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Key Words: Personality Traits, Moral Values, National Awak-

International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39

Research Paper - Psychology

Personality Traits, Moral Values and National Awakening Among School Pupils of Varying Cultural Ideologies.
* Dr. Subalal Paswan
* Post Doctoral Fellow (UGC), Dept. of Psychology, M.U. Dodhgaya Bihar A B S T R A C T
Difference cultural institutions with their typical ideologies run their own schools and manage their programmes and activities in a manner as to facilitate their objective of educating the students and developing in them a certain kind of personality (leadership and creativity) moral values, and a certain level of nationalistic feeling and awakening. In order to make an empirical study, a few hypotheses were framed and tested on a random sample of 12 schools (on X level-Boys+ Girl students having age rang 14-17years) belonging to different cultural attendants of Gaya and Patna town of Bihar. Utilising the technique of comparison, tests like HSPQ, Moral Values and National Awakening were administered on the specified sample. Some interesting results with far reading implications were obtained that might prove to be usefully relevant for educational planning and school management. Gender differences on certain variables also appear to be pronounced in the investigation.

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Introduction The school is one of the most popular formal agencies of Education. It plays an important role in imparting knowledge and ideals, developing skills and interests, moulding attitudes and inculcating values of children. It is a social organisation for catering to the needs of the society and for serving the ends of the people. It should provide all facilities and suitable environment for development of their all round personalities. The school is to be the reflection of the larger society outside its four walls and there children will learn by living. Our country is wedded to democracy, socialism and secularism. All these are based on mutual love, fellowship, cooperation, tolerance, dignity of individual equality and fraternity. India is a country of diversities, but unity is its spirit and it strength. In common parlance the word culture is understood to mean beautiful relived or interesting but this interpretation does not constitute its scientific. Culture is the complex whole, which includes knowledge belief are law, moral, custom and any other capabilities and habits acquired by man as a member of society. Like religion, caste is also believed influence the development of the personality of the individuals. In our society the entire population is divided into different castes community religion. The functions duties and privileges of each caste are more or less marked social differences among different society.It can be presumed that modes of thinking habit values systems etc. of individual very from culture to culture. A society with democratic ideas attempts consciously to improve its programme and agencies for serving the common welfare of all the citizens.The educational system is very important in developing variSHODH, SAMIKSHA

ous types of personality traits, values and national feelings. Nearly all the schools predetermine the type of education to be imparted to the children. The decision depends upon the cultural pattern of the society or associations, which run the schools. Beside Govt. schools a large number of schools are run by different organisation and associations. These agencies are based on different religious and cultural backgrounds. Cultural oriented schools inspire their students to develop their personality within their norms and society. The total education and cultural background of these schools influence the children. The agency different social and cultural activities which shape and develop the desired personality characteristics, values and national interests. For example D.A.V. Schools, Central Schools, Islamic Schools, Christian Missionary Schools, Budhist Monastery Schools, Sanskrit Vidhyapith Schools, Govt. Schools, & Public Schools. These schools oriented and impart the philosophy of their culture to the students. These schools provide such environment and organize such programmes that develop traditional manners, style of like, family manners, society manners, attitudes, thinking, beliefs, interests etc. required to their culture. This study was undertaken with the objectives to find out how far the children studding in different culturally based schools differ in respect of personality traits moral values and national awakening. Hypotheses:: (i) There is no difference in personality traits among children of schools of different cultural associations. (ii) The moral values of children of schools run by different cultural groups do not differ.
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International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39

(iii) National awakening is similar among children studying in schools run by different cultural associations. (iv) There is no sex difference in personality traits, moral values, and national awakening among schools children of different cultural associations. Method:Sample:- The Sample was down from different types of schools run by various cultural associations by random sampling. Children were taken from class Xth and the age range was 14 to 17 years. Tools 1. High School Personality Questionnaire Indian Adaptation Dr. S.D. Kapoor (1981) 2. Moral Value Test, Vidya Prakashan (1996) 3. Early Schools Personality Questionnaire Lal (1968) 4. Test of National Awakening, Dr. S.S. Tripathi (1996) 5. Socio-Economics Status Scale,- Khan & Fatmi (2002) 6. Personal Values under study were measured by using Varma's (1997) Hindi adaptation of Allport- Varmon Lindzey (1960)
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these variables. Hindu culture is ahead of all the cultural association schools. Western culture school students closely follow them and are in the second place. The Christian and Muslim culture students are in the third and fourth position. See Table 4, 5 The male and female students of all the six cultural groups significantly differ on personality traits i.e. Leadership and Creativity, Moral Values and National Awakening. Therefore all the four hypotheses are rejected. The table indicating gender difference among boys and girls on leadership creativity find that girls of Hindu and Western culture have no difference on all the six variable but the boys and girls of the Christian and Muslim girls differ significantly. Findings :The present study reveals the following findings: 1. The leadership ability of the students of the western oriented schools is the highest. Hindu, Christian, Buddhist, Shikh and Muslim culture school students obNo. of Girls 190 170 140 130 90 50 770 Total 390 350 290 280 190 125 1625

Table-1Sample Selected for he Study. Schools of different cultural associations No. of Schools No. of Boys Hindu Culture 7 200 Muslim Culture 6 180 Christian Culture 5 150 Buddhist Culture 4 150 Shikh Culture 4 100 Western Culture 5 75 Total 31 855 Table- 2 Moral Value Scores based on Mean Schools of differences cultures Obtained Scores Raw Scores Hindu Culture 48 Muslim Culture 39 Christian Culture 35 Buddhist Culture 30 Shikh Culture 25 Western Culture 40

Scores Percentiles 95 60 50 45 36 65

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Table- 3 Moral Value Scores based on Mean Scores S.No Schools of differences Cultures Obtained Scores Raw Scores Percentiles 1. Hindu Culture 35 90 2. Muslim Culture 29 65 3. Christian Culture 25 55 4. Buddhist Culture 19 46 5. Shikh Culture 15 40 6. Western Culture 32 85

See Table s The table shows that as far as national awakening is concerned students of Hindu Culture i.e. D.A.V. are in the first position and students of Western Culture, Christian Culture and Muslim Culture are in the second third and fourth position respectively. The D.A.V. school Girls are on the lop or creativity, moral values, and national awakening variables but western culture school girls are in first position on leadership ability. The Muslim girls are in the last position on all

tain second and third positions. 2. The students of D.A.V., Central school, Sanskrit Vidhyapith School who are taught through Hindu culture have the highest moral values, while the students of Muslim, Christian and Buddhist cultural schools are in the last position. Students of Western, Shikh cultural schools are in the second and third position. 3. The result of National Awaking shows that the students of Hindu, Western, Shikh, Buddhist, Christian

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International Indexed & Referred Research Journal, April, 2012. ISSN- 0974-2832, RNI-RAJBIL 2009/29954; VoL. IV * ISSUE-39

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Table 4: Male students of different culture association schools D.A.V. Muslim Mission Western F Schools Schools Schools Leadership 62.62 60.33 57.12 65.05 18.36 Creativity 72.55 63.62 32.35 21.32 21.36 Moral Values 37.12 32.35 28.62 34.13 26.75 National Awakening 28.38 21.32 19.75 24.55 20.16 Variables F 12.31 16.56 18.66 15.62

Inference .01 .01 .01 .01 Inference .01 .01 .01 .01

Table 5:Female students of different culture association schools S.No Variables D.A.V. Muslim Mission Western Schools Schools Schools 1. Leadership 66.36 59.44 60.34 62.57 2. Creativity 70.45 61.36 60.56 69.21 3. Moral Values 38.66 31.52 28.44 33.43 4. National Awakening 27.62 20.51 16.64 24.57 and Muslim culture obtained the first, second third and fourth position respectively. Discussion:The results reveal that the null hypotheses do not stand true. The children Hindu culture studying in D.A.V. schools, Central school, Sanskrit Vidhyapith occupy the first position in creativity and second position in leadership ability while the Western culture students are in the first position in the Leadership ability and second position creativity ability among personality traits. Christian and Muslim students are in the third and fourth position respectively. The Students of Hindu, culture schools surpass the students of other cultural associations on the moral values and national awakening variables. The Western culture school students are second in position on these two variables. Christian, Shikh and Muslim culture school students are placed in the third and fourth position. These results it can be inferred that the schools like Central School and Western Culture schools organized more systematically their religions training and other activities to develop personality traits and morality while other schools have no such programme. The

students make progress in developing traits and abilities if they have been given definite programme and are involved in the activities related to these aspecteds. The school organising authorities helpful in developing the personality traits, moral values and national awakening and such other potentialities in the students as the culture demands Conclusion : The main findings of this study highlight the significance of culture based education on Personality patterns, Moral and National Awakening among students of schools run by different cultural groups. The D.A.V schools run by Hindu cultural society surpass all the other students of schools of other cultural groups. In the leadership quality the students of Western culture group occupied the first position. The students of Muslim culture schools are in the lowest position in leadership and creative ability.As regards the moral values, the students of Hindu culture schools are on the top while students of Muslim culture are on the lowest position. The students of Western and Christian culture occupy the second and third position.

R E F E R E N C E
1. Bendict. R. (1934) Patterns of Culture, Boston: Houghton Mifflin. 2. Brounfer Praveril, (1951) The role of Age Sex class and Culture in studying the Moral Development childs F. (1950). 3.Education and moral values. Eysenck H.J. (1960) Development of Moral values in children. 4. Husain S.A. (1978) The National Culture of India. National Book Trust India Delhi Kumar, L. (1993) 5. A study of some factors personality & social of entrepreneurship among the lower striate of society, unpublished Ph.D. thesis M.U. BodhGaya. Mead, M. (1946) 6. The Cultural approach to personality in Harriman (ed.) Encyclopedia of psychology. New York : Philosophical Library. Spiro, M.E. (1951) Culture and personality, the natural history of a false dichotomy psychiatry, 14, 19-46. Thomas, H. (1979) Personality development in two cultures: A selective review on research aim and issues. Human Development vol. 22 (5) 296-3 19. 7.Tripathi S.S. (1996) Test of National Awakening, Vidya Bharti Prakashan, moral value test.Verma, R.M. (1967) Caste as a determinant of some personality characteristics of moral adolescents. Psychol. Stud. (Mysore) 12,128-31. Young. K. (1952) Personality and problems of adjustment. New York Appleton century Croffs.

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