Environment”.
The purpose of the study was to find out the combined effect of anxiety
and socioeconomic status on reading comprehension in English, to find out the
combined effect of socio-economic status and school environment on reading
comprehension in English, and to find out the joint effect of anxiety, socio-economic
status and school environment on reading comprehension in English. The study was
conducted on a sample of 547 boys and 413 girls drawn from higher secondary
schools of Bilaspur and Janjgir-Champa district of Chattisgarh state through random
sampling technique. The tools used were: Sinha’s Comprehensive Anxiety Test
(SCAT), Socio Economic Status Scale (SESS) by Beena Shah; School Environment
Inventory (SEI) by Karuna Shankar Mishra. The data was analysed using Partial
correlation, â coefficient, coefficient of multiple correlation and significance of R.
The findings of the study were there was significant joint effect of SES and School
environment on reading comprehension in English. There was significant joint effect
of school environment and anxiety on reading comprehension in English. There was
significant joint effect of anxiety, SES and school environment on reading
comprehension in English.
5. Sucharita Parida, (2003) conducted a study on “Effect of Socio-Economic Status,
School Environment and Medium of Instruction on the Mental Abilities and
Academic Achievement of School Children”.
The purpose of the study was to investigate the environmental conditions
available in different institutions, to examine the effect of the predicting variables of
 SES, School Environment and Medium of Instruction on the criterion measure of
mental abilities and academic achievement. The random sampling technique adopted
by the investigator for drawing the sample of 325 boys and girls from two types of
management in government schools and nongovernment schools of Oriya and English
medium schools is quite appropriate. Intelligence Test by Mishra (1984) and SES
Scale and School Environment Scale by the Investigator were used for data
collection. Findings of the present study indicate that the mental abilities of the
respondents have been found homogeneous in case of sex and medium of instruction
variation, but heterogeneous in case of schools under different management and
different school environmental conditions. The distribution of scores of the
respondents on mental ability test reveals that there is negligible difference in the
measures of central tendencies due to sex variation whereas wide disparity in mean
and median is observed in case of management variation.
6. Reddy (2002) studied “The effect of co-education on mental health of the students”.
The aim was to find out the effect of co-education on mental health of the
students. The sample of the study consisted of 720 school-going children of 9th and
10th grades drawn randomly from private and public schools in and around Chittoor
district of Andhra Pradesh. Mental health status inventory developed by Manjuvani
(1989) was used to assess the mental health. Results revealed that there was a
significant impact of the type of school on mental health status of both boys and girls.
The students of co-educational schools were mentally healthier when compared to the
students of non-co-educational schools.
7. Misra, K. S. (2002) studied “Impact of Classroom Interactions, Learning Stress and
School Facilities on Intellectual Process of Grade V Students Exposed to Basic
Education”.
The objectives of the study was to compare the intellectual processes of
children studying in advantaged and disadvantaged schools, to find out whether
children differing in their level of cognitive interactions differ in their intellectual
processes, to find out whether learning stress is related to intellectual processes, to
find out relationship between various dimensions of classroom climate and students’
intellectual processes, to predict intellectual processes on the basis of learning stress
and classroom climate. The sample consisted of 622 students studying in Grade V in
 36 schools run by basic shiksha parishad in Allahabad. It included 156 boys and 125
girls from urban area and 202 boys and 139 girls from rural area. The tools used were
Test of Conservation Ability (II), Concept formation test Battery, self-made
classroom climate inventory, learning stress inventory, cognitive interaction
observation instrument and school facility observation schedule. The data was
analysed using percentage, one-way ANOVA, correlation and step-wise multiple
regression. The findings were conservation and concept formation are influenced by
school facilities but perceptual discrimination is not affected. Students from more
disadvantaged schools excel more than those from advantaged schools in
conservation but are far behind on overall concept formation and hierarchical
classification. Students from advantaged schools exhibit low class inclusion, grouping
and conservation abilities than those from less disadvantaged schools. For rural
students overall conservation ability is positively related to five dimensions of
classroom climate namely, facilitation, involvement, friction, encouragement and
democratic climate. (3) Overall concept formation as well as class inclusion, grouping
and hierarchical classification dimensions of it are positively related to reward,
facilitation, involvement, encouragement, democratic climate, satisfaction,
competition, freedom, favouritism, relaxed climate, formality and cognitive thrust.
8. Chittaranjan Nayak, (2002) studied “Academic Achievement of Secondary School
Students in Relation to Their Intelligence and Attitude towards Schooling Process “
The major objectives of the study were to examine the achievement status of
the students in relation to gender, intelligence, and attitude towards schooling process.
And to find out the relation between the different predictor variables and the criterion
variable, namely, school achievement. The stratified random sampling technique has
been well employed to draw the sample of 500 students (307 boys and 193 girls)
spread over all the six zones of the State. The tool selected for measuring Intelligence
was Ravon’s Standard Progressive .Matrices (1988), which focuses on Measurement
of Abstract Reasoning. The Attitude Scales have been constructed by the Investigator
following the method of Equal Appearing Intervals to measure the Attitude of
students towards school subjects, school and teachers. The findings of the study were
the girls have been found to demonstrate superiority over boys in respect of their
achievement in all the four levels of Intelligence. It is further noticed that at the
 highest level of Intelligence the achievement variation between boys and girls is
marginal. Intelligence, gender, attitude towards school subjects, school and teachers
have been found to have significant independent effects on academic achievement of
students of Secondary level.

V. STUDIES RELATED TO SELF ESTEEM AND MENTAL HEALTH

1. D.Sivakumar, A. Amalraj (2011) studied “Influence of self esteem on the Academic
achievement of higher secondary Biology students”.
The purpose of the study was to investigate the influence of self esteem on the
Academic achievement of higher secondary Biology students. For the present study
the investigator randomly selected a sample of 925 Biology higher secondary
students. The tools used for data collection where self esteem inventory for
adolescents prepared by Karunanidh (1996). Source of achievement in Biology: From
the analysis it was found that there was significant relationship between self-esteem
and academic achievements with reference to background variables. Girls are better
than Boys in self esteem. Rural students are better than urban students in the
dimension of competency and global self-esteem.
2. Usha kulshrestha, Chetna Jaiswal (2011) conducted study on “Effect of body mass
index, self esteem and parental assessment on body images of college going
adolescent girls”.
The purpose of the study was to find out the effect of body mass index,
self esteem and parental assessment on body images. The sample of the study
comprised of 100 adolescents girls ranging from age 18 to 20 years from the various
non – professional girls colleges of Jaipur city and their mothers. Body image was
measured with the help of body image questionnaire developed by Chonan and
Surana (2000). Rosenberg’s (1965) Self esteem scale was used to assess self esteem.
The findings of the study were the subjects with low BMI scored significantly
favorable body image and adolescents who receive positive assessment from their
mother scored significantly high on body image.
3. Godwin.S and Krishnaprasad (2010) conducted a study on “Achievement
motivation and self-esteem of the socially challenged higher secondary students”.
 The major objectives of this study were: (i) to study the level of achievement
motivation and self-esteem of the socially challenged higher secondary students. (ii)
to study the significant differences if any in achievement motivation and self-esteem
of the socially challenged higher secondary students. (iii) to study the relationship
between achievement motivation and self-esteem of the socially challenged higher
secondary students. This study has been undertaken on a sample of 600 socially
challenged higher secondary students. Findings of the study show that these students
have moderate level of achievement motivation and self-esteem. Significant
differences are noticed in achievement motivation with reference to gender, age and
social status and in self-esteem with reference to gender and social status. It is also
found that self-esteem has direct bearing on the achievement motivation of the
socially challenged higher secondary students.
4. Kanmani M and Annaraja P. (2009) conducted a study on “Influence of self-
esteem and awareness of ICT on academic achievement of M.Ed. students”.
This study is designed to find out the influence of self-esteem and information
and communication technology (ICT) on academic achievement of M.Ed. students.
The sample consisted of randomly selected 42 M.Ed. students. Self-esteem inventory
and Awareness of Information and Communication Technology tools were used to
gather data. Multiple correlation, Pearson Product Moment Correlation Co-efficient,
t’ test and F test were used to analyse the data. The result clearly shows that there is a
significant difference between the government-aided and university department
M.Ed. students’ academic achievement; there is no correlation between self-esteem
and awareness on information and communication technology, and there is no
influence of self-esteem and awareness of information and communication
technology and academic achievement.
5. Amrit Raj and Annaraja (2008) conducted a study on “Self-esteem and the level of
aspiration of high school students in Sri Lankan Refugee Camps”.
The major objectives of the study were: (i) to find out whether there is any
significant difference between (a) boys and girls (b) English and Tamil medium and
(c) rural and urban high school students in their self-esteem and level of aspiration.
Survey method was used. The population of this study consisted of the students of
high schools in Sri Lankan Refugee camps in Dindigul and Tirunelveli districts. The
 investigator used simple random sampling technique. The total sample consisted of
100 high school students. (53 boys and 47 girls). The major findings were: (i) there is
no significant difference between boys and girls in their self-esteem. (ii) There is no
significant difference between students of English and Tamil medium schools in their
self-esteem. (iii) There is no significant difference between rural and urban high
school students in their self-esteem. (iv) There is no significant difference among
VIII, IX and X standard students in their self-esteem. (v) There is no significant
difference among students of Government, aided and self-financed schools in their
self-esteem. (vi) There is no significant difference among Hindu, Christian and
Muslim students in their self-esteem. (vii) There is no significant difference between
boys and girls in their level of aspiration. (viii) There is no significant difference
between students of English and Tamil medium schools in their level of aspiration.
(ix) there is no significant difference between rural and urban high school students in
their level of aspiration.
6. Babu M, Sameer (2008) conducted a study on “Self-
Esteem and Emotional Intelligence among B.Ed. Trainees of Tsunami Affected
Coastal Belt”.
Through this study the author investigates the relationship between self-
esteem and emotional intelligence among B.Ed. trainees of Tsunami affected coastal
belt of Alappey district of Kerala, India. Stream of study, marital status and age based
comparisons were made among the B.Ed. trainees. 92 B.Ed. trainees were the
participants in the study. It was found that they have a good level of self-
esteem and emotional intelligence. While the variables are correlated, it is found a
substantial correlation in all the groups except science stream students. The
correlation coefficient between self-esteem and emotional intelligence of science
stream students is high. Both in self-esteem and emotional intelligence, it is found no
significant difference among the students based on stream of study, marital status and
age, except in the comparison of them in their self-esteem based on age.
7. Meera and Prabhitha Prathapan (2008) conducted a study on classroom learning
environment and self-esteem as correlates of achievement in social studies.
The major objectives of the study were: (i) to study the main effect of
classroom learning environment and ‘self-esteem’ on achievement is social studies
 for the total sample and sub samples. (ii) to study the interaction effect of classroom
learning environment and self-esteem an achievement in social studies for the total
sample and subsamples. The study was conducted on a representative sample of 600
students form 16 schools of Thrissur district in Kerala. Stratified random sampling
technique was used. The major findings were: (i) achievements in social studies vary
with regard to difference in their classroom learning environment. (ii) Achievement in
social studies varies with regard to difference in their self-esteem. (iii) the main effect
of classroom learning environment for boys is significant i.e. achievement in social
studies of boys vary with regard to difference in their classroom learning
environment.(iv) the main effect of self-esteem on achievement in social studies for
the subsample girls are found to be not significant. (v) Achievement in social studies
of rural school pupils vary with regard to their classroom learning environment. (vi)
The interaction effect due to classroom learning environment and self-esteem on
achievement in social studies is found to be not significant for rural school pupils.
8. Thilagavathy (2008) conducted a study on “Academic achievement of adolescents in
relation to their self-esteem”.
The major objectives of this study were: (i) to assess the academic
achievement of first year higher secondary students, (ii) to examine the difference, if
any, in self-esteem among high, average and low achievers. (iii) To find out the
relationship between academic achievement and self-esteem. The study was
conducted in Cuddalore district in Tamil Nadu and the descriptive survey method was
employed. Out of the population of 5181 first year higher secondary students
belonging to 24 schools, 500 students belonging to the general education stream were
selected as sample. The major findings were: (i) the academic achievement of first
year higher secondary students is average. (ii) Students of high, average and low
achievement groups significantly differ among themselves in respect of their self-
esteem scores. The high achievers have secured a greater mean score than the average
and low achievers. (iii) Girls seem to have comparatively higher self-esteem than
boys. (iv) Students belonging to private schools have a higher self-esteem than those
of government schools (v) urban school students have higher self-esteem than rural
school students. (vi) Academic achievement and self-esteem are found to be
positively and significantly related.
9. Ponni, Santhi and Palanisamy (2007) conducted a study on “Self-esteem of
professional course students in Chennai”.
The major objective of the study was to find out and analysis the level of self-
esteem and its domains of the students from various professional courses in Chennai,
including significant difference in the level of self-esteem between: male and female
students; rural and urban students and inter and intra professional course students.
The sample consisted of 211 professional course students studying in various colleges
in Chennai selected randomly. The major findings were the mean value of self-esteem
and all its domains of the professional course students are high. There is no
significant difference between male and female students. The female students receive
more respect and love from their parents, siblings and other family members than the
male students. There is a significant difference in the level of self-esteem and its four
domains between rural and urban students. There is no significant difference in the
level of self-esteem and its domains among different professional course students.
9. Raty (2005) conducted a study on “Age and gender difference in psychological
aspects of health in adolescents”.
The aim of the study is to investigate the age and gender difference in
psychological aspects of health in adolescents. The findings of the study was
compared to males , females experience poorer psychological health throughout
adolescence without any age difference. They found that compared to adolescent
males, adolescent females less favourably on self esteem.
10. Nayagam, S. Soosai & Arokiaswamy, S (2004) analyzed the “Self-esteem and
educational aspiration in secondary school students”
The purpose of the study was to find out metric and non-metric
school students differ significantly in the self-esteem and educational
aspiration. Sex and class of study doesn’t seem to have exerted significant
influence on the self-esteem of students. Non-metric students enjoy a higher
self-esteem than metric students. Female students’ self-esteem was neither
high nor low.
11. Verma, BP & Mishra, RK (2002) studied the “Cognitive and meta-cognitive aspects
of learning styles of prospective secondary teachers in relation to teaching aptitude
and self-esteem”
 The study proposed that there was no significant main effect of teaching
aptitude and self-esteem. Also teaching aptitude and self-esteem had joint influence
on the use of stepwise processing strategy of prospective teachers. Self-esteem had
significant effect on self-regulation. Prospective teachers with high self-esteem were
significantly more prone to the use of self-regulation strategy than the prospective
teachers with low self-esteem.

VI. STUDIES RELATED TO TEMPERAMENT AND MENTAL HEALTH.

1. Shweta(2011) studied “Role Of Temperament, Parenting Styles, Parenting Stress on
Social Competence and Subjective Well Being among children”.
The purpose of the study was to assess the relationship of temperament dimensions
with social competence and subjective well being, parenting styles with social
competence and subjective well being and parenting stress with social competence
and subjective well being. The present investigation comprised 360 children selected
from various schools in Patiala. The children were in the age group 8-10 years. The
parents (mothers) of these children were administered the Malhotra Temperament
Schedule (Malhotra & Malhotra, 1988), the Parenting Styles and Dimensions
Questionnaire (Robinson et al,2001), and the Parenting Stress Index - Short Form
(Abidin, 1995). The children were administered the Social Skills Rating System –
Student Version (Gresham & Elliot, 1991), Multidimensional Student’s Life
Satisfaction Scale (Huebner, 2001), Satisfaction With Life Scale (Pavot & Diener,
1993). Temperament dimensions of approach/withdrawal, adaptability and quality of
mood were found to be positively correlated with the children’s global and domain
specific life satisfaction including its sub-dimensions and positive affect, but showed
negative correlations with negative affect. The temperament dimension of intensity
negatively correlated with children’s global and domain specific life satisfaction
including its sub-dimensions as well as positive affect, but showed positive
correlations with negative affect.
2. Shipra Nagar and Shubhangna Sharma(2009) studied “Influence of Intervention
on Temperament and Developmental Outcomes of Infants”.
The purpose of the study was to investigate Influence of Intervention on
Temperament and Developmental Outcomes of Infants. A sample of 109 infants of
 age birth to eighteen months was selected from two villages that served as an
experimental group and control group. The study adopted a semi longitudinal
approach wherein the infants were followed upto 36 months with the final post testing
at 36 months. Temperament of infants was assessed by a checklist and Bayley’s Scale
of Infant Development was used to measure motor and mental development. The
major findings were temperament and was found to be significantly associated with
the developmental indices of infants. The stimulatory intervention programme was
found to be effective in increasing the motor and mental development of children.

3. TV Rajesh, P Krishna Kumar and Lulu Mathews(2008)studied “Temperamental

Traits and Psychological Problems of Children with Bronchial Asthma”

The present study was undertaken to assess the psychiatric morbidity among
children with bronchial asthma and to find out if any characteristic temperamental
traits are associated with bronchial asthma. Children with persistent asthma were
compared with an age and sex matched control group for psychological problems and
temperamental traits. The sample of the study consisted of school going children in
the 6-12 year age group, duration of asthma symptoms more than one year.
Childhood Psychopathology Measurement Schedule (CPMS) and Temperament
Measurement Schedule were used to assess psychological problems and
temperamental traits The findings were the children in the study group showed
significantly more behavior problems, conduct symptoms, anxiety, depression and
emotional problems compared to children in the control group. Children with asthma
also received significantly low score on the temperament dimension of rhythmicity
indicating that they were more irregular in their habits. No statistically significant
differences were present in other temperament dimensions.

4. G. Raghuthaman & Alice Cherian (2003) studied “Temperament of Children and

Adolescents Presenting with Unexplained Physical Symptoms”.
The aims of the study were to analyse the temperament of children and
adolescents presenting with Somatoform disorder and Dissociative (conversion)
disorder and, to evaluate the nosological status of conversion disorder from the angle
of temperament. Temperament of 30 children and adolescents having the diagnosis of
either Dissociative (Conversion) disorder or Somatoform disorder were compared
 with temperament of 30 matched normal control group Temperament was assessed by
using Temperament Measurement Schedule (Malhotra, 1982). We found that children
with Somatoform disorder and Dissociative (conversion) disorder had characteristic
temperaments of low activity, low emotionality, low rhythmicity and low
distractibility. Children with Somatoform disorder were less approachable than
children with Conversion disorder; otherwise, temperamentally there were no
differences between these two disorders.

2.05. STUDIES CONDUCTED ABROAD

Studies on Mental Health.

1. S Degun, A Menon, A McPherson, M Ngoma, R Nair, J Andren, P Garrud and

C Glazebrook (2011) studied “Factors Influencing Mental Health in Zambian
Adolescents with HIV and AIDS”
This study aims to explore the relationship between knowledge of HIV and
mental health of Zambian adolescents living with HIV and AIDS. Participants were
recruited to this cross-sectional survey if they were aged 11 to 15 years and attending
clinics in the Lusaka region for management of HIV and AIDS. Participants
completed questionnaires assessing HIV knowledge, HIV related stigma and mental
health. Stepwise regression found that HIV knowledge independently explained
35% of variance in SDQ scores. The results from this study highlight the mental
health needs of young people with HIV in a developing country and suggest a need
for appropriate patient education.
2. Leonard, Nicholas G (2009) studied “Predictors of Mental health service utilization
among Minnesota high school students”:
Mental health is an essential component of young people’s overall health and
wellbeing. Most adolescents with mental health problems, the majority will not
receive the support and service they need. Findings indicate that 7% of Minnesota
high school students utilize mental health service during a 12 months period. Findings
suggested that students from schools with greater mental health promotion and
prevention efforts are less likely to utilize mental health support and services.
3. Martin P. Bakker, Johan Ormel, Frank C. Verhulst, (2009) studied “Peer
Stressors and Gender Differences in Adolescents' Mental Health: The TRAILS
Study”.
The purpose was to test two hypotheses about gender-specific mental health
effects of peer stressors during early adolescence: (1) boys and girls are sensitive to
different types of peer stressors, and (2) peer stress is associated with different mental
health problems in boys and girls. The sample of the study comprises of 2,084 Dutch
young adolescents. Internalizing and externalizing problems were measured at
baseline and follow-up, whereas stressful life events in the period between baseline
and follow-up were measured retrospectively at follow-up. The major findings were
that relationship losses were more strongly associated with internalizing and
externalizing problems in girls than boys, supporting the first hypothesis. Peer
victimization at school was also associated with both types of mental health
problems, but equally strong in boys and girls.
4. Ilse Derluyn, Cindy Mels, Eric Broekaert, (2009) studied “Mental Health Problems
in Separated Refugee Adolescents”.
The purpose of the study was to investigate mental health problems in
refugee adolescents separated from their parents compared to their accompanied
peers, all living in Belgium. The sample of the study consisted of 1294 adolescents—
10% of them refugee adolescents separated from both parents—completed three self-
report questionnaires (Hopkins Symptoms Checklist, Stressful Life Events, and
Reaction of Adolescents to Traumatic Stress) on the prevalence of traumatic
experiences, anxiety, and depression symptoms, externalizing problems, and
posttraumatic stress. The major findings were risk factors influencing the
development of serious mental health problems (anxiety, depression, and
posttraumatic stress) are separation from parents, high number of traumatizing events
experienced, and gender. Despite the fact that refugee adolescents living only with
their mother experienced more traumatizing events compared to adolescents living
with both parents, they have fewer mental health problems than refugee adolescents
living with their father.
5. Reinsmith – Meyer, Candace. L., (2008) conducted a study entitled “Barriers of
mental health and substance abuse treatment among incarcerated offenders.”
 There is a good deal of evidence that the prevalence of mental health
issues and substance abuse disorders within the incarcerated population is much
higher than in the general population. This study looks at the treatment-seeking
behaviors of an incarcerated population with special focus on those offenders that do
not participate in any of the therapeutic treatment services and programs provided.
Study participants were 482 inmates recruited from fairfex county Adult Detention
Center. Participants were administered the Personality Assessment Inventory (PAI:
Morey 1991) and relevant portions of the Texas Christian University – correctional
Residential Treatment Form (TCU: Simpson & Knight, 1998) shortly after
incarceration. Prior to release or transfer inmates were interviewed to measure
program participation during incarceration and the possible barriers to treatment.
Results show total of 19.5% of all inmates in need did not participate in any of the
treatment programs or religious programs and services available to them during their
period of incarceration. The untreated were more likely to be younger male inmates
and there was a significant relationship between having marijuana dependency
symptoms and belonging to the untreated group. Those reluctant to participate in
treatment include inmates who do not believe treatment would be effective, those
concerned about the stigma of treatment, and those who stated that they just did not
feel like doing anything. Those who were unable to participate in treatment did not
think they would be around long enough, were put on a waitlist but did not get in,
were not accepted into the programs they wanted, or the programs they wanted were
not offered.
6. Spivey Herd, Varloie, (2008) conducted a study entitled “Meeting the Mental Health
needs of children in foster care: The perspectives of professionals from three
disciplines.”
Meeting the Mental Health needs of children in foster care is a pressing
clinical issue. Many children are entering and remaining in foster care without access
to services that would promote their Mental Health and self sufficient adjustment
(Simms, Dubowitz & Szilagyi, 2000). I reviewed of friends that used alcohol and
marijuana during adolescence reported a higher frequency of alcohol use during
young adulthood. Limitations to the current study are presented including a
discussion regarding under-reporting of substance use behavior by African
 Americans. Implications for the research and practice of counseling psychologists are
presented along with an introduction to the use of community based participatory
research methods as a way of increasing the validity of self-reported substance use
behaviors by African Americans.
7. Kohn, Rochelle Jetter, (2007) conducted a study entitled, “The relationship of
coping strategies and outplacement use to Mental Health.”
The purpose of this study was to investigate the relationships between
coping frequency of outplacement use and Mental Health. Data was collected from
101 individuals who visited a corporate-run outplacement program after being
downsized. Five coping strategies were tested; three control-oriented and two escape-
oriented. Multiple regression analyses revealed that none of the control oriented
strategies related significantly to anxiety. One control-oriented coping strategy was
negatively related to depression, one was positively related to depression and the third
did not relate significantly to either anxiety or depression. Multiple regression
analyses also revealed that one escape-oriented coping strategy was negatively related
to both anxiety and depression. The other escape-oriented strategy did not relate to
either anxiety or depression. The frequency of outplacement use did not correlate
with anxiety or depression. None of the demographic variables related significantly
to anxiety or depression. Supplemental analyses of this study revealed a positive
correlation between the hours of outplacement use in month three for individuals who
were unemployed over two months and depression. An evaluation of the study
suggested that the sample, the instruments and other extraneous factors may have
contributed to the attained results. Implications for future research are presented
along with recommendations for practice. Although not all the results of this study
were statistically significant, the findings suggest the need for additional research to
better understand the relationship between outplacement use and mental health.
8. Reeves, Andrea Nicole, (2007) conducted a study entitled “Barriers to and utilization
of mental health care: A comparison of overweight/obese and healthy weight medical
patients.”
The purpose of this study was to investigate the relationship between
weight and 1) perceived treatment need; 2) unmet treatment need; 3) barriers to
treatment and 4) past mental health service participants (N=201) were recruited from
 a primary care clinic. Participants completed questionnaires and received a $ 10
compensation for their time. Consistent with hypotheses, individuals of higher BMI
were more likely to report the need for mental care and a higher frequency of mental
health services over the past six months contrary to predictions; weight was not
related to unmet treatment need or the severity of barriers to mental health treatment.
These results suggest that while the overweight and obese have a higher need for
mental health services, this need is not unmet. Nevertheless, the extent to which
mental health services, delivery models may need to be modified for overweight and
obese individuals should continue to be studied.
9. Scotto Rosato, Nunzia, (2007) conducted a study entitled, “Factors associated with
adolescents’ mental health access and patterns of utilization.
Epidemiological studies have found a large gap between mental health
need and actually obtaining services by children and adolescents. According to the
2001 surgeon general’s report on children’s mental health, 20% of children needed
mental health care but only a small percentage of these children were receiving
appropriate cafe. These statistics are particularly disconcerting when expansions of
federal programs such as system of care were initiated to improve access and services
to children. The question then remains about barriers to children and adolescents
accessing services especially continued services. Basing the conceptual framework
on the help-seeking decision-making model and extending it to include outcomes in
help seeking (i.e) continued or stopped) the present study addresses the following 1)
What individual and environmental factors influence youth’s mental health
utilization? 2) Given their entry into care what service settings were utilized? Data
from wave I and wave II of the national longitudinal study of adolescent health (Add
health) were used for these analyses. These data come from a national representative
sample of youth from the U.S. although the Add health includes information by
several sources; the present study relied primarily on information from the youth’s in-
home questionnaires. First latent class analysis was used to asses whether distinct
categories of symptomatology emerged from the data result showed that four classes
of symptomatology were present internalizing symptoms, externalizing symptoms, a
combination of both (i.e.) most severe and a normative class. These classes varied by
race and ethnicity, gender and age. Youth in all three symptomatology classes were
 more likely to access and continue mental health care. Results from the multivariate
logistic regressions examining one time care, continued care and service setting
showed that several individual and environmental level factors (i.e.) parent
characteristics, race, ethnicity, gender and provider availability were associated with
mental health utilization. Furthermore, youth who accessed care were more likely to
do so at school and a doctor’s office. African-American, Hispanic and poor youths
were more likely to obtain care at school.
10. Ward, Lydia, (2005) conducted a study entitled, “Aftercare mental health
intervention for youths as they re-enter society.”
Mental Health services for juvenile delinquents have been a major concern
in our community for decades. In the State of Florida, specifically data and Broward
counties most crimes are being committed by juveniles (department of juvenile
statistics and research, 2002) many agencies have put forth effort to address the
problem however, these programs resulted in temporary relief and a large majority of
the adolescent re-offend due to inconsistencies of therapist being aligned with the
parents (Friedman and heightens, 1984). This program is designed to provide mental
health care for juveniles being release form a correctional facility and their families.
Therefore, helping juveniles and their families to take responsibility for their families
to take responsibility for their actions, by being accountable and being empowered
are important factors in effective family therapy (Hernandez, Almeida & Delvecchio,
2005). Youths need to feel that they are important and that they have a voice. They
need booster sessions to follow-up on their therapeutic progress and they need the
support of their family and community. This program will meet the need of today’s
juvenile Delinquents and their families.
11. Meadows, Sarah O., (2005), conducted a study entitled, “Parallel mechanisms:
Gender similarities in adolescent mental health and delinquency.”
The goal of this research is to examine whether the casual pathways
leading to depression in girls and delinquency in boys are analogous, or parallel, by
merging gender-neutral delinquency theories into a stress and coping framework.
Analyses test whether the effects of variables contained in both theories have similar
effects of delinquency (e.g. Status and serious offenses and drug use) in boys and
depression in girls. These variables include parental social support, parental control,
 maternal employment status, peer social support, academic aspirations, school
attachment, school engagement, teacher support, self-esteem work ethic and support
from other adults. Coefficients associated with the pathway variables’ effects across
gender groups, within group, across outcomes : and across groups, across outcomes
are examined for similarity in charge Additional treatment considerations and future
research are discussed.
12. Mossakowski Krysia N. (2005) conducted a study of “The socioeconomic gradient
in mental health “Exploring the transition to adulthood.”
Informed by a life course perspective, my dissertation focuses on the life
stage of young adulthood to evaluate the influence of socio-economic status on
depressive symptoms and heavy drinking. I use the National Longitudinal Surveys of
Youth data to advance out understanding of the social origins of mental health
disparities for young adults in the United States. I find that man dimensions of socio-
economic status have significant relationships with mental health in young adulthood
and I add to the literature that wealth has on of the most powerful analyses
demonstrate how the past can leave an imprint on mental health through family socio-
economic background and the dynamics of long-term socio-economic disadvantage
and intergenerational mobility. Finally, I investigate whether the timing of the
transition to adulthood, life-course expectations and the self-concept contribute to the
mental health, variation of young adults and help to explain the enduring influence of
family background. Overall I conclude that a life course perspective of socio-
economic status is essential to understanding the human costs of inequality in society.
13. Esperance Kashala (2005) studied “Mental Health of African School Children”.
The aims of the project were to explore mental health problems of school
children in Kinshasa, an African urban setting. The sample of the study consisted of
1187 school children in the age group 7-9.The tools of the study were the strength and
Difficulties Questionnaire (SDQ), hyperactivity-inattention scale of the SDQ,
disruptive Behavior Disorder rating scale. The results indicate that mental health
problems do exist among African school children in Kinshasa. Poor school
performance and family health problems were found to be the most common risks
factors associated with mental health problems .
14. Ueno, Koji., (2004) conducted a study of “Friendship Integration and adolescent
Mental Health.”
Drawing from the previous studies I distinguish three components of
social Integration, including network integration and affective, cognitive integration.
I propose a conceptual model and argue that these components of social integration,
both at individual and organization, levels, should promote mental health. I extend
previous studies, which have focused on the adult population by focusing on the
adolescent population. Specifically, I examine the effects of adolescent Friendships
on depressive symptoms. Using the National Longitudinal study of Adolescent
Health (N=11,023 adolescents at 105 schools) I demonstrate that greater degrees of
network and behavioral integration are generally associated with fewer depressive
symptoms, as expected. However the relationships are weak and many integration
indicators do not have significant effects on depressive symptoms, after controlling
for egocentric network size the most efficient measure of network size is mediated by
affective/cognitive integration, consistent with the assumption frequently made in the
literature that network and behavioral integration contribute to mental health by
providing a sense of belongings, security and comfort. The results also show that
having friends who share the same socio-demographic characteristics strengthen a
sense of belonging to school. However, this relationship various across Socio-
demographic groups and it also depends on student distributions at school, suggesting
that adolescents in different groups and school contexts have unique motivations to
become associated with similar others and derive different meaning from their
friendships.
15. Wang (2002) studied “The mental health of middle school students in Henan
province & China”.
The purpose of the study was to investigate the mental health of middle school
students in Henan province & China. A sample of 1,872 middle school and students
991 males and females were investigated with the mental health Diagnostic Scale
.Data were compared between Junior and Senior students, male & female students
and urban and rural students. The findings revealed that 28 students have high anxiety
(150%), 1371 students were in a normal state (73.23%) 473 students were in good
mental state (25.271%) that Junior students mental health state was better than senior
 students mental state, that male students mental state was better than female students
mental state and the city students mental health was better than rural students mental
heath. The results also suggested that middle school student’s mental health is
influenced by gender, grade and their living environments.

II. STUDIES RELATED TO SPIRITUALITY AND MENTAL HEALTH.

1. H.F. Unterrainer, H .P. Huber, I.M. Sorgo, J.Collicutt, A. Fink (2011) studied
“Dimensions of Religious/spiritual well being and schizotypal personality”.
The aim of the present study was to investigate the association between
different dimensions of religious /spiritual well being such as hope forgiveness, or
general religiosity, magical thinking as an indicator of schizotypy and Eysenk’s three
personality factors, psychoticism extraversion, neuroticism, as there might be facets
of religious /spiritual well being also linked to mental illness (eg;delusional ideas).
One hundred and two under graduate student (53female, 49male) completed the multi
dimensional inventory of Religious/Spiritual well being, the Eysenck personality
questionnaire in short version together with the magical ideation scale . Results
indicate that facets of religious/spiritual well being based on magical thinking could
also understood neurotic symptoms. This underlines the hypothesis, that there might
be pathogenetic as well as salutogenetic aspect of religiosity / spirituality associated
with personality and subjective well being.
2. Hernandez, Brittany C (2011) studied “The Religiosity and Spirituality Scale for
Youth: Development and Initial Validation”
The purpose of the current study was to develop a psychometrically sound
measure of religiosity and spirituality for use with diverse samples of youth. A
sample of 307 youth, aged 9-17 were recruited from churches and schools. The
majority of the sample consisted of Caucasian youth from a Catholic/Christian
background. Factor analyses resulted in a 37-item measure with two factors, Faith-
based Coping and Religious Social Support/Activities. The measure demonstrated
strong internal consistency and test-retest reliability data, as well as good preliminary
validity.
3. Jafar Shabani, Siti Aishah Hasan, Aminah Ahmad, Maznab Baba (2010) studied
“Age as Moderated Influence on the Link of Spiritual and Emotional Intelligence
with mental health in High School Students”.
This study examined whether, spiritual intelligence (SI) and emotional
intelligence (EI) can be considered as predictor for mental health. The present
investigation was also to test the moderating effects of age on the relationship of SI
and EI with mental health among high school students. The participants in the study
were 247 High school students (124 male and 123 female) in the age range of 14-17
years old, at the Gorgan City, north of Iran. Three valid and reliable instruments were
used to assess SI, EI and mental health. Descriptive statistics, multiple and moderated
regression analysis were used to analyses the data. The result demonstrated that
mental health can be influences by SI and EI. In addition, the moderated effect of age
on the relationship of SI and EI with mental health was not found.
4. Aly, Howayda.A (2010) studied “Spirituality and Psychological wellbeing in the
Muslim community: an exploratory study”.
The dissertation explored the relationship among religiosity/ Spirituality, Mental
health variables such a depression and anxiety and spiritual wellbeing among
Muslims in southern California. A sample of 210 Muslim individuals (115 male & 95
female) between the ages of 18 & 17 onwards obtained in the present study. Mail
survey method of utilized collect data packets contained written instructions and the
questioners. Data were analyzed using spearman’s correlation and ANOVA for group
differences Results seem to suggest that the more spiritual a Muslim individual was
the less likely he or she were to be depressed or anxious a significance difference was
found between men women on spiritual and existential wellbeing while men score
higher on these variables.
5. Sian Cotton, Ian Kudel, Yvonne Humenay Roberts,Harini Pallerla, Joel Tsevat,
Paul Succop, and Michael Yi (2010) studied “Spiritual Well-Being and Mental
Health Outcomes in Adolescents With or Without Inflammatory Bowel Disease.”
The purpose of this study was to examine associations of spiritual well-being
with mental health outcomes and to assess the differential impact of existential versus
religious well-being on mental health. One-hundred fifty-five adolescents ages 11-19
from a children’s hospital and a university hospital filled out questionnaires including
 the Spiritual Well-Being Scale, the Children’s Depression Inventory-Short Form, and
the Pediatric Quality of Life Inventory. Covariates in multivariable models included
demographics, disease status, and interactions. Findings of the present study indicate
that in multivariable analyses, existential well-being was associated with mental
health. Religious well-being was only marginally significantly associated with mental
health after controlling other factors.

6. Rebecca S. Allen, Laura Lee Phillips, Lucinda Lee Roff, Ronald Cavanaugh,
Laura Day, (2007) studied “Religiousness/Spirituality and Mental Health Among
Older Male Inmates”

The purpose of this study was to examine the relation of religiousness/spirituality;

demographic characteristics such as age, race, and type of crime; and physical and
mental health among 73 older male inmates in the state of Alabama. Inmates older
than age 50 who passed a cognitive screening completed face-to-face interviews
lasting between 30 and 60 min. Due to the low literacy rates of the participants; we
administered all measures orally with response cards to facilitate understanding.
Findings of the present study indicate that there were no racial/ethnic differences in
reported religiousness/spirituality, demographic characteristics, or mental health.
Three regression models were examined whether inmates' self-reported
religiousness/spirituality influenced anxiety, depression, and desire for hastened death
and found that having a greater number of daily spiritual experiences and not feeling
abandoned by God were associated with better emotional health.
7. Dorrett Y. Black (2003) studied “Racial Identity, Spirituality and Health Attitudes
among African Americans”.
The purpose of this study was to examine the relationships between racial
identity, spiritual beliefs and health attitudes among African American individuals.
Forty-five African American men and women were administered questionnaires
assessing racial identity, spirituality, and health attitudes. Findings of the present
study indicate that there was no significant relationship between racial identity,
spirituality and health. However, there were positive significant relationships between
health and Somatization, health problems and Obsessive-Compulsiveness, and
between health problems and the results of the Global sensitivity index.
 8. Tsuang (2003) conducted a study on the topic pilot study of “Spirituality and mental
health in twins”
The purpose of the study was to investigate the relationship between
mental health and spirituality. The sample of the study constitutes one hundred pairs
of male twins. The present study used the Spiritual Well-Being Scale and a pilot
Index of Spiritual Involvement to examine associations between spirituality and
personality variables and psychiatric disorders in a representative sample of Vietnam-
era twin veterans. The results indicated that the association between the mental health
variables and the religious well-being and spiritual involvement was much more
limited. Existential well-being was significantly associated with seven of 11
dimensions of personality and was significantly negatively associated with alcohol
abuse or dependence and with two of three clusters of personality disorder symptoms.

III. STUDIES RELATED TO FAMILY ENVIRONMENT AND MENTAL

HEALTH
1. Yong Zhang, Hengfen , and Shaohong Zou (2011) studied “Association between
Cognitive Distortion, Type D Personality, Family Environment, and Depression in
Chinese Adolescents” .
The purpose of the study was to examine the relationships of cognitive
distortion, type D personality, family environment and depression in a sample
Chinese adolescents. A sample of Chinese adolescents with depression and the
controls were investigated cross sectionally with life orientation test – revised, type
D personality scale, family environment scale and zung self depression scale. Chinese
depressed adolescents showed more cognitive distortion, type D personality and
adverse family environment than control groups lower level of optimism negative
affectivity and poor family cohesion may increase the risk of depression in Chinese
adolescents .
2. Denika J. Novello, Helen J. Stain, David Lyle, Brian J. Kelly (2011) studied
“Psychological distress of rural parents: Family influence and the role of isolation.”
The purpose of the study was to to investigate patterns of psychological distress
within the family system (parent dyads) across rural and remote communities and the
influence of remoteness on such distress. The sample consisted of 129 adult couples
 (mean age = 42.66 years, SD = 8.11), 43 from Inner Regional areas, 48 from Outer
Regional areas, 24 from Remote areas and 14 from Very Remote areas. Self-report
survey data from the Australian Rural Mental Health Study was used to examine the
distress levels of cohabitating parental figures in rural and remote Australia. The
result was that a significant association was detected between the levels of
psychological distress among parents within a household. The strength of this
relationship increased with increasing remoteness of residence.
3. Michael Galea (2010) studied “Does Child Maltreatment Mediate Family
Environment and Psychological Well-Being”
The purpose of the study was to find out childhood maltreatment mediates the
established relationship between family environment and psychological wellbeing.
The sample consisted of 312 Maltese university students. The tools used were The
Family Environment Scale (FES), Satisfaction with Life scale (SWLS), and
Childhood Trauma Questionnaire. The Results indicated that abusive families are less
loving, socially integrated, organized, and more conflicted. Family environment
contributed positively, albeit limited, to cognitive well-being after controlling for
child abuse history. In particular, cohesion, do add unique variance to subjective well-
being, after con-trolling for child abuse. This study replicates classic research on the
important role that family environment plays in children’s holistic development.
4. Rachel A. Razza, Anne Martin, Jeanne Brooks-GunnB (2009) studied
“Associations among Family Environment, Attention, and School Readiness for At-
Risk Children”
The purpose of the study was to examine the associations among Family
Environment, Attention, and School Readiness for At-Risk Children. The sample of
the study constitutes 1,701 children of age 3 to 5 years. The tools of the study were
HOME Inventory (Caldwell & Bradley, 1984),interview and observation. Results
suggest specificity in the associations among attention and its correlates. Maternal
parenting behaviors but not mental health explained individual differences in
sustained attention, which in turn were associated with variability in children’s
academic school readiness. While maternal mental health was associated with
children’s behavioral school readiness, sustained attention did not play a mediating
role. Findings indicate sustained attention as a potential target for efforts aimed at
 enhancing academic school readiness among predominantly poor and minority
children
5. Cecile Rousseau, ghayda Hassan, Toby measham, Nicolas moreau, Myrna
lashley, Thelma Castro, caminee Blake, George McKenzie (2008) studied “From
the family universe to the outside world: Family relations, school attitude, and
perception of racism in Caribbean and Filipino adolescents”.
This transcultural study looks at the associations between family relations
and adolescents’ perceptions of both their own group and the host society, and
analyzes how these affect their mental health. The results suggest that family
cohesion plays a key role in shaping adolescents’ perceptions of racism in the host
country and in promoting a positive appraisal of their own community, thus
highlighting the need for a systemic understanding of family and inter group
relations.
6. Teresa D. Lafromboise, Dan R. Hoyt, Lisa Oliver & Les. B. Whitbeck (2006)
studied “Family, Community, and School Influences on Resilience Among American
Indian Adolescents in the Upper Midwest”.
This study examines resilience among a sample of American Indian
adolescents living on or near reservations in the upper Midwest. Data are from a
baseline survey of 212 youth (115 boys and 97 girls) who were enrolled in the 5th
through 8th grades. A measure of family adversity was also developed that indicated
only 38.4 percent of the youth lived in ‘low adversity’ households. The analyses
identified key risk and protective factors. Protective factors were from multiple
contexts: family, community and culture. Having a warm and supportive mother,
perceiving community support, and exhibiting higher levels of enculturation were
each associated with increased likelihood of pro-social outcomes.
7. Susanne Anjos Andrade,Darci Neves Santos, Ana Cecília Bastos,Márcia Regina
Marcondes Pedromônico,Naomar Almeida-Filho and Mauricio L Barreto(2005)
studied “Family environment and child’s cognitive development: an epidemiological
approach”.
The purpose of the study was to assess the association between quality of
stimulation in the family environment and child’s cognitive development considering
the impact of mother’s schooling on the quality of stimulation. A cross-sectional
 study comprising 350 children aged 17-42 months was carried out in central and
peripheral areas of Salvador, Northeastern Brazil. A socioeconomic questionnaire
was used, along with the Home Observation for Measurement of the Environment
Scale (HOME Inventory), and the Bayley Scale for Infant Development. Bivariate
and multivariate analyses were carried out through linear regression at 5% level of
siJQLILFDQFH7KHILQGLQJVRIWKHVWXG\LQGLFDWHWKDWWKHUHZDVDSRVLWLYHȕ DQG
statistically significant association between quality of stimulation in the family
environment and child’s cognitive development. Quality of stimulation in the family
environment is crucial for child’s cognitive development, besides the significant role
of the available resources and family dynamics. The study findings show the
pertinence to cognitive development of interventions which improve the quality of the
environment and the child-caregiver relationship.
8. Jo Salmon, Anna Timperio, Amanda Telford, Alison Carver and
David Crawford (2005) studied “Association of Family Environment with
Children's Television Viewing and with Low Level of Physical Activity”
The purpose of the study was to examine the associations between the family
environment and children's television (TV) viewing and likelihood of being low-
active. The sample consisted of 878 children; children were recruited from 19
primary schools in Melbourne, Australia. Parents completed a questionnaire about
their child's TV viewing and the family environment. Children also completed a
questionnaire. These findings suggest that the relationships between the family
environment and TV viewing and low-level activity are complex and that these
behaviors are distinct.
9. Sripriya Rangarajan and Lynne Kelly (2006) studied “Family communication
patterns, family environment, and the impact of parental alcoholism on offspring self-
esteem”
The purpose of the study was to investigate the role of perceptions of
family environment and family communication as mediators of the effects of parental
alcoholism on the self-esteem of adult children of alcoholics. The Participants (N =
227) completed self-reports of parental alcoholism, family environment, family
communication patterns (FCP), and self-esteem. . Results indicated a negative
relationship between the seriousness of both maternal and paternal alcoholism and
 self-esteem. Paternal and maternal alcoholism were related to the two dimensions of
family environment, family stressors and parental disregard, although the effect for
paternal alcoholism was larger. The relationship between maternal alcoholism and
offspring self-esteem was partially mediated by parental disregard, whereas the
relationship between paternal alcoholism and self-esteem was mediated by parental
disregard and perceptions of a conversation-orientation FCP.

IV. STUDIES RELATED TO SCHOOL ENVIRONMENT AND MENTAL

HEALTH
1. Hayley A Hamilton, Lysandra Marshall, Joanna A Rummens, (2011) studied
“Immigrant Parents Perceptions of School Environment and Children’s Mental Heath
and Behavior”.
This study examined the relationship between parents’ perceptions of
school environment and children’s emotional and behavioral problems. Data derived
from a New Canadian Children and Youth Study, a study of the children (aged 4-6
and 11-13) of immigrant parents. Parental perception of school environment
important to the children of immigrant parent. There were some ethnic differences in
perception of school environment. Parental perception was not significantly related to
symptoms of emotional distress in children. Parental perception of school
environment was negatively associated with physical aggression in children even
after controlling for child age and gender, parental characteristics, family functioning
and aspect of acculturation.
2. Enthoven, Margartha (2007) conducted a study on “The contribution of the School
environment to the resilience of Dutch Urban middle adolescents from a low socio-
economic background”.
The school environment contributes to the resilience through facilitating
safely and good education. The school environment contributes to their resilience by
challenging them and by offering opportunities to crate constructive relationships
with adults and fellow students in the environment.
3. Morrison Scott K, (2007) studied “The relationship between elementary school
teacher and principals’ perception of school climate and student achievement in
communication arts”.
 The purpose of the research study was to determine the relationship
exists between school climate variables (affiliation, work pressure, professional
interest, achievement orientation, formalization, centralization, innovativeness and
resource adequacy) as measured by school level environment questionnaire (SLEQ)
for teachers and principals. A sample of 19 principals and 32 teachers was drawn
significant correlation were found for teacher and principals perception of climate
factors and students achievements.
4. Smith, Carol (2007) studied “Rural adolescents’ perception of middle school:
Examining longitudinal changes in self esteem, coping styles, psychological distress
and school satisfaction”.
The purpose of the study was to investigate rural adolescents’
perception of middle school: Examining longitudinal changes in self esteem, coping
styles, psychological distress and school satisfaction. The study found that shortly
after the transmition into middle school within a rural environment the student
reported increase in self esteem greater satisfaction with school environment. Fewer
emotional symptoms are compared to pre transition measures. Implication for school
counselors and directions for future research are discussed.
5. Daly, Rose Marie (2007) conducted a study on “The relationship between measures
of social bonding school climate, school experience and student performance”.
The purpose of the study was to find the relationship between
measures of bonding school climate, students performance. The effective school
battery was administered three domain measures were obtained by ESB: Psycho
Social School Climate School bonding and school experience. Results showed that
Psycho social climate and school Bonding rendered the most significant correlational
relationship with performance measures.
6. Davis Stephanie M.(2007) conducted a study on “Classroom community and
children’s positive school functioning: the moderating role of behavioral adjustment”.
The purpose of the study was to examine the level of behavioral
adjustment as a moderator of the relationship between children’s perceived sense of
classroom community and their satisfaction with school. Results suggest that students
perception of a caring classroom community contributed positively to the school
satisfaction ratings of students.
7. Ostberg (2003) focused on “Social relations in school classes and their importance
for mental well-being in middle childhood in a Scottish city”.
The purpose of the study was to find social relations in school
classes and their importance for mental well-being in middle childhood in Scottish
city. The number of children analysed was 13,932 and the number of school classes
was 524. The results show a clear association at individual level: the higher the status
position the more uncommon is malaise, which was supported by the teacher and by a
parent report on malaise for both boys and girls. The association was generally
present within school and existed regardless of grade, type of school and class size.
Furthermore, a minority of the classes had a more compressed status distribution and
here malaise was less common in all status positions. This was especially the case
when the school class did not contain marginalized children. Consequently, that some
children are marginalized in the group indicates problematic conditions for the
persons in question but also for the other group members.
8. Helsinki (2002) studied “School environment and children’s mental well being”.
The purpose of the study was to investigate the role of school
environment on children’s mental well-being. The course of teacher-reported
internalizing, externalizing and co morbid problems over four years, from the second
to the sixth grade, and the relationships between classroom climate and children’s
emotional and behavioural problems were studied. The tools of the study were
RutterB2questionnaire (RB2) (Rutter, 1967). The classroom climate was measured
by four variables reported by teachers on five point scales: (1) class spirit, (2) success
of joint activities in class, (3) bullying in class and (4) orderly working conditions
during lessons. A poor sixth-grade classroom climate was related to an increase in
emotional and behavioral problems in both boys and girls. boys’ behavioral problems
seem to affect their environment more strongly than girls’.

V. STUDIES RELATED TO SELF ESTEEM AND MENTAL HEALTH

1. Fahimeh Rezainiaraki (2010) studied “Self – Esteem, Mental Health and Quality of
Life in relation to Parenting Styles of High School Students in Iran”.
The objective of the study was to measure and compare mental
health, Self esteem and quality of life children with authoritative, permissive and
 authoritarian parents. For this purpose initially parenting style questionnaire (PSQ)
was administered on 180 parents of high school. Self-esteem was measured with the
help of coppersmith’s self esteem inventory (1881) and mental health was measured
with the help of the General Health questionnaire developed by Goldberg (1972). The
major findings of the study were the children raised by authoritative parenting style
had better total mental health and lower anxiety and depression. There was a
significant negative correlation which was found between mental health and self
esteem of high school children reared by permissive parenting style.
2. Booth, Margaret Zoller; Curran, Erin (2010) conducted a Longitudinal Study of
“Young Adolescents' Change in Self-esteem”.
This study investigates the growth of early adolescent self-
esteem and self-concept as student’s progress through the middle level years (sixth
through eighth grade). Based on mixed method longitudinal research conducted from
2004 to 2007, the study's findings suggest that this sample of 104 urban students' self-
esteem changed most significantly during the sixth grade with less variability from
the end of sixth grade to the end of eighth grade. While sixth grade appears to be the
most dynamic regarding change in self-esteem and self-concept, students
demonstrated more complexity in their analysis of their friendships at the end of
eighth grade and also revealed a greater degree of differentiated selves in self-
appraisals of parents and teachers. Gender differences were also found in change
in self-esteem during the middle grades and in the content of self-image.
3. Bell, Edward Earl (2010) conducted a study on “Understanding African American
Males”.
The purpose of this study was to assess the socialization skills, self-
esteem, and academic readiness of African American males in a school environment.
Discussions with students and the School Perceptions Questionnaire provided data for
this investigation. The intended targets for this investigation were African American
students; however, there were 21 students: 18 African American males in grades 6 to
8 from a middle school in eastern North Carolina; in addition, one Hispanic American
male and two White males were also observed. The African American males tended
to enjoy school, yet they lacked the social skills for effective classroom learning.
4. Bell and Edward (2009) conducted a study on “The impact of self-esteem and
identification with academics on the academic achievement of African students”.
This study examined the impact of self-esteem and identification with
academics on the academic achievement of African American students in a charter
school setting. Ninety-three students participated in this study. Using a
pretest/posttest control group design, both the experimental group and the control
group were administered the Rosenberg Self-esteem Inventory and the School
Perception Questionnaire (SPQ) as pretest measures of self-esteem and identification
with academics at the beginning of the experiment. The control and experimental
groups were administered the Rosenberg Self-esteem Inventory and the School
Perceptions Questionnaire (SPQ) at the end of the experiment. The control group
received no intervention between the pretest and the post test, while the experimental
group was taught the Start Something curriculum. The grade point average (GPA) of
each of the students in the control group and the experimental group were recorded at
the beginning and of the experiment. African-American students who participated in
the experimental group and were taught the Start Something curriculum had higher
grade point averages than for the students in the control group who were not taught
the curriculum. No differences were noted in self-esteem and identification with
academics for the control group and experimental groups, as shown by pre-test and
post-test measures.
5. Diop and Mateen Ajala (2009) conducted a case study of “The impact of single-
gender schooling on student achievement, self-esteem and school climate”.
The focus of this study was to determine if single-gender
schools are the panacea some proponents describe them to be. Until recently, it has
been difficult to open and research single-gender schools. Opponents of such schools
were vehemently opposed to the creation of single-gender schools; therefore research
has been scant on the subject. This study examined a large inner-city school district
serving the needs of minority, low socio-economic female and male students. The
study was conducted over a one-year period in a large urban school district in San
Antonio, Texas. The study was a mixed-methods investigation, utilizing both
quantitative and qualitative methods to examine the data. The quantitative portion of
the study made use of one instrument and two statistical procedures; the Estes
 Attitude Scale (EAS), a one-way repeated measure analysis of variance and a paired-
samples t test. The‘t’ test was used to analyze student scores on the EAS. Also,
participants were given a math assessment while enrolled in a mixed-gender setting
and another assessment one year later when they were enrolled in a single-gender
setting. The ANOVA was used to analyze student mathematics test scores over the
one-year period. The male students experienced significant gains in their math
assessments from one year to the next.
6. Folkes-Bryant and Beverly (2008) carried out a study on investigating “The effect
of student attitudes, motivation and self-esteem in performing arts elementary schools
incorporating arts integration”.
The purpose of this researcher is to conduct an investigation of the effect on
student altitudes, motivation and self-esteem in New York City. Elementary schools
identifying themselves as “schools of the arts.” This researcher will provide
information as to the extent that the arts which have been integrated into the overall
curriculum may contribute to the students overall academic success. The author will
examine how arts integration can and may contribute to the overall effectiveness of a
school. Sub-questions in the study will also identify and define what links between
student attitudes, motivation and self-esteem might be and whether or not they can
collectively enhance our schools. Finally, I will reveal how the aspects of dynamics
within the school structure as a whole. Data will be collected through student and
teacher surveys. The data will be analyzed using various statistical instruments.
7. Shaw and Adlai (2008) conducted a study on “The interrelationship of self-esteem,
self-efficacy, attitudes towards teachers and school, and academic achievement of at-
risk middle school students”.
The No Child Left behind Act (NCLB) of 2001 called for school
improvement NCLB (2002) made it imperative for all students in third through eighth
grades to show satisfactory proficiency in mathematics and reading and by the 2013-
2014 school years. Specifically, achievement in mathematics has not shown
significant gains that will enable every student to show by 2013-2014 as mandated by
NCLB. If school districts across the nation are to be in compliance with the law,
solutions must be found to remedy the problem of low academic achievement.
However, there is a need to examine the interrelationship of self-esteem, self-efficacy
 and attitude in the middle school population in order to explore similarities,
dissimilarities, and possible theoretically-based hierarchical relationship between self-
esteem and self-efficacy. This study examined factors related to social and intellectual
development to determine if there is a correlation with math competency. This study
was quantitative and causal-comparative in nature utilizing Multiple Regression
Analysis to analyze the data. The data of the sample used in this study show that there
is a statistically significant correlation between self-esteem and achievement; self-
esteem and self-efficacy; self-esteem and attitude to teachers; self-efficacy and
attitude to school; self-efficacy and attitude to teachers; and attitude to teachers and
attitude to school. The correlations of these variables quantify how well these
variables interact with each other. The interrelationship of these correlations indicates
the need for educators to focus on factors that contribute to social and affective
domains.
8. Johnson and Tanaisha Bennett (2007) conducted a study on “The relationship
between self-esteem, depression, and anxiety in children with behaviour problems
attending special schools: Implications for special and alternative education”.
The purpose of this study was to investigate the relationship between
depression, anxiety, and self-esteem in children with behavior problems attending
alternative and special education schools. Because their behavioral maladjustments
are so severe, the students can not receive a Free and Appropriate Public Education
(FAPE) on their home campus and must be referred to out-of-district placements. The
sample consisted of 92 students from Harris Country Department of Education’s -
Special Schools Division located in Region IV of Texas Education Agency. The
Behavior Assessment System for Children-Second Edition (BASC-2) was used to
collect data for this investigation. The Pearson correlation, Analysis of Variance and
t-test were the statistical methods utilized to test the fifty-six hypotheses formulated
in the study. All hypotheses were tested at the .05 level of significance or better.
Significant findings regarding self-esteem, depression, and anxiety and their
relationship to students’ locus of control, social stress, and attitude toward school,
special education eligibility, inattentiveness/hyperactivity, race, and school campus
were evident in this study. The following recommendations are offered to assist
counselors and other mental health professionals when working with adolescents in
 out-of-district placements. Counselors should be cognizant of the psychological
factors which are associated with this phenomenon. Anxiety, depression and self-
esteem are and may become major aspects of the students’ psyche and thus, should be
a major focus of therapy. Counselors should be aware of the relationship between,
anxiety, depression, severe behaviour problems and antisocial behaviour problems,
which are associated with depressed youth, can help counselors in developing and
implementing mental health strategies to deal with these problems.
9. Levidioti - Lekkou, Spyridoula (2006) studied “Adolescents´ voices: Mental health,
self-esteem, sense of coherence, family functioning and life attitudes in Swedish and
Greek Adolescents”.
The purpose of the study was to investigates and compares the
mental health of adolescents in relation to family functioning and socio-cultural
variables in Sweden and Greece. The study included 583 Swedish and 238 Greek
school-aged adolescents aged 13 through 18 years. The tools of the study were
Achenbach’s Youth Self Report (YSR), Rosenberg’s Self-Esteem, An-tonovsky’s
Sense of Coherence (SOC), and Beavers (SFI) scales were used. Out of the large
sample, adolescents who reported either high or low on Achenbach’s Youth Self
Report–47 Greeks and 47 Swedes–were selected for semi-structured interviews. An
interview guide with semi-structured questions was created to gather in-formation
about life attitudes. The results indicate that the Swedish adolescents had fewer
mental health problems than the Greek adolescents. In both countries, girls had higher
problem scores than boys. For self-esteem, no differences were found in the
comparison between total group scoring, but Greek girls and Swedish boys had better
self-esteem compared to their counterparts.
10. Langlosis and Carol (2005) conducted a study on “The effects of single-gender
versus coeducational environment on the self-esteem development and academic
competence of high school females”.
The primary purpose of this study was to investigate the relationship
between the decline of self-esteem and perceived academic competence among
fifteen year old high school females in the Bay Area. This study looked at the
relationship between adolescent males and females in a coeducational classroom
setting and investigated how the male presence may affect female self-esteem
 development. In addition, this study explored how the lack of male presence at an all
female institution may affect female self-esteem development. This study employed a
mixed methodology approach. A survey design was used with follow up face-to-face
interviews to add richness to the researchers’ findings. The results showed that girls
from the single gender schools were much more academically focused while the girls
attending the coeducational schools were more socially focused. All the girls in this
study felt they could do better academically and claimed having low to moderate
levels of self-esteem, yet they maintained strong GPAs. In addition, the girls
attending the coeducational high schools placed major importance on having males in
the classroom, while the girls attending the single gender schools did not see the
males as adding to their learning experience or their self-esteem, but rather providing
more of a social outlet. The results presented indicate clearly that self-esteem
perception among 15-year-old girls is low regardless of school type.
11. Park and Wansoo (2004) conducted a study on “An acculturative stress, parental
attachment, self-esteem, social support and psychological adjustment among Korean
adolescents in the United States”.
This survey research investigated Korean adolescents stress
related to their acculturation experiences and its relations with other psychological
between twelve and eighteen, living in SC, NC and GA participated in this study.
Adolescents perception on parental caring was found to be one of the major predictor
variables in relation with depression. Perceived social support from friends showed a
buffering effect on depression in relation to acculturative stress. There was no
significant relationship found between bicultural attitude and acculturative stress in
this study. The results indicated that U.S. born group had a higher level of
acculturative stress than Korea-born group.
12. Lan and Chi-Hui (2004) conducted a study on “The relationships among socio-
economic status, parenting, academic achievement and self-esteem in early and
middle adolescence: A longitudinal study”.
The purpose of this dissertation are threefold; first, to examine a model of
how socioeconomic status, parenting, adolescents’ academic achievement and
adolescents’ self-esteem might be causally related; scored, to examine whether or not
the proposed model is structurally invariant across gender and grade; and third, to
 determine whether family income, parental and maternal education, and paternal and
maternal occupational prestige make unique contributions to nurturant and punitive
parenting, adolescents’ academic achievement, and self-esteem. Structural equation
results showed that socioeconomic status has a significant and positive effect on
nurturant parenting and on adolescents’ academic achievement, which, in turn, affect
adolescent, self-esteem. ANOVA results showed a gender effect for academic
achievement and grade effect for parenting. Multiple regression results found a
significant effect of parental education on adolescents’ academic achievement.
13. Snowden and Janet Calhoun (2003) conducted a study on “The effects of inclusion
on the anxiety and self-esteem of special education student in the regular education
classroom”.
This study explored how inclusion affects the anxiety and self-
esteem of special education students in the regular education classroom. Twelve
special needs students enrolled in two elementary schools in a school district in the
southeastern United States participated. The students were native English speakers
ages 8 through 10 and were learning disabled, mildly intellectually disabled, and
emotional behavior disordered. Data collection consisted of observations, checklists,
anecdotal records, and journal entries, as well as standardized protocols using two
primary instruments, the Revised Children’s Inventories (CFSEI) for pretest and
posttest to measure an individual’s perception of self. The students were allowed to
ask for clarification as needed on all instruments use in the data collection. Findings
from the RCMAS suggested that inclusion had no effect on anxiety, but the CFSEI
resulted in a significant alpha level reduction at .06. Participants believed that regular
education prepared them to better function and succeed in society. Because emotional
health and self-esteem can support or interfere with academic success, administrators,
curriculum directors, and educators can use these findings to support efforts to
improve instruction for special education students, particularly those enrolled in
inclusive classrooms.
14. Caldwell and Roslyn Marie (2000) conducted a study on “Family versus peer
involvement: The role of self-esteem, sex, and cognitive style as predictors of
delinquency among high-risk adolescents”.
 Using a sample of 168 high-risk adolescents who were on probation
with the juvenile justice system, this study examined the hypotheses that family
versus peer involvement would moderate an adolescents’ level of self-esteem and that
both family versus peer involvement and self-esteem would moderate level of
delinquency. Three main findings can be taken from this study. The results revealed
that an adolescent’s level of family involvement was positively associated with their
level of self-esteem. Second, an adolescent’s level of family involvement was
negatively related to severity of delinquent behavior. Third, an adolescent’s level of
self-esteem negatively correlated with severity of delinquency.
15. Lightfoot-Christober and Jan Elizabeth (2000) conducted a study on “The effects
of father home status and paternal attachment on the self-esteem and academic
performance of Low-income African American students”.
The major purpose of this study was to investigate the effects of
the father’s home status and the level of paternal attachment on the self-esteem and
academic performance of low-income African American students. Specifically, the
researcher was concerned with ascertaining the effect which the father’s home status
and the levels of paternal attachment have on five aspects of the self-esteem, namely
academic, social, family, personal and total. Among the conclusions of this study
was: (i) in general, father-presence or absence in the home appeared to have no
influence on the self-esteem of low-income African American students. (ii) the
greater the student’s level of paternal attachment the higher the academic, social,
family and total self-esteem of those students, specifically among low-income
African American students. (iii) The level of paternal attachment seems to have no
influence on the reading or math performance scores of low-income African
American students.

VI.STUDIES RELATED TO TEMPARAMENT AND MENTAL

HEALTH

1. Sentse Miranda, Omel, Johan, Veenstra, Rene, Verhulst, Frank C, Oldehinkel,

Albertine J,(2011) studied “Child temperament moderates the impact of parental
separation on adolescent mental health”.
 The purpose of the study was to investigate the impact of parental
separation on adolescence mental health. The sample of the study comprised 1274
adolescents16.27 mean age, 52.3% girls. It was examined whether child temperament
(effortful control and fearfulness) moderates the impact of parental separation on
specific mental health domains .Findings of the study indicate that parental separation
led to an increasing in externalizing problems but not internalizing problems . When
interaction with child temperament were ignored more over child temperament
moderated the impact of parental separation, in that it was only related to increased
externalizing problems for children low on effortful control ,were as it was only
related to increased internalizing problems for children high on fearfulness . The
results indicate that personal environmental interactions are important for
understanding the development of mental health problems

2. Paolo Iliceto, Maurizio Pompili, David Lester and Paolo Girardi (2011)
conducted a study on “Relationship between Temperament, Depression, Anxiety, and
Hopelessness in Adolescents: A Structural Equation Model”.

The purpose of the study was to test the validity of affective

temperaments for predicting psychiatric morbidity and suicide risk, using a two-
factor model to explain the relationship between temperament, anxiety, depression
and hopelessness. The sample of the study consisted of 210 high school students, 103
males and 107 female, 18-19 years old. The tools of the study were self report
questionnaires to assess temperament, depression, anxiety and hopelessness. The final
structural model had a good fit with the data, with two factors significantly correlated,
the first labeled un stable cyclothymic temperament including Dysthymic
/Cyclothymic/Anxious temperament. Irritable temperament and depression and the
second labeled Demoralization including anxiety and hopelessness. Depression,
anxiety, hopelessness are in a complex relationship partly mediated by temperament.

3. Robert David Latzman (2009) studied “Interrelation among youth temperament,

Executive functions and externalizing behaviours”.

The current study aimed to examine the triangular relation among

temperament traits, executive functioning and externalizing behaviour in a
 community sample of male youth. Participants included 174 male youth 11 to 16
years and their mothers. Mothers reported on their son’s temperament and
behaviours. Results indicated that, as expected, high Negative Temperament and
Disinhibtion were associated with both youth and mother reports of externalizing
behaviours, with similar cross-informant associations.

4. Miao, Glenda C (2009) studied “Keirsey temperament theory and learning styles:
Applications in the class room”.
This project has a three-fold purpose. The first is to introduce
to understand difference in human behavior. The second purpose is to show how Dr
Keirsey’s theory on temperament has significant implications for how we need to be
educating students. The third purpose of the project was to design a workshop for
educators on the applications of Dr Keirey’s theory in the class room.
5. Freeman, Melanie, Ph.D. (2009) studied “An investigation of age-related
differences in features of Asperger syndrome (AS) in a cross-sectional community”.
The purpose of the study was to investigate age-related
differences in features of Asperger syndrome (AS) in a cross-sectional community.
The sample of the comprised of children (7 to 10 years of age), early adolescents (11
to 13 years of age) and mid-to-late adolescents (14 to 17 years of age). Sixty-seven
children and adolescents diagnosed with AS (53 males and 14 females) and their
mothers completed questionnaires involving demographic information, AS
symptomatology, child mental health and adaptive behavior, and child temperament.
Mother reports also suggested that females demonstrated greater anxiety than did
males. Males and females did not differ in regard to self-reports of anxiety, but
females did indicate higher levels of depression than did males. Analyses involving
parent reports of child temperament revealed that low approach/withdrawal was
characteristic of the entire sample. Approach/withdrawal was moderately correlated
with parent and child reports of internalizing behaviours.
6. Peter R. Giancola, Ada C. Mezzich(2003) studied “Executive functioning,
temperament, and drug use involvement in adolescent females with a substance use
disorder”
This study determined whether temperament mediates the relation
between executive functioning (EF) and drug use involvement and whether EF and
 temperament interact to account for unique variance in drug use involvement. The
sample of the study consisted of 340, 14–18-year-old, adolescent females with a
substance use disorder and controls. EF was measured using a battery of
neuropsychological tests, temperament was assessed using the Dimensions of
Temperament Survey – Revised, and drug use involvement was measured with
the Drug Use Screening Inventory. The results suggest that a difficult temperament is
a more important risk factor for drug use than low EF. Given previous studies that
have shown significant relations between EF and drug use, further research on this
topic is warranted. Temperament mediated the relation between EF and drug use
involvement. Girls with a ‘difficult’ temperament exhibited significantly greater drug
use involvement than girls with a ‘good’ temperament. Finally, low EF was
significantly related to increased drug use involvement for girls with a good
temperament, but not for girls with a difficult temperament.
7. Helena R. Slobodskaya , Margarita V. Safronova and Michael Windle (2003)
studied “Personality, temperament and adolescent adjustment in modern Russia”
This study examined the predictive power of three
temperament/personality measures—the EPQ which assessed dimensions of
Eysenck’s personality model, the Gray–Wilson Personality Questionnaire (GWPQ)
which assessed dimensions of Gray’s model, and the Revised Dimensions of
Temperament Survey (DOTS-R)—on adjustment measured by academic achievement
and mental health with a sample of 255 Russian adolescents. Academic achievement
in boys was predicted by parent’s education level and intact family; in girls, parent
education, DOTS-R Flexibility and General Rhythmicity together accounted for 31%
of variance. Conduct Problems in boys were predicted by GWPQ Behavioral
Activation and DOTS-R General Rhythmicity; in girls, the only significant predictor
was Flexibility. Emotional Problems were influenced by living conditions and GWPQ
Behavioral Inhibition. Total Difficulties were predicted by living conditions,
Flexibility and Psychoticism. These adolescent temperament-mental health and -
academic achievement findings were discussed within the context of adolescent
development in modern Russia.
2.06. CRITICAL REVIEW

Review of research studies and literature pertaining to the problem under

investigation is of fundamental importance to provide insight in to the problem, broaden

the general concepts and principles and sharpen understanding. In this study also, the

investigator collected a bulk of related materials to the area of investigation. After a very

careful perusal of the collected materials, the investigator identified some studies which

are related to the chosen area to some extent.

The related studies helped the investigator in formulating hypotheses, objectives,

developing tools, dimensions of tools, selecting the methods and statistical techniques

required for the analysis of data, etc., related to the topic in hand.

The review of related studies consisted of 29 studies on Mental Health, 17 studies

on Spirituality, 18 studies on Family Environment, 26 studies on Self-esteem, 16 studies

on School Environment and 11 studies on Temperament.

A thorough analysis of the native and foreign studies revealed that there are some

factors common irrespective of the culture related to the variables. Most of the studies

carried out pertaining to High school students as sample.

The note worthy feature of the review was that none of the studies had combined

Mental Health and the variables Spirituality, Family Environment, Self-esteem, School

Environment and Temperament of adolescents in Higher Secondary level in a single

framework or paradigm. In short, the review suggests, the need and importance of the

present investigation, and justifies the hypothesis and design formulated there on.