Effect of Biopsychosocial Education on
Adolescents
University Grants Commission
Minor Research Project, 2015
Report submitted to UGC, New Delhi
Submitted By:
Ms. Navya Shree G.C
Assistant Professor
Department of Post Graduate Studies and
Research in Psychology
Sri Dharmasthala Manjunatheshwara College,
Ujire
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
1
DECLARATION
I hereby declare that the final report entitled The Effect of Biopsychosocial Education
on Adolescents has been prepared by me as a requirement for the minor research project,
granted by University Grants Commission, New Delhi.
I also declare that this final report is the result of my own effort.
Place: Ujire
May, 2015
(NAVYA SHREE G.C)
Assistant Professor,
Department of Post Graduate Studies and Research
in Psychology,
SDM College, Ujire
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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CONTENTS
Page No.
Acknowledgement
4
List of tables
5
List of figures
6
Abstract
7
Chapter 1
Introduction
8-29
Chapter 2
Review Of Literature
30-45
Chapter 3
Method
46-57
Chapter 4
Results and Discussion
58-69
Chapter 5
Summary and Conclusion
70-73
References
Appendices
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ACKNOWLEDGEMENT
It is my privilege to express my sincere gratitude to all those who have encouraged me to
carry on my research activities without whose support this project would not have been a
reality. I am grateful to UGC for providing me financial assistance. I sincerely thank
Dr.B.Yashovarma, Principal, SDM College and Secretary, SDME Society, Ujire for the
constant encouragement. I thank Dr. M.Y.Manjula, Professor and Head, Department of
Post Graduate Studies and Research in Psychology, SDM PG Centre, Ujire for her
valuable suggestions at different stages of the project. My sincere thanks to Prof. Dinesh
Chowta, Principal, SDMPU College, Ujire for permitting me to conduct the study in the
college. I thank the faculty of the Department of Commerce, SDMPU College for their
kind co-operation throughout the period of assessment and intervention.
I thank Ms. Kavyashree K.B, Mr. Sudhesh N.T and Ms. Vandana Jain for their valuable
suggestions. I also thank the resource persons for different programs Mr. Chidanand,
Ms.Vandana Jain, Ms. Chitra B.C . I thank Mr.Smithesh.S, Ms.Adithi.R.Pai and
Ms.Sowmya B.V for their assistance in conducting intervention programs. My thanks are
also to Ms.Deepa.V and Ms.Roopashree for helping me the process of scoring. I thank all
the teaching and non-teaching staff of the department for their co-operation. Most
important I thank the participants of my study who have been very co-operative
throughout the endeavor.
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LIST OF TABLES
Table no.
Title
Page no.
3.1
Tools used for the study
48
3.2
Area wise items on Aspects of Identity Questionnaire
50
(AIQ IV)
3.3
Norms for Aspects of Identity Questionnaire (AIQ IV)
51
3.4
Norms for Intimacy Attitude Scale – Revised (IAS-R)
52
3.5
Norms for Adolescent Autonomy Questionnaire
54
3.6
The different intervention programs given to the
55-56
participants
4.1
t for correlated means on achievement motivation
59
4.2
t for correlated means on identity
60
4.3
t for correlated means on autonomy
61
4.4
t for correlated means on need for intimacy
62
4.5
Independent samples t value for gender on achievement
63
motivation
4.6
Independent samples t value for gender on identity
65
4.7
Independent samples t value for gender on autonomy
66
4.8
Independent samples t value for gender on need for
67
intimacy
4.9
Pearson coefficient of correlation value for the variables
68
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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LIST OF FIGURES
Figure No.
4.1
Title
Mean scores on achievement motivation pre intervention
Page No.
59
and post intervention
4.2
Mean scores on identity pre intervention and post
60
intervention
4.3
Mean scores on autonomy pre intervention and post
62
intervention
4.4
Mean scores on need for intimacy pre intervention and post
63
intervention
4.5
Mean score on achievement motivation among boys and
64
girls.
4.6
Mean scores on identity among boys and girls.
65
4.7
Mean scores on autonomy among boys and girls
67
4.8
Mean scores on need for intimacy among boys and girls
68
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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ABSTRACT
The present study aimed at studying the effect of psychosocial education on adolescents.
For the purpose of the study 81 adolescents comprising of boys and girls of age range 15
to 16 years was selected using purposive sampling method. The study adopted one group
pre-test post-test design. It was hypothesized that psychosocial education would not
improve the achievement motivation, need for intimacy, autonomy and identity among
adolescents. It was also hypothesized that there is no significant gender difference in the
achievement motivation, need for intimacy, autonomy and identity among adolescents.
Intervention consisted of training programs on communication skills development, stress
management, effective decision making, problem solving skills, responsible use of
autonomy, importance of maintaining healthy positive relationships, career choices and
selection, positive identity development, goal setting and achievement. Participants were
assessed pre and post intervention. Results were analyzed using t for correlated means
and independent samples t test. Obtained results showed that there is a significant effect
of psychosocial education on adolescents‟ achievement motivation, autonomy and
identity. Achievement motivation, personal identity, social identity, cultural identity,
need for autonomy was significantly higher post intervention. There was no significant
changes in the need for intimacy post intervention. There was a significant gender
difference in achievement motivation and personal identity, where in females had
significantly better achievement motivation and personal identity than males. Results
also indicated a significant positive relationship between achievement motivation and
autonomy, need for intimacy and identity, and achievement motivation and identity.
Key words- achievement motivation, identity, autonomy, intimacy
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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CHAPTER 1- INTRODUCTION
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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INTRODUCTION
Common sense is the collection of prejudices acquired by age eighteen.
― Albert Einstein
Adolescence is a period of transition between childhood and adulthood that involves
biological, cognitive and socioemotional changes (Santrock, 2007). A key task of
adolescence is preparation for adulthood (Larson & others, 2002). Social scientists who
study adolescence usually divide the adolescence into three stages such as early
adolescence, which covers period from about age 10 through age 13; middle adolescence
, from about age 14 through age 18; and late adolescence from about age 19 through age
22 (Steinberg,2002). There is growing evidence that the brain continues to mature
throughout adolescence and into early adulthood (Gogtay et al., 2004). During this
period, brain, behavioral, and cognitive development systems mature at different rates,
causing adolescence to be a period of increased vulnerability and adjustment (AlBuhairan
and others, 2012). John Hill, a late psychologist suggested that there are three major
factors that influence adolescents. They are the fundamental changes of adolescence, the
contexts of adolescence, and psychosocial developments of adolescence.
Fundamental changes of adolescence
The major three changes that take place during adolescence are biological, cognitive and
social. They are the changes that occur universally; virtually without exception, all
adolescents in every society go through them (Steinberg,2002).
Biological transitions- The chief elements of biological changes of adolescence is
referred to as puberty. By mid-adolescence, if not sooner, most youngsters‟ physiological
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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growth is complete; they are at or close to their adult height and weight, and are
physically capable of reproduction.
Cognitive transition- The more striking changes to take place during adolescence is the
emergence of more sophisticated thinking abilities. The ability to think more capably in
hypothetical and abstract terms affects the way adolescents think about themselves, their
relationships, and the world around them. Individuals will become able to think in logical
ways about what their lives will be like in the future, about their relationships with
friends and family, and about politics, religion and philosophy (Sanders, 2013).
Social transition- Society‟s redefinition of the individual provokes reconsideration of the
young person‟s capabilities and competencies. As the young person‟s treatment by
society changes, so do relationships around the home, at school , and in the peer group.
Changes in social status also permit young people to enter new roles and engage in new
activities, such as marriage and work, which dramatically alter their self image and
relationships with others. The adolescent , on the verge of becoming an adult, has
choices to consider that previously did not exist for him or her. (Steinberg, 2002)
Although the fundamental biological, cognitive and social transition of adolescence are
universal, they occur in a given social context that varies from individual to individual
and across space and time. The most important elements of the context of adolescent
development are the family, the peer groups ,schools and work and leisure settings.
The psychosocial issues of adolescence
The term psychosocial is used to describe the aspects of development that are both
psychological and social. The five psychosocial issues during adolescence are identity,
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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autonomy, intimacy, sexuality and achievement. These five sets of issues are present
throughout the life span, from infancy throughout late adulthood. But during adolescence
these issues become topics of concern because these takes a special turn and play a vital
role during adolescence (Steinberg, 2002). All these changes can be looked on as
developmental tasks during normal development, but they can also help in understanding
developmental deviations and psychopathological disorders (Remschmidt,1994).
Identity as a psychosocial developmental issue
Maturity is when your world opens up and you realize that you are not the center of it.
- M.J. Croan
Identity refers to discovering and undertaking who they are as individuals. Throughout
our life cycle changes in our identity occurs. Adolescence is period of identity
development which can be very challenging. Up until adolescence the child was lost
under the identity of the parents or seen as an extension of them (Gilbert, 2013). But
identity formation or development during adolescence is important because the changes
in identity that take place during adolescence involve the first substantial recognition and
restructuring of the individuals sense of self at a time when he or she has the intellectual
capability to appreciate fully just how significant the changes are (Steinberg, 2002).
Adolescent is far more conscious about the changes and feels them more acutely. Puberty
brings with it dramatic changes in physical appearance and alters adolescent‟s selfconceptions and relationships with others. During puberty when adolescents are changing
so dramatically on the outside, they understandably have questions about changes that are
taking place on the inside. The physical changes of puberty may prompt fluctuations in
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
11
the self image and re-evaluation of who he or she really is (Steinberg, 2002). With the
shifts that occur in the self conceptions i.e the way individuals think about and
characterize themselves adolescents are more likely to use complex, abstract, and
psychological self- characterizations (Harter, 1999).
Changes in social roles that occur at adolescence open up a new array of choices and
decisions for young people. At this point in life cycle, young people must make important
decisions about work, career, their commitments to other people, and thinking about
these questions prompts them to ask more questions about themselves: “What do I really
want out of life?” “what are the things important for me?” “What kind of person would I
really like to be?”.
Erik Erikson (1950,1968) was the first to realize that such questions are very important to
understand adolescent‟s identity development. The total identity is believed to be key
concept in adolescent development resulting directly from Erickson‟s thinking and
analysis.
Identity versus identity confusion
In the 1960s, psychologist Erik Erikson argued that adolescents face a major identity
crisis, "Identity vs. Identity Diffusion,"(Erikson, 1968). He opined that successful
resolution leads to a secure identity; failure leads to role confusion and a weak sense of
self. The key to resolving this crisis lies within the adolescent's interaction with others. At
Erikson‟s fifth developmental stage that occurs during adolescent years, they are faced
with deciding who they are, what they are, what they are all about and where they are
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
12
going in life. They confront many new roles, from vocational to romantic. According to
Erikson, identity is a self portrait that is composed of many pieces:

The career and work path a person wants to follow (vocational/ career identity)

Whether a person is politically conservative, liberal, or middle of the road (
political identity)

A person‟s spiritual beliefs ( religious identity)

Whether a person is single, married, divorced , or cohabiting( relationship
identity)

The extent to which a person is motivated to achieve and is intellectual (
achievement, intellectual identity)

Whether a person is heterosexual, homosexual, or bisexual (sexual identity)

Which part of the world or country a person is form and how intensely the person
identifies with his or her cultural heritage (cultural/ ethnic identity)

The things a person likes to do, including sports, music, and hobbies ( interest)

An individual‟s personality characteristics ( introverted, extraverted, anxious or
calm, friendly or hostile, and so on)

A person‟s body image ( physical identity)
A positive self-identity is correlated with positive self-esteem (Rosenberg,1965). All
identities are not equally valued by society, so some adolescents may especially need
reinforcement to help them construct a positive sense of self.
The process of development of identity neither begins nor ends with adolescence
(Marcia, 1989). Identity development in adolescence seems to be of more relevance
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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because it is for the first time, physical, cognitive and socioemotional development
advance to the point at which the individual can sort through and synthesize childhood
identities and identifications to construct viable path toward adult maturity ( Marcia &
Carpendale, 2004). An individual who develops a healthy identity is flexible and
adaptive, open to changes in society, in relationships, and in careers (Adams, Gulotta, &
Montemayor, 1992).
Identity formation neither happens neatly, nor is it usually catastrophic. It involves
commitment to a vocational direction, an ideological stance, and a sexual orientation.
Identity development gets done in bits and pieces (Santrock, 2007). Thus, the process of
establishing an identity involves "Integrating into a coherent whole one's past
experiences, ongoing personal changes, and society's demands and expectations for one's
future" (Sprinthall & Collins, 1984).
Statuses of Identity Development
James Marcia, a developmental psychologist proposed that "statuses" of identity
development occur in response to crises in domains such as school, relationships, and
values, rather than progressing in a linear fashion. According to Marcia there are four
stages of identity formation. Each stage deals with identity in terms of aspirations, skills,
ideology, sex roles, and religion (Rosen, 2007).

Identity Diffusion is the status of adolescents who have not made a commitment
to a particular identity. This is the state adolescents are in when they have not yet
experienced an identity crisis ( Santrock, 2007). A youth who has not yet
considered college or job prospects, for example, could be said to be in the
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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"identity diffusion" status with respect to his professional identity (although in
other dimensions his self-identity may be strong). This status may not be resolved
unless some experience forces a crisis.

Identity Foreclosure involves committing to an identity prematurely without
exploration or choice. This is the term for the state adolescents are in when they
have made a commitment but not have experienced an identity crisis (Santrock,
2007). This might occur, for example, when traditions are compulsory or parents
are insistent on a particular identity, "foreclosing" conscious choice by the
adolescent. Thus adolescents with this status have not had adequate opportunities
to explore different approaches, ideologies, and vocation on their own.

Identity Moratorium is a stage of active exploration coupled with low
commitment to a particular identity. This is an interesting, exciting, and
potentially dangerous time for an adolescent that often leads to conflict with
parents or other authority figures. Adolescents need to be free to explore their
identities, but also need guidance and support to proceed safely through this
status.

Identity Achievement is said to occur when the adolescent, having had the
opportunity to closely explore an identity, chooses that identity with a high degree
of commitment. This is the term for the status of adolescents who have undergone
an identity crisis and made a commitment
Youth who cope successfully with these conflicting roles and identities emerge with a
new sense of self that is both refreshing and acceptable. But adolescents who do not
successfully resolve the identity crisis suffer what Erikson calls identity confusion. When
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
15
adolescents experience identity crisis they either withdraw isolating themselves from
peers and family, or they immerse themselves in the world of peers and lose their identity
in the crowd. Self-structure is a way of constructing identity. Self structure is an internal
self-constructed dynamic organization of drives, abilities, beliefs, and individual history.
The better developed this structure is the more aware individuals appear to be of their
own uniqueness and similarity to others and of their own strengths and weaknesses in
making their way in the world. The less developed this structure is the more confused
individuals seem about their own distinctiveness from others and the more they have to
rely on external sources to evaluate themselves (Marcia, 1980).
Autonomy as a psychosocial developmental issue
The essence of independence has been to think and act according to standards
from within, not without: to follow one's own path, not that of the crowd.
-Nicholas Tharcher
For most adolescents, establishing a sense of autonomy is as important a part of
becoming an adult as is establishing a sense of identity. Becoming an autonomous person
– self governing person is one of the fundamental developmental tasks of the adolescent
years (Steinberg, 2002).
Historically developmentalists have shown far more interest in autonomy than in
attachment during the adolescent period (Santrock, 2007). But attachment‟s role is also
very important in the healthy development of autonomy among adolescents.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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The adolescents‟ quest for autonomy and sense of responsibility creates puzzlement and
conflict for many parents. Parents begin to see their teenagers slipping away from their
grasp. Parents can become frustrated because they expected their teenager to heed their
advice, to want to spend time with the family, and to grow up to do what is right.
Psychologically healthy families adjust to adolescents push for independence by treating
the adolescents in more adult ways and including them more in family decision making
(Santrock, 2007). Whether autonomy is defined in cognitive terms such as encouraging
expression of individual viewpoints or in more behavioral terms such as participating in
family decision making, adolescents appear to benefit in numerous ways from an
approach to autonomy that allows them to assert a moderate degree of influence within
the context of a positive parent-adolescent relationship ( McElhaney & Allen, 2001).
There are different types of autonomy. One type of autonomy may develop more quickly
than the other type (Russel & Bakken, 2002)
Emotional autonomy- It is the capacity to relinquish childlike dependencies on parents.
Both parents and peers exert pressure on the adolescent to comply with their wishes.
Adolescents need to maintain a feeling of confidence in their own goals, while showing
consideration for the goals of others. In developing this, adolescents increasingly
deidealise their parents, perceive them as people rather than simply as parenting figures,
and become less dependent on them for immediate emotional support (Santrock, 2007).
Gender difference characterize autonomy granting in adolescence with boys usually
being given more independence than girls (Bumpas, Crouter, & McHale, 2001). The
transition from high school to college involves increased autonomy for most individuals.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
17
The young girl who insists on keeping her whereabouts secret are both demonstrating
their growing sense of independence and autonomy (Steinberg, 2002).
The ability to attain autonomy and gain control over ones behavior in adolescence is
acquired through appropriate adult reactions to the adolescent‟s desire for control. An
individual at the onset of adolescence does not have the knowledge to make appropriate
or mature decisions in all areas of life (Santrock, 2007).
Changes in the adolescents‟ emotional relationships at home may take place because of
the impact of puberty and physical changes (Holmbeck, 1996). Adolescents interest in
turning away from parents and toward peers for emotional support may be sparked by
their emerging interest in sexual relationships and by their concerns over things like
dating and intimate friendships. The development of emotional autonomy involved an
increase in adolescents' subjective sense of his or her independence, especially in relation
to parents. From some scholars emotional autonomy is a normative manifestation of the
detachment process from parents, however, others point out that detachment from
parental ties is not the norm, so high level of adolescent emotional autonomy is the
consequence of negative family relationships (Parra and Oliva ,2009)
Behavioral autonomy or Attitudinal autonomy: - It is the capacity to make
independent decisions and follow through with them or it is the ability to specify several
options, to make decision and to define a goal. . This idea of attitudinal autonomy is most
closely related to the concepts of beliefs about ones capabilities (Bandura, 1977),
attitudinal; goal: reflection upon preferences , wishes and desires ; decision making and
personal goals. The cognitive changes of adolescence also play an important role in the
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
18
development of autonomy. Part of becoming autonomous involves being able to make
our own decisions Noom, Dekovic and Meeus (1999). The cognitive changes of
adolescence also provide the logical foundation for changes in young person‟s thinking
about social, moral, ethical problems. These changes in thinking are important
prerequisites to the development of system of values that is based on the individual‟s own
sense of right and wrong and not merely on rules and regulations handed down by parents
or other authority figures (Mazor &Enright, 1988).
Changes in the social roles and activities during adolescence are bound to raise concerns
related to independence, as the adolescent moves into new positions that demand
increasing degrees of responsibility and self reliance (Steinberg, 2002). Becoming
involved in new roles and taking up new responsibilities place the adolescent in situations
that require and stimulate the development of independent decision making abilities and
the clarification of personal values.
Functional autonomy- It is regularity dimension referring to the different approaches
taken to achieve a goal. The authors affirm that this ability incorporates regularity
processes such as the perception of competence and the perception of control. The
perception of competence refers to the availability of different strategies to achieve a
goal. And the perception of control refers to the ability to choose a specific strategy
which is effective enough to succeed. In addition, the functional autonomy dimension
also includes the perception of responsibility, an important aspect that can function as an
incentive for adolescent behavior. According to the authors, functional autonomy is
achieved when adolescents are able to develop their way in how to reach their goals.
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19
Value autonomy- value autonomy means refers to having a set of principles about right
and wrong, about what is important and what is not. Development of value autonomy
means that teens take time to consider their personal value system. In this way, teens
come to their own independent conclusions and about their values than simply accepting
the values of their friends or the values with which they are brought up (Russel &
Bakken, 2002)
Whether autonomy is defined in cognitive terms such as encouraging expression of
individual viewpoints or in more behavioral terms such as participating in family decision
making, adolescents appear to benefit in numerous ways from an approach to autonomy
that allows them to assert a moderate degree of influence within the context of a positive
parent-adolescent relationship (McElhaney & Allen, 2001).
Intimacy as a psychosocial developmental issue
So you try to think of someone else you're mad at, and the unavoidable answer pops into
your little warped brain: everyone.
- Ellen Hopkins
Intimacy is an important concern throughout most of the life span as making friendship
with others is a natural desire of a human being whether he is young or old (Chaube,
2002). Friends and confidents provide support when we are feeling emotionally
vulnerable, assistance when we need it, and companionship in a variety of activities and
contexts (Weiss, 1974). People who have others to turn to for emotional support are less
likely to suffer from psychological and physical disorders (Myers, Lindentthal, & Pepper,
1975). It is not until adolescence that truly intimate relationships- relationships
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
20
characterized by openness, honesty, self disclosure, and trust- first emerge (Steinberg,
2002). Relationships between parents and children continue to be important even in the
adolescent years but the adolescents emotions may become more involved with people
outside the family, with friends (Santrock, 2007). But secure attachment with parents is
related more positively to adolescents peer and friendship relations. Adolescents
friendships are more likely to have a strong emotional foundation. They are built on the
sorts of bonds that form between people who care about and know and understand each
other in a special way ( Newcomb & Bagwell, 1995). Intimacy during adolescence is of
important concern also because of changing nature of social world. During early
adolescence the importance is more for peers and during mid and late adolescence the
importance is more for opposite sex peers. Early adolescent friendships have often been
assumed to be especially intense and especially significant for psychological
development (Berndt, 1982) .
Theories have shown that there is a link between the development of intimacy during
adolescence and the biological, cognitive and social changes of the period (Berndt, 1982).
The growth of social cognition during adolescence is reflected in the young person‟s
more sophisticated conceptions of social relationships and in improvements in
interpersonal understanding and communication. These changes permit adolescents to
establish and maintain far more mature relationships that are characterized by higher
levels of empathy, self disclosure and responsiveness to each other‟s thoughts and
feelings (Selman, 1980). Improvements in social competence and gains in intimacy
during adolescence are partly attributable to improvements in social cognition (Ford,
1982).
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21
The functions that adolescents friendships serve can be categorsied in six ways (Gottman
& Parker, 1987)
1. Companionship. Friendship provides adolescents with a familiar partner, someone
who is willing to spend time with them and join in collaborative activities.
2. Stimulation- friendship provides adolescents with interesting information,
excitement and amusement.
3. Physical support- friendship provides resources and assistance.
4. Ego support- friendship provides the expectation of support, encouragement, and
feed back that helps adolescents to maintain an impression of themselves as
competent, attractive and worthwhile individuals.
5. Social comparison- friendship provides information about where adolescents
stand vis- a- vis others and whether adolescents are doing okay.
6. Intimacy/ affection- friendship provides adolescents with a warm, close, trusting
relationship with one another individual, a relationship that involves self
disclosure (Santrock, 2007)
Studies indicate that the importance of intimacy as defining feature of close friendship
continues to increase throughout early and middle adolescence (Berndt & Perry, 1990).
Although conflicts between adolescents and their close friends are less frequent than they
are between adolescents and other peers, arguments with close friends are more
emotional. Boys conflicts with their friends are briefer, are typically over issues of power
and control, are more likely to escalate into physical aggression , and are resolved
without any explicit effort to do so, often by just letting things aside. Girls conflicts are
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
22
longer, are typically about a form of betrayal in the relationship, and are resolved when
one of the friends apologizes to the other (Raffaeli, 1997).
Teenagers are more likely to display intimacy in their relationships. They also become
responsive to close friends, less controlling, and more tolerant of their friends
individuality during adolescence (Steinberg, 2002). During the course of adolescence,
individauls become more interpersonally sensitive. They show greater levels of empathy
and social understanding in situations in which they are helping or comforting others.
Adolescents are more likely to understand and acknowledge how their friends feel when
those friends are having problems (Burleson, 1982).
Friendships with the other sex
It is during adolescence, intimacy with the other sex peers begin to be important. The
transitional period between same sex non sexual relationship and opposite sex sexual
ones appears to be a somewhat trying time for adolescents (Steinberg, 2002).
Sullivan claims that intimacy between adolescent boy and girls is relatively slow to
develop and generally tinged with an air of sexuality. Although the likelihood of opposite
sex peers appearing on adolescents lists of people who are important to them increases
during early and middle adolescence, and although the amount of time adolescents spend
with opposite sex peers increases as well, the number of same sex peers listed also
increases or remains constant, and time spent with same sex peers does not decline (Blyth
et al, 1982).
Although intimacy between the sexes increases during early adolescence many
adolescents do not list a single opposite sex peer as a significant person in their lives.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
23
Young adolescents of both genders spend a lot of time thinking about the opposite sex,
but relatively little time with them (Steinberg, 2002). As adolescents get older the time
they spend thinking about the opposite sex tends to be increasingly associated with
negative mood states, perhaps because the fantasies about the opposite sex experienced in
early adolescence come to be replaced by more realistic feelings of longing for romantic
companionship (Richards et al, 1998).
Although the emergence of close opposite sex friendships in early adolescence is not
explicitly in the context of romance, it likely sets stage for later romantic experiences.
Not all relationships between males and females in adolescence are romantic and having
close opposite sex friendships is a common experience among contemporary youth
(Steinberg, 2002).
Across all environments, parental responses to adolescent autonomy strivings require
balancing the need to set limits on behavior and the need to provide adolescents with
sufficient freedom to try out new behaviors and learn from mistakes.
Achievement as a psychosocial issue among adolescents
There isn’t a person anywhere who isn’t capable of doing more than he thinks he can.
- Henry Ford
In the contemporary society achievement is a lifelong concern (Steinberg, 2002).
Achievement concerns the development of motives, capabilities, interests, and behavior
that have to do with performance in evaluative situations (Santrock, 2007).
Achievement becomes a concern of more seriousness for most of the adolescents as
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
24
adolescents are forced toward new roles, and responsibility. During adolescence there is
new social pressure and academic pressure. Their motivation and performance is
influenced mostly by the expectations that their parents, teachers and other adults have
for their achievement ( Eccles, 2007). Achievement during adolescence is more
specifically correlated with their performance in academics most of the times. A basis for
individual‟s self-conceptions and their image in the society is determined by the amount
of education a person has completed and the job he or she holds (Featherman, 1980).
Hence adolescents start to perceive their current successes and failures as predictors of
future outcomes in the adult works. They start concentrating more on academics and cut
into the time they would spend on their social interests (Santrock, 2002). Adapting
effectively to the new academic and social pressure is determined by psychological,
motivational and contextual factors (Pintrich, 2003). Achievement motivation is more
important during adolescence because the educational and occupational decisions made
during adolescence are more numerous, and that the consequences of such decisions are
more serious than the decisions characteristic of childhood. All these decisions have
important implications for the sort of choices and plans the adolescent will make in the
future, which in turn will influence his or her earnings, life style, identity, and subsequent
psychological development. The social transition and intellectual changes makes
achievement an issue of special significance. It is during adolescence the individuals start
seeing the long term consequences of educational and occupational choices which is
dependent on achievement.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
25
Achievement motivation
Achievement Motivation is the attitude to achieve rather than the achievements
themselves (Chetri , 2014). A number of motivational processes are involved in
achievement like intrinsic motivation and extrinsic motivation. Intrinsic motivation is
based on internal factors such as self determination, curiosity, challenge and effort.
Extrinsic motivation involves rewards and punishments. Intrinsic motivation is much
positively linked with achievement (Lepper, Corpus & Iyengar, 2005). The major
intrinsic motivational factors are self determination and personal choice, optimal
experiences and flow, interest, cognitive engagement and self responsibility. Intrinsic
motivation can be increased by making the adolescents self determined and giving them
responsibilities where they work according to their personal choice. Csikszentmihalyi
opined that for the adolescents to enjoy the process of achievement optimal experience
and flow are important. People experience the feelings of deep enjoyment and happiness
when optimal experiences occur. Adolescents achievement motivation is increased when
there is a learning environment that encourages them to become cognitively engaged and
make them responsible for their learning (Blumenfeld, 2006). Need for achievement is an
intrinsically motivated desire to perform well that operates even in the absence of
external rewards for success. Need for achievement is defined as the extent to which an
individual strives for success (McClelland, Atkinson, Clark,& Lowell, 1953). Intrinsic
motivation also increases goal directed persistence which is the capacity to establish goal
and follow through on achieving it without being put off or distracted by competing
interests (Guare, Dawson & Guare, 2013). Extrinsic rewards also contribute to
competence and mastery (Reeve, 2006). Though achievement motivation is high among
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
26
most of the adolescents some of them fail to achieve because of few motivational
obstacles such as peocrastination, anxiety, having unreachable goals, hopelessness,
nonperformance etc (Santrock, 2008).
Relationship between achievement motivation, identity, autonomy and need for
intimacy
A good deal of research has indicated that there exists a relationship between the different
psychosocial issues. Adolescents whose friends support academic achievement perform
better in school than peers whose friends disparage academic achievement. Impact of
friends on adolescents‟ school performance depends on the peer group (Natriello &
McDill, 1986). It is also indicated that adolescents become achievement oriented and
resourceful in dealing with adverse childhood circumstances by developing social
competence, autonomy and sense of personal control (Capuzzi & Gross, 2000).
The need for identity emerges because an adolescent starts defining purpose and goals of
his or her life, perceives the importance of meaningful relationships in life and is
expected to take up responsibilities and play a reasonable social role (Agochiya, 2010).
Identity achievement is important because it is associated with higher self-esteem,
increased critical thinking, and gives lot of freedom. Erikson also hypothesised that
identity is a precursor to intimacy and this view has been supported by few studies.
Psychosocial education for adolescents
Psychosocial issues like achievement motivation, intimacy, identity, sexuality and
autonomy experienced during adolescence plays a major role in shaping individuals
personality. The challenges are many in the positive attainment and experience of these
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
27
psychosocial aspects. Thus if an adolescent engages in substance abuse it may be due to a
combination of biological, psychological and social factors. Distorted thoughts,
emotional turmoil, inappropriate learning, troubled relationships, failure in examination,
delinquency, violent behavior are some of the problems which adolescents face.
Adolescents who search for the meaning of life can lead to a crisis of identity,
vulnerability to peer pressure, and lack of direction and purpose (Siegel, 2014). Some
adolescents successfully adjust to the biopsychosocial changes and some find it difficult
to manage. Hence psychosocial education which addresses the issues specific to
adolescents is very much beneficial in helping them to cope with the changes and
demands. Making the adolescents to understand that the changes happening in their body
and behavior are quite natural is important. That objective can be met in schools and
colleges by providing psychosocial education programs.
Schools play a pivotal role in identifying and meeting the mental health needs of the
children (Substance Abuse Mental Health Services Administration, 2003) and
recognizing its responsibility for broad training, for giving practical exposure and in
extending the range of adolescents social participation and experience (Landis, 1947). In
several states in India, school mental health and psychosocial education programs have
proved to be effective in terms of its preventive and promotive value. Due to paucity and
as well as absence earmarked funds for school mental health programs in the country,
such initiatives are scanty and sporadic in nature. Often implementers experience
challenges and difficulties in maintaining the stability of such initiatives (Nayar, 2012).
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
28
Research Question
The present investigation makes an attempt to answer the following research question:
What is the effect of psychosocial education on achievement motivation, need for
intimacy, autonomy, and identity among adolescents.
Does adolescent boys and girls differ in their achievement motivation, need for intimacy,
autonomy, and identity.
Objectives of the present study:

To study the effect of psychosocial education on adolescents.

To study the gender differences in the level of achievement motivation, need for
intimacy, autonomy and identity.

To understand the relationship between intimacy, identity, autonomy and
achievement motivation.
Hypotheses
Based on the above objectives the following hypothesis were framed for the purpose of
the study:

There is no significant effect of psychosocial education on achievement
motivation among adolescents.

There is no significant effect of psychosocial education on the need for autonomy
among adolescents.

There is no significant effect of psychosocial education on the need for intimacy
among adolescents.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS

There is no significant effect of psychosocial education on the need for identity
among adolescents.

There is no significant gender difference in the achievement motivation among
adolescents.

There is no significant gender difference in the need for autonomy among
adolescents.

There is no significant gender difference in the need for intimacy among
adolescents.

There is no significant gender difference in the need for identity among
adolescents.

29
There is no significant relationship between achievement motivation, intimacy,
need for identity and need for autonomy.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
30
CHAPTER 2- REVIEW OF LITERATURE
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
31
REVIEW OF LITERATURE
Review of literature is a helpful orientation in defining the problem, on the basis
of further investigation justifies the replication, throws light on the feasibility of the study
and the constraint of data collection, background of selection of procedure and
comparative data for interpretation of results. It also relates the findings from one study
to another with the hope to establish comparison. It helps the investigator to go deep into
the problem and helps to study the different variables of the problem.
Berndt, Laychak, & Park (1990) examined the influence of friends on adolescents'
motivation to achieve in school. The research paired each of 118 8th graders with a close
friend. The pairs of friends were randomly assigned to either an experimental or a control
condition. In the experimental condition, the friends discussed dilemmas that required
them to decide between 2 actions reflecting different levels of achievement motivation. In
the control condition, friends discussed topics unrelated to school. Before and after the
discussions, all adolescents made decisions on the dilemmas independently. The 1st
hypothesis was that discussions of the dilemmas would lead to an increase in the
similarity of friends' decisions. The 2nd hypothesis was that discussions would lead to
shifts toward more extreme decisions. The results supported the 1st hypothesis but not the
2nd. More harmonious discussions involving greater information exchange led to greater
changes in decisions.
Buhrmester (1990) conducted a study on Intimacy of Friendship, Interpersonal
Competence, and Adjustment during Preadolescence and Adolescence. They examined
the hypotheses that (a) intimacy of friendship is more integral to socioemotional
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
32
adjustment during adolescence than preadolescence, and (b) that competence in close
relationship skills is more important during adolescence than preadolescence. Subjects
were 102 10–13-year-old preadolescents and 70 13–16-year-old adolescents. Self- and
friend ratings of friendship intimacy were gathered using a 2-step procedure ensuring that
students rated only reciprocated friendships. Self- and friend ratings of close relationship
competence were gathered using the newly developed Adolescent Interpersonal
Competence Questionnaire. Study indicated that intimacy of friendship was consistently
and moderately correlated with adjustment and competence among adolescents but less
consistently related among preadolescents. Significant age differences in coefficients
were predominantly found for correlates of self-reported rather than friend-reported
intimacy. Overall, the findings supported the view that the ability to establish close,
intimate friendships becomes increasingly important during early adolescence.
Buhrmester and Furman (1987) conducted a study concerned with the development of
companionship and intimacy. Subjects in the second, fifth, and eighth grades (mean ages,
respectively, 7.5, 10.4, and 13.4) rated the importance and extent of companionship and
intimate disclosure experienced in social life in general and in each of 8 types of
relationships. Companionship was perceived as a desired social provision at all 3 grade
levels. Family members were important providers of companionship for children in the
second and fifth grades, but they became significantly less so in the eighth grade. Samesex peers were important providers across all 3 grades, and they became increasingly
important as children grew older. Opposite-sex peers did not become important as
companions until the eighth grade. Counter to expectations, there were no age differences
in the global desire for intimacy. Parents were important providers of intimate disclosure
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
33
for the youngest children, but they were less important among the younger adolescents.
There was mixed support for the hypothesis that same-sex friends become important
providers of intimacy during preadolescence. Findings were different for boys and girls,
suggesting that girls seek intimate disclosure in friendship at younger ages than boys do.
Chetri (2014)investigated the achievement motivation of adolescents and its relationship
with academic achievement. The study was confined to 480 secondary school leavers
studying in different schools of Sikkim by using stratified random sampling techniques
from various government and non government managed schools within the age range of
16-17 years, from urban and rural areas. The finding of the study revealed non significant
difference in achievement motivation with regard to gender and locale variation but
significant differences in relation to management variation. Another finding of the study
was the significant difference in the academic achievement of the students with regard to
locale and management variation. The relationship between achievement motivation and
academic achievement also yielded a significant relationship.
Demir & Urberg (2004) investigated the relation of friendship and emotional adjustment
in adolescents. Both quantitative (popularity, mutual friendships, and number of friends)
and qualitative dimensions (perceived positive friendship quality and conflict) of
friendship were used. Participants were 618, mostly European American, 8th-, 10th-, and
12th-graders. Structural equation modeling showed that positive friendship quality was
the only friendship variable that predicted adjustment. An examination of gender effects
indicated that this relation held only for boys. The quantitative aspects of friendship had a
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
34
small, indirect effect on adjustment through their effects on positive quality. Conflict had
a negative effect on positive quality and this effect was stronger for girls than for boys.
Durlak & Wells (1997) used meta anlaysis to review 177 primary prevention programs to
prevent behavioral and social problems in children and adolescents. Findings provided
empirical support for further research and practice in primary prevention. Most categories
of programs produced outcomes similar to or higher in magnitude than those obtained by
many other established preventive and treatment interventions in the social sciences and
medicine. Programs modifying the school environment, individually focused mental
health promotion efforts, and attempts to help children negotiate stressful transitions
yielded significant mean effects ranging from 0.24 to 0.93. the study also indicated that in
practical terms an average participant in a primary prevention program surpasses the
performance of between 54 % to 82 % of those in a control group, and outcomes reflect
an 8% to 46 % difference success rates favoring prevention programs as most programs
had the dual benefit of significantly reducing problems and significantly increasing
competence. Sandhu & Kaur (2012) conducted a study on adolescent internalizing and
externalizing problem behavior in relation to emotional autonomy (deidealization of
parents, non-dependency on parents, individuation, perceiving parents as people) ,and
parent child relationship (mothers‟ care, fathers‟ care, mothers „overprotection, fathers‟
overprotection). 200 adolescent boys of age range 13-15 years, from Patiala, India were
administered Youth Self Report, Emotional Autonomy Scale, and Parental Bonding
Inventory. Pearsons‟ Product Moment Correlation analyses reveals that deidealization of
parents and nondependency on parents, and mothers‟ overprotection are positively
correlated with adolescent problem behavior. Mothers‟ care is inversely correlated with
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
35
adolescent problem behaviour. Stepwise Multiple Regression Analyses reveals that
positive contributors to adolescent problem behavior are individuation, deidealization of
parents, and fathers‟ care. While those contributing inversely to adolescent problem
behavior are mothers‟ care and fathers‟ overprotection, and perceiving parents as people
dimension of emotional autonomy.
Fleming(2005) studied the Adolescent Autonomy: Desire, Achievement and Disobeying
Parents between Early and Late Adolescence. A population of 12-19 year-old adolescents
(n=994) were selected to study adolescent‟s perception of autonomy. Eleven behavioural
autonomy items were elected by the adolescents and used to evaluate the frequency of
desire, achievement and disobeying parents in early (12-13 year old) and late (18-19
year-old) adolescents. Regarding achievement of autonomy, both male and female
adolescents showed significant differences between the younger and older adolescents.
Progress in autonomy was achieved by male adolescents more as a result of disobeying
parents than was the cased with female adolescents. Study indicated that narcissism,
separation from family, and cognitive aspects were found to be important elements in
adolescent‟s perception of autonomy. Desire for autonomy was present since the start of
puberty, achievement lagged behind desire, and the capacity to fight for autonomy was a
key mediator for the achievement of personal autonomy in the transition to adulthood.
Fuligni (1998) examined whether parent–child conflict and cohesion during adolescence
vary among families characterized as having different cultural traditions regarding
parental authority and individual autonomy. Approximately 1,000 American adolescents
from immigrant and native-born families with Mexican, Chinese, Filipino, and European
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
36
backgrounds reported on their beliefs, expectations, and relationships with parent.
Longitudinal data was collected from approximately 350 adolescents. Study revealed that
despite holding different beliefs about parental authority and individual autonomy,
adolescents from all generations and cultural backgrounds reported similar levels of
conflict and cohesion with their parents.
Gebhardt, Kuyper & Greunsven (2003) investigated the extent to which need for
intimacy in relationships and motives for sex are capable of distinguishing between
adolescents who always have protected sex and adolescents who do not, with reference to
both steady and casual relationships. 701 adolescents (424 males and 277 females) aged
15 to 23 years filled out a questionnaire assessing determinants of sexual behavior and
various outcome behaviors, such as having casual sex and condom use. Two-thirds of the
participants (470) were sexually experienced. Discriminant functions using constructs of
the Theory of Planned Behavior (attitude, subjective norm, self-efficacy), as well as the
need for intimacy in relationships and motives for sex, were found to distinguish
significantly between adolescents who always had protected sexual intercourse and
adolescents who did not. This was valid both for sex within steady and within casual
relationships. Besides a positive attitude and high perceived subjective norms, protected
sex with a steady partner was characterized by low scores on the scale for the motive for
sex to express love, and on the scale for the need for intimacy in relationships. Consistent
condom use with casual partners was related to high self-efficacy, attitude, and perceived
subjective norms, as well as a greater need for intimacy in relationships. Gender
differences emerged with respects to determinants of (un)safe sex with casual partner(s),
in that for males the variables of the Theory of Planned Behavior were most important in
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
37
distinguishing those who had unsafe casual sex from those who had safe casual sex. For
females, on the other hand, the variables concerning the meaning attached to having sex
or to the relationship within which sex occurs seemed to be of more significance in
explaining (un)safe sex with casual partner(s). Study concluded that in adolescence, the
factors which influence the decision to have (un)protected sex depend on the kind of
relationship that exists between the partners. In addition, the goals which adolescents
pursue with regard to their relationships and with regard to having sex fulfill an important
role in the decision-making process whether to use condoms.
Hodgson and Fischer (1978) examined sex differences in the process of intimacy and
identity development in college youth. 50 males and 50 females were given the measures
of identity status, intimacy status and self esteem. Males were found to focus on
intrapersonal aspects of identity and females on interpersonal aspects. The pursuit of
various identity development pathways affected self esteem differentially for two sexes.
More females than males were found to be intimate and the achievement of intimacy
seemed more closely related to identity in males than in females.
Kerpelman , Pittman, Cadely, Tuggle, Harrell-Levy, and Adler-Baeder (2012)
conducted a study on Identity and intimacy during adolescence: Connections among
identity styles, romantic attachment and identity commitment. The study addressed
direct, indirect and moderated associations among identity and romantic attachment
constructs with a diverse sample of 2178 middle adolescents. Identity styles were found
to have unique and direct associations with identity commitment. Attachment anxiety
showed only indirect associations and attachment avoidance had both direct and indirect
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
38
associations with identity commitment. Tests of moderation revealed that gender, race
and relationship status had no influence on the direct associations of identity styles or
romantic attachment with identity commitment. Few differences in association strength
among identity styles and romantic attachment emerged for gender or race. However, the
differences found for relationship status suggested that relationship experiences
adolescents bring to their exploration of identity and intimacy matter for how these two
areas of development articulate.
Lekes, Gingras, Philippe, Koestner, and Fang (2009) conducted a study on Parental
Autonomy-Support, Intrinsic Life Goals, and Well-Being Among Adolescents in China
and North America. The sample consisted of 515 Chinese (56% female, mean
age = 15.50) and 567 North American (52% male, mean age = 14.17) adolescents. A
model of the relationships between parenting, life goand well-being was investigated and
confirmed for intrinsic life goals. Across societies, autonomy-supportive parenting was
associated with the endorsement of intrinsic life goals, which in turn was associated with
well-being. Intrinsic life goals partially mediated the relationship between parental
autonomy-support and well-being. The findings suggested that, cross-culturally,
prioritizing intrinsic life goals is related to increased well-being among adolescents and
that parents could encourage intrinsic life goals by being supportive of their children‟s
autonomy.
Levy-Tossman , Kaplan and Assor (2007) conducted a study on Academic goal
orientations, multiple goal profiles, and friendship intimacy among early adolescents. The
study investigated the relations between early adolescents‟ academic motivational
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
39
orientations and an aspect of quality of friendship: intimacy. Two-hundred and three
Jewish-Israeli seventh grade students responded to surveys asking them about their
academic achievement goals and about characteristics of their friendships. Variablecentered regression analyses suggested that mastery goals were positively associated with
mutual sharing of difficulties, trust, and adaptive social problem-solving between friends,
whereas performance-approach goals were negatively associated with intimacy
friendship. Moreover, both performance-approach and performance-avoidance goals
were associated with mistrust, inconsideration, and tension between friends. A personcentered analysis, employing cluster analysis, suggested that profiles with a higher level
of mastery goals relative to both types of performance goals were associated with less
mistrust among friends in comparison with profiles with a higher level of performance
goals relative to mastery goals. The findings point to the connection between academic
motivation and social relationships in school.
Meeus, Iedema, Helsen,& Vollebergh (1999) reviewed literature and conducted a
longitudinal analysis on Patterns of Adolescent Identity Development. A review of
theoretical articles demonstrates that the theoretical claims of the identity status model
have been greatly moderated over the past 30 years. They established that the model is
not sufficiently specific to qualify as a developmental theory, and a teleological and
unidirectional interpretation of identity development is also abandoned. The development
does not have a fixed end-target, achievement, and is also not unidirectional, i.e., always
proceeding from the low statuses to the high: a reverse developmental pathway is also
possible. An analysis of empirical studies on the relationship between identity status and
psychological well-being further specified the developmental hypothesis. In view of its
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
40
associated level of psychological well-being, foreclosure emerged as another possible
end-point of identity development, in addition to achievement. The also investigated the
developmental hypothesis and the relationship between identity status and psychological
well-being in a longitudinal study investigating relational and societal identity in a
sample of 1538 Dutch adolescents. Four new identity statuses were used in this study:
diffusion, closure, moratorium, and achieving commitment. For relational identity they
found a decrease in diffusion and an increase in achievement and for societal identity a
decrease in diffusion and an increase in closure. That means that a direction can in fact be
indicated in the development of identity, but that closure can also serve as the end-point
of the development, particularly for societal identity. Moreover, the domain of societal
identity in general displays a less pronounced development than relational identity. In
order to test the second assumption of the developmental hypothesis, the patterns of
identity development were investigated for the first time in identity status research using
log-linear analyses. A number of the status transitions proposed by the developmental
hypothesis do not occur, and the developmental pathways are also less comprehensive.
They found no indications that identity development proceeds faster in a certain period of
adolescence than in other periods. However, the stability of relational identity increases,
particularly in post adolescence, and a slow development of identity results in a lower
level of psychological well-being.
Nelson & DeBacker (2008) examined the Achievement Motivation in Adolescents: The
Role of Peer Climate and Best Friends. Middle school and high school students (N = 253)
completed a self-report questionnaire assessing peer classroom climate, achievementrelated beliefs and values of a best friend, achievement goals, social goals, and self-
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
41
efficacy. Regression analyses indicated that perceived peer relationship variables
explained variance in achievement motivation. Adolescents who perceived being valued
and respected by classmates were more likely to report adaptive achievement motivation.
Reports of adaptive achievement motivation were also related to having a good quality
friendship and a best friend who values academics. Having a poor quality friendship and
perceiving classmates to be resistant to school norms were related to reports of
maladaptive achievement motivation.
Noom, Dekovic and Meeus (1999) conducted a study on autonomy, attachment and
psychosocial adjustment during adolescence: a double-edged sword?. The aim of the
study was to examine the assumption that a high level of autonomy within a context of
attachment provides the best constellation for psychosocial adjustment. The sample for
the study consisted of were 400 adolescents. Attitudinal, emotional and functional
autonomy were connected with attachment to father, mother and peers to predict indices
of psychosocial adjustment: social competence, academic competence, self-esteem,
problem behaviour and depressive mood. Only main effects of autonomy and attachment
were found. There was no evidence for an extra positive effect of being both autonomous
and strongly attached.
Parra and Oliva (2009) conducted a longitudinal research on the Development of
Emotional Autonomy During Adolescence. The purpose of the research was to study the
development of emotional autonomy through adolescence analysing its association with
family relationships. Study consisted of 101 adolescents who were followed for 5 years,
from early to middle adolescence. Participants completed questionnaires that measured
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
42
their emotional autonomy and the quality of their family relationships. Results showed
that over the course of adolescence some dimensions of emotional autonomy increase,
meanwhile others decrease, so the global level of emotional autonomy remains stable.
The study revealed that emotional autonomy is associated with negative family
relationships, so emotional autonomy, more than a necessary process to become adult,
could be indicating an insecure attachment to parents.
Ryan and Lynch(1989) conducted a study on Emotional Autonomy versus Detachment:
Revisiting the Vicissitudes of Adolescence and Young Adulthood. They reexamined
Steinberg and Silverberg's construct of "emotional autonomy" (EA) in adolescent and
young adult samples in three studies. They argued that rather than measuring either
autonomy or independence, EA represents emotional detachment from parents. In Study
1, EA was shown to be negatively associated with early adolescents' (n = 148) reported
quality of attachment to parents, but not to friends. In Study 2, EA was shown to be
positively related to experienced parental rejection but largely unrelated to perceived
independence-support in a high school sample (n = 193). In Study 3, EA in young adults
(n = 104) was inversely related to measures of family cohesion, parental acceptance,
independence support, and self-perceived lovability. Finally, a projective measure of
parental nurturance taken by a subsample of subjects (n = 58) was associated negatively
with EA but positively with perceived lovability. Discussion concerned the
conceptualization of attachment versus detachment, dependence, and autonomy in
theories of adolescence.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
43
Ryan(2001) investigated the peer group as a context for the socialization of young
adolescents' motivation and achievement in school. Social network analysis was used to
identify peer groups of adolescents in middle school whose members regularly interacted
with each other (N=331). Actual reports from those peer group members was used to
assess peer group characteristics. Multilevel analyses indicated that peer groups did
socialize some academic characteristics, controlling for selection factors. Students' peer
group context in the fall predicted changes in their liking and enjoyment of school
(intrinsic value) and their achievement over the school year. Students' peer group context
was unrelated to changes in their beliefs about the importance of school (utility value) or
expectancies for success over the school year.
Shekhar & Devi (2012) carried put a study to investigate the gender related differences
and differences across academic majors on achievement motivation among college
students. A purposive sample of 80 undergraduate students of various colleges from
Jammu region, 40 males and 40 females aged 18-23 years was selected. Achievement
Motivation Scale was used to test the achievement motivation across gender and
academic majors. The study indicated a significant difference between the achievement
motivation of sciences and arts stream students and achievement motivation among male
and female college students. The differences indicated significant role of gender and
academic majors in achievement motivation of college students.
Steinberg & Silverberg (1986) studied the vicissitudes of autonomy in early adolescence.
A sample of 865 10-16-year-olds from a range of socioeconomic backgrounds completed
a questionnaire battery concerning 3 aspects of autonomy: emotional autonomy in
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
44
relationships with parents, resistance to peer pressure, and the subjective sense of selfreliance. The observed patterns of relations among the measures cast doubt on the notion
that autonomy is a unidimensional trait manifested similarly across a variety of situations.
For most boys and girls, the transition from childhood into adolescence is marked more
by a trading of dependency on parents for dependency on peers, rather than
straightforward and unidimensional growth in autonomy. Moreover, contrary to longstanding notions about the greater salience of autonomy to adolescent males than to
females, girls score higher than boys on all 3 measures of autonomy at all age levels.
Terrell , Terrell , & Von Drashek (2000) explored feelings of loneliness and fear of
intimacy among adolescents as a function of whether they were taught not to trust
strangers during childhood. Eighty college students and their parents completed the
Revised UCLA Loneliness Scale, both versions of the Fear of Intimacy Scale (FIS-D and
FIS-F), and a background information questionnaire. It was found that students whose
parents taught them not to trust strangers during childhood had greater fear of intimacy.
Further, females who were taught to distrust strangers also experienced more loneliness
than did their male counterparts, as well as females and males who were not taught to
distrust strangers.
Veena & Shastri (2013) investigated whether achievement motivation differed on
individual variables (disciplines/courses, academic performance and gender). A
questionnaire was administered to 656 pure science and applied science under graduate
students from Bangalore city. Academic achievement referred to their results in the
previous semester. Gender was also considered for the analysis. The tool used for the
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
45
study was Deo - Mohan Achievement Motivation scale (n-Ach) (1985). Mann Whitney U
and Kruskal Wallis were used to test various hypotheses of the study. Pure science and
applied science course students significantly differed on achievement motivation. There
was no significant difference in achievement motivation among high and low academic
performance students. Boys and girls differed significantly on achievement motivation
Review of literature shows that there are number of studies conducted on the topic, but
majority of them are western studies. Socio cultural background plays a vital role in
shaping adolescents behaviour. Hence to have a better understanding of identity
formation, autonomy, intimacy, achievement motivation with an Indian perspective the
present study is undertaken. Further there is dearth of intervention based research on
adolescent‟s psychosocial issues in rural India. The present study throws light on the
effect of psychological education and training programs on the psychosocial issues
among rural adolescents.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
46
CHAPTER 3- METHOD
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
47
METHOD
Aim
To study the effect of psychosocial education on adolescents.
Operational definitions
Achievement motivation: is a need for success or the attainment of excellence.
Intimacy: An intimate relationship or a close or warm friendship or understanding.
Autonomy: Independence or freedom or ability to think, feel, make decisions, and act on
her or his own will.
Identity: The characteristics determining who or what a person is.
Dependent variables
Achievement motivation
Autonomy
Need for Intimacy
Identity
Independent variables
Gender
Psychosocial education
Research Design
The study adopts one group pretest posttest design
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
48
Sample
Purposive sampling method was followed for data collection. Sample for the study
consisted of 81 college going adolescents studying in first PUC belonging to the age
group 15 to 16 years. Out of 81 adolescents 45 were males and 36 were females. Only
one college was selected for the study as it helped in planning the intervention.
Inclusion criteria

Adolescents of age range 15 to 16 years

Who can communicate in English and Kannada

Adolescents studying in commerce stream
Tools
Table 3.1
Tools used in the study
Sl No
Tool
1
Deo Mohan Achievement Motivation
Developed by
Year
Deo, P. & Mohan, A.
1985
Cheek, J.M., Smith, S.M., & Tropp, L.R
2002
Scale
2
Aspects of Identity Questionnaire
(AIQ)
3
4
The Intimacy Attitude Scale – Revised Amidon, E., Kumar, V. K., &
(IAS-R)
Treadwell, T.
Adolescent Autonomy Questionnaire
Noom, M.J
1983
1999
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
49
Deo Mohan Achievement Motivation Scale
Deo Mohan Achievement Motivation scale is used to assess the level of achievement
motivation. This scale consists of 50 items out of which 13 are negative and 37 are
positive items which are based on 3 factors: (1) Academic factors, (2) Factors of general
field of interest & (3) Social interest.
Scoring- Separate stencil keys are used for scoring positive items and negative items.
Positive items carry the score of 4, 3, 2, 1 and 0 for the categories always, frequently,
sometimes, rarely and never respectively. Negative items are to be scored 0, 1, 2, 3 and 4
respectively for the always, frequently, sometimes, rarely and never.
The total score is the summation of all positive and negative item score. The minimum
score obtained can be 0 and the maximum can be 200. High score indicates high level of
achievement motivation and low score indicates low achievement motivation. The raw
scores are interpreted by referring to the norms.
Reliability and validity - Test-retest method was applied to obtain the reliability
coefficient of the scale. The obtained test-retest reliability coefficient was found to be
0.89. The coefficient of reliability was sufficiently high and the scale can be considered
as reliable for use. The coefficient of correlates between scale and projective test was
observed to be 0.54. These scales score were also correlated with the score obtained by
administering Achievement Motivation Inventory of Enthuistle (1968) yielding a
coefficient of correlation of 0.75 for a minus sample of 0.93. This correlation is high
enough to establish the validity of the scale.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
50
Aspects of Identity Questionnaire (AIQ IV)
Aspects of Identity Questionnaire measures identity that defines who or what a particular
person is and what constitutes the person‟s identity. The questionnaire contains 45 items.
The four aspects of identity such as personal identity, social identity, relational identity
and collective identity are measured by the questionnaire.
Personal identity (PI) describes the importance that is placed on one‟s private
conception of self and subjective feelings of continuity, uniqueness, traits, values and
abilities.
Collective identity (CI) represents the importance that is placed on social categories to
which an individual belongs.
Social identity (SI) describes adolescents social roles and reputations and its importance
in defining self.
Relational identity (RI) represents the importance that is placed on other people who are
in direct personal contact.
Table 3.2
Area wise items on Aspects of Identity Questionnaire (AIQ IV)
Sl No
Areas
1
Personal Identity (PI)
2
Collective Identity (CI)
3
Social Identity (SI)
4
Relational Identity (RI)
Items
2,5,8,11,14,18,21,25,27,32
4,7.10,13,24,29,38,42
3,6,9,12,15,17,20
22,26,28,31,34,35,37,39,41,43
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
51
Scoring : The questionnaire is a Likert scale and each answer can be scored from 1 to 5,
with each rating indicating 1= they are of no importance to me; 2= they are of little
importance to me, 3= they are of some importance to me, 4= they are of great importance
to me, 5= they are of utmost importance to me. Score for each scale is the total of the
scores for all the items listed under that scale.
Table 3.3
Norms for Aspects of Identity Questionnaire (AIQ IV)
Areas
High scores
Average score
Low scores
PI
Above and 46
45 - 37
36 and below
RI
Above and 45
36-44
35 and below
SI
Above and 28
21-27
20 and below
CI
Above and 29
20 to 28
19 and below
Reliability and Validity: The inner reliability (Cronbach‟s Alfa) of the subscales is 0.84
(personal identity), 0.86 (social identity), 0.68 (collective identity), and 0.74 (relational
identity). The English version of the scale shows apparent validity.
The Intimacy Attitude Scale – Revised (IAS-R)
The Intimacy Attitude Scale – Revised (IAS-R) is a revised form of intimate attitude
scale that was originally created by Amidon in 1978. IAS-R measures feelings and
attitudes that people have toward others and relationship with others. Specifically the
items are concerned with attitudes of closeness, level of intimacy and trust.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
52
The IAS- R consist of 50 items in which 26 items are negatively worded, to prevent
mental set and increase the scales accuracy, rest of the 24 items are positively worded.
Scoring: All the items of the scale are to be rated on a 5 point scale (strongly disagree,
mildly disagree, agree/ disagree equally, mildly agree and strongly agree). Positively
stated statements are given the points 1,2,3,4,5 and negatively stated statements are given
the reverse scoring of 5,4,3,2,1 for strongly disagree, mildly disagree, agree/ disagree
equally, mildly agree and strongly agree respectively. Each of the scaled score is the sum
of the answers given to those items.
Table 3.4
Norms for Intimacy Attitude Scale – Revised (IAS-R)
Scores
Description
Below 150
Significantly below average
151-161
Somewhat below average
162-172
Average
173-183
Somewhat above average
184 and above
Significantly above average
Reliability and validity: Structural validity of the scale was examined by correlating the
IAS- R with several intimacy scales and it was concluded that the revised scale is a valid
and reliable instrument (Amidon, Kumar& Treadwell, 1983). To examine the content
validity of the scale it was reviewed and approved by a number of professional editors.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
53
The Cronbach‟s alpha measures of internal consistency showed alpha values between
0.78 and 0.86 in five different groups. The test retest correlation is 0.84.
Adolescent Autonomy Questionnaire
Adolescent Autonomy Questionnaire measures the level of autonomy experienced by the
adolescents. This scale measures three types of autonomy such as attitudinal autonomy,
emotional autonomy and functional autonomy.
Attitudinal autonomy is the ability to specify several options, to make a decision and to
define a goal.
Emotional autonomy involves the perception of emotional independence from parents
and peers.
Functional autonomy is a regularity dimension referring to the different approaches
taken to achieve a goal.
Scoring: Adolescent Autonomy Questionnaire is 5 item Likert scale and each item has
values from one (not at all descriptive of me) to 5 (very descriptive of me). The scores of
each subscale were summed separately to form attitudinal autonomy, functional
autonomy and emotional autonomy scale. Statements that are positively stated are scored
from 1 to 5. All statements which are negatively stated are scored from 5 to 1. The three
dimensions can be examined separately or as one general concept of autonomy.
Reliability and validity: The scale has Cronbach‟s alpha reliability of 0.71 for attitudinal
autonomy, 0.60 for emotional autonomy and 0.64 for functional autonomy.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
54
Table 3.5
Norms for Adolescent Autonomy Questionnaire
Areas
High
Average
Low
Emotional Autonomy (EA)
20 & above
19- 10
9 and below
Functional Autonomy (FA)
18 & above
17 to 14
13 and below
Attitudinal Autonomy (AA)
19 and above
18 to 14
13 and below
Total
53 and above
52-40
41 and below
Procedure
A detailed explanation of the purpose of the study was given to the principal of the
college and permission was sought. After obtaining the permission from the principal,
participants were met and the objectives of the study were explained to them clearly. A
written consent was taken from the participants. After that demographic data was
collected. Pre intervention assessment was done for all the four variables of study like
achievement motivation, need for autonomy, need for intimacy and need for identity
separately on different days to avoid mental fatigue. This was followed by training
program on every Thursdays August 2014 to December 2014. The training program
consisted of discussions, role plays, activities, video shows and guest lectures on each
topic. The duration of training program was one and a half hour during each visit. Post
intervention test was conducted after all the training programs.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
55
Intervention
Table 3.6
The different intervention programs given to the participants
Sl no
1
Program
Objective
Stress management
To make the participants learn the techniques of
training
managing everyday stress related to exams,
performance, time management etc.
2
Communication skills
To improve the verbal and non verbal
development
communication skills of the participants. To make
the participants understand and adopt healthy
communication styles.
3
Problem solving and
To make the participants equipped with the skills of
critical thinking
solving everyday problems and to help them deal
effectively with the environment.
4
Responsible use of
To make the participants understand the meaning of
autonomy
autonomy and the importance of responsible use of
autonomy.
5
Goal setting and
To make the participants understand the different
achievement motivation
types of goals and importance of goal setting. To
motivate them to set goals and work towards
achieving it.
6
Identity
To make the participants realize the meaning of
identity and its nature during adolescence. To help
them in building identity in positive ways.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
Sl no
7
Program
Sexuality education
56
Objective
To make the participants understand the biological
changes happening in them with the attainment of
puberty. to make them understand that the changes
taking place are normal and natural.
8
Intimacy during
To make the participants differentiate between close
adolescence
relationships and romantic relationship. To make
them develop healthy, intimate and trustworthy
relationship with the person of same sex and also of
other sex.
9
Career selection
To help the students to know the various career
options and avenues available for them. To guide the
participants in selecting a right career depending on
their ability and interest.
10
Decision making skills
To develop the analytical skills and decision making
skills among participants.
Statistical analysis
Correlated t test is used to study the effect of psychosocial education on adolescents.
Independent samples t test is used to study the gender difference.
Pearson Product Moment correlation was used to find out the relationship between the
variables.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
Ethical issues
Identity of the participant had been kept confidential
Information given by the participant had been kept confidential
Participants were permitted to withdraw from the research at any time.
57
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
58
CHAPTER 4- RESULT AND DISCUSSION
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
59
RESULT AND DISCUSSION
Table 4.1
t for correlated means on achievement motivation
Variable
Pre
Post
intervention
intervention
Achievement
M- 144.40
M- 154.74
motivation
SD- 21.329
SD- 23.838
156
N
df
t
p value
81
80
3.434
0.001
154.74
154
152
150
148
146
Achievement motivation
144.4
144
142
140
138
Pre intervention
Post intervention
Figure 4.1 Mean scores on achievement motivation pre intervention and post intervention
The hypothesis that there is a significant effect of psychosocial education on the
achievement motivation among adolescents was tested using correlated samples t test.
Correlated t value is 3.434 which is significant. It indicates that there is a significant
effect of psychosocial education on achievement motivation. Hence the null hypothesis is
rejected and the alternative hypothesis is accepted which states that there is significant
effect of psychosocial education on achievement motivation among adolescents.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
60
Table 4.2
t for correlated means on identity
Variable
Pre
Post
intervention
intervention
Personal
M- 36.28
M- 39.64
identity
SD- 5.671
SD- 5.806
Social
M-22.56
M-33.09
identity
SD-4.390
SD-10.056
Cultural
M-33.53
M-36.51
identity
SD-6.152
SD-6.744
Relational
M-39
M-40.57
identity
SD-7.693
SD-5.714
Total
M- 131.37
M- 148.73
Identity
SD- 17.873
SD- 22.448
N
df
t
p value
81
80
3.869
0.001
81
80
8.291
0.001
81
80
3.076
0.001
81
80
1.558
0.123
81
80
5.523
0.001
60
53.48
47.85
50
40
39.64
36.28
30
33.09
36.51
33.53
39 40.57
Pre intervention
22.56
Post intervention
20
10
0
Personal
Identity
Social Identity Cultural Identity
Relational
Identity
Identity Total
Figure 4.2 Mean scores on identity pre intervention and post intervention
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
61
The hypothesis that there is a significant effect of psychosocial education on the identity
among adolescents was tested using correlated samples t test. Correlated t value is
significant for personal identity, social identity and cultural identity. It indicates that there
is a significant effect of psychosocial education on identity among adolescents. Hence the
null hypothesis is rejected and the alternative hypothesis is accepted which states that
there is significant effect of psychosocial education on identity among adolescents.
Table 4.3
t for correlated means on autonomy
Variable
Pre
Post
intervention
intervention
Attitudinal
M- 16.09
M- 18.28
autonomy
SD- 3.226
SD- 3.123
Emotional
M-14.74
M-16.60
autonomy
SD-2.876
SD-3.865
Functional
M-17.02
M-18.59
autonomy
SD-3.045
SD-3.449
Total
M-47.85
M-53.48
Autonomy
SD-7.230
SD- 8.033
N
df
t
p value
81
80
4.362
0.001
81
80
3.266
0.002
81
80
2.936
0.004
81
80
4.410
0.001
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
62
60
53.48
47.85
50
40
Pre intervention
30
20
16.09
18.28
14.74
16.6
Post intervention
17.02 18.59
10
0
Attitudinal Autonomy Emotional Autonomy Functional Autonomy
Total Autonomy
Figure 4.3 Mean scores on autonomy pre intervention and post intervention
The hypothesis that there is a significant effect of psychosocial education on autonomy
among adolescents was tested using correlated samples t test. Correlated t value is
significant for autonomy. It indicates that there is a significant effect of psychosocial
education on autonomy among adolescents. Hence the null hypothesis is rejected and the
alternative hypothesis is accepted which states that there is significant effect of
psychosocial education on autonomy among adolescents.
Table 4.4
t for correlated means on need for intimacy
Variable
Intimacy
Pre
Post
intervention
intervention
M- 157.02
M- 156.94
SD- 12.525
SD- 14.562
N
df
t
p value
81
80
0.042
0.966
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
63
157.04
157.02
157.02
157
156.98
Need for Intimacy
156.96
156.94
156.94
156.92
156.9
Pre intervention
Post intervention
Figure 4.4 Mean scores on need for intimacy pre intervention and post intervention
The hypothesis that there is a significant effect of psychosocial education on intimacy
among adolescents was tested using correlated samples t test. Correlated t value is not
significant for intimacy. It indicates that there is no significant effect of psychosocial
education on intimacy among adolescents. Hence the null hypothesis is accepted which
states that there is no significant effect of psychosocial education on autonomy among
adolescents.
Table 4.5
Independent samples t value for gender on achievement motivation
Gender
Mean
SD
N
T
df
Significance
Boys
140.07
22.374
45
2.084
79
0.040
Girls
149.81
18.875
36
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
64
152
149.81
150
148
146
144
142
Achievement Motivation
140.07
140
138
136
134
Boys
Girls
Figure 4.5 Mean score on achievement motivation among boys and girls.
The hypothesis that there is a significant gender difference in the level of achievement
motivation was tested using independent samples t test. The t value is significant. It
indicates that there is a significant gender difference in the level of achievement
motivation. Mean score indicates that girls have better achievement motivation than boys.
Hence the null hypothesis is rejected and the alternative hypothesis is accepted which
states that there is significant gender difference in the level of achievement motivation.
Similar trend of results has been found with investigation of achievement motivation and
gender. Veena & Shastri (2013) found that while comparing achievement motivation girls
scored higher than boys on achievement motivation. Another study by Kaur ( 2013)
revealed that there is no significant gender difference in the level of achievement
motivation.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
65
Table 4.6
Independent samples t value for gender on identity
Variable
Gender
Mean
SD
N
df
t
Significance
Personal
Boys
34.89
5.745
45
79
2.560
0.012
identity
Girls
38.03
5.135
36
Social
Boys
22.76
4.052
45
79
0.456
0.650
identity
Girls
22.31
4.827
36
Cultural
Boys
32.60
6.979
45
79
1.535
0.129
identity
Girls
34.69
4.774
36
Relational
Boys
40.29
8.047
45
79
1.706
0.092
identity
Girls
37.39
7.003
36
Identity
Boys
130.53
18.680
45
79
0.469
0.640
Girls
132.42
17.015
36
45
40
35
40.29
38.03
34.89
32.6
34.69
37.39
30
22.76 22.31
25
Boys
20
Girls
15
10
5
0
Personal Identity
Social Identity
Cultural Identity
Figure 4.6 Mean scores on identity among boys and girls.
Relational Identity
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
66
The hypothesis that there is a significant gender difference in identity was tested using
independent samples t test. The t value is significant for personal identity. It indicates that
there is a significant gender difference in the level of personal identity. Mean score
indicates that girls have better identity than boys. But the t value is not significant for
social identity, cultural identity, relational identity and overall identity. Hence the null
hypothesis is rejected and the alternative hypothesis is accepted which states that there is
significant gender difference in the personal identity. The result is supported by a meta
analytical study conducted by Kroger (2002) which indicated that there is no consistent
pattern of gender difference in the identity.
Table 4.7
Independent samples t value for gender on autonomy
Variable
Gender
Mean
SD
N
df
t
Significance
Attitudinal
Boys
16.00
3.141
45
79
0.268
0.789
Girls
16.19
3.371
36
Boys
14.93
2.742
45
79
0.672
0.504
Girls
14.50
3.057
36
Boys
17.20
3.293
45
79
0.577
0.566
Girls
16.81
2.734
36
autonomy
Emotional
autonomy
Functional
autonomy
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
17.5
17.2
16.81
17
16.5
67
16
16.19
16
15.5
Boys
14.93
15
Girls
14.5
14.5
14
13.5
13
Attitudinal Autonomy
Emotional Autonomy
Functional Autonomy
Figure 4.7 Mean scores on autonomy among boys and girls
The hypothesis that there is a significant gender difference in autonomy was tested using
independent samples t test. The t value is not significant. It indicates that there is no
significant gender difference in the level of identity. Hence the null hypothesis is
accepted which states that there is no significant gender difference in the autonomy.
Table 4.8
Independent samples t value for gender on need for intimacy
Gender
Mean
SD
N
df
t
Significance
Boys
156.11
13.730
45
79
0.732
0.466
Girls
158.17
10.917
36
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
158.5
68
158.17
158
157.5
157
Need for Intimacy
156.5
156.11
156
155.5
155
Boys
Girls
Figure 4. 8 Mean scores on need for intimacy among boys and girls
The hypothesis that there is a significant gender difference in the need for intimacy was
tested using independent samples t test. The t value is not significant. It indicates that
there is no significant gender difference in the level of need for intimacy. Hence the null
hypothesis is accepted which states that there is no significant gender difference in the
need for intimacy.
Table 4.9
Pearson coefficient of correlation for achievement motivation, need for intimacy,
autonomy and identity
Variables
Achievement
Need for
Identity
Autonomy
Motivation
Intimacy
Achievement Motivation
1
0.161
0.264*
0.216*
Need for Intimacy
0.161
1
0.331*
0.107
Identity
0.264*
0.331*
1
0.003
Autonomy
0.216*
0.107
0.003
1
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
69
The hypothesis that there is a significant relationship between achievement motivation,
need for intimacy, autonomy and identity was tested using Pearson coefficient of
correlation. The obtained r for achievement motivation and need for intimacy is 0.161
which is not significant. The obtained r for achievement motivation and identity is 0.264
which is significant which indicates that as achievement motivation increases identity
also increases and vice versa. The obtained r for achievement motivation and autonomy
is 0.216 which is significant which indicates that as achievement motivation increases
autonomy also increases and vice versa. . The obtained r for need for intimacy and
identity is 0.331 which is significant which indicates that as need for intimacy increases
identity also increases and vice versa. . The obtained r for intimacy and autonomy is
0.107 which is not significant. The obtained r for identity and autonomy is 0.003 which is
not significant. Hence the null hypothesis is accepted which states that there is a
significant relationship between achievement motivation, need for intimacy, autonomy
and identity.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
70
CHAPTER 5- SUMMARY AND CONCLUSION
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
71
SUMMARY AND CONCLUSION
The present study was undertaken to understand the effect of psychosocial education and
gender difference in adolescents‟ achievement motivation, need for intimacy, identity and
autonomy . For this purpose a sample of 81 adolescents studying in first PUC were taken.
They were assessed on achievement motivation, need for intimacy, identity and
autonomy before and after intervention. Interventions like stress management,
communication skill development program, effective problem solving and decision
making skills, responsible usage of autonomy, developing healthy, intimate relationships
were conducted for a period of three months. Intervention was done in the form of
training programs, workshops, video shows and guest lectures.
Findings of the study

There is a significant effect of psychosocial education on achievement motivation.
Participants showed significant improvement in their achievement motivation post
intervention.

There is a significant effect of psychosocial education on personal identity, social
identity and cultural identity.

There is no significant effect of psychosocial education on relational identity.

There is a significant effect of psychosocial education on autonomy.

There is no significant effect of psychosocial education on need for intimacy
among adolescents.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS

72
There is a significant gender difference in the achievement motivation among
adolescents. Females have high level of achievement motivation compared to
males.

There is a significant gender difference in the personal identity. Females have
better personal identity compared to males.

There is no significant gender difference in the social identity, cultural identity
and relational identity.

There is no significant gender difference in the need for intimacy and autonomy
among adolescents. Boys and girls do not vary much in their need for intimacy
and autonomy.
Conclusion
Psychosocial education has a significant influence in increasing the achievement
motivation, need for autonomy and few aspects of identity. More regular, organized and
intensive programs is beneficial in helping the adolescents experience the psychosocial
changes and development in a more healthy way.
Limitations of the present study
Sample size was large and hence training was provided in groups. Probably working one
on one with the participants might have brought about greater change.
The impact of other factors like parenting style, socio economic status, environmental
influence etc which are also the major contributing factors were not considered in the
study.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
73
Training mainly focused on the psychosocial aspects of adolescent development.
Biological aspect of development is not studied.
Scope for further studies
For an intervention study small sample is better as it helps to work with the participants
individually which is likely to be much more effective in bringing about a significant
change.
Considering other variables like socio economic status and parenting style will be helpful
in developing appropriate educational programs for adolescents.
Suggestions
Training in life skills and psychosocial aspects should be a part of curriculum as it
contributes to healthy and positive development of children and adolescents.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
74
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EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
75
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EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
APPENDICES
Appendix A
Consent Form
Appendix B
Socio-demographic Data Sheet
Appendix C
Deo Mohan Achievement Motivation Scale
Appendix D
Aspects of Identity Questionnaire (AIQ)
Appendix E
The Intimacy Attitude Scale – Revised (IAS-R)
Appendix F
Adolescent Autonomy Questionnaire
86
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
87
APPENDIX A
CONSENT FORM
Principal Investigator
Ms. Navya Shree G.C
Assistant Professor, Department of Postgraduate Studies and Research in Psychology,
SDM College, Ujire
Email: [email protected]
Tel:
9964834502
Introduction
You are being invited to volunteer as a subject in an assessment of psychosocial issues
among adolescents. Adolescence is the transitional stage of development
between childhood and adulthood, represents the period of time during which a person
experiences a variety of biological changes and encounters a number of emotional issues.
It has been identified as a period in which young people develop abstract thinking
abilities, become more aware of their sexuality, develop a clearer sense of identity, and
increase their independence from parents.
This project concerns the study of psychosocial issues found among adolescents and
the effectiveness of psychoeducation and training on the development.
Study Benefits: Benefits to you may include a better understanding of your own
development as an adolescent and to reflect over your thoughts
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
88
Note: if you consent to participate in this research program, your personal information
will be kept confidential & data available will be used only for research purpose.
Statement of Consent:
I acknowledge that I have read the above explanation of this study that all of my
questions have been satisfactorily answered, and i agree to participate in this study
Signature of Study Volunteer: _____________________
I certify that I have explained fully to the above subject the nature and purpose,
procedures and the possible risk and potential benefits of this evaluation.
Signature of Principal Investigator: ______________________________
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
APPENDIX –B
DEMOGRAPHIC DATA SHEET
1. Name
:
2. Roll no
:
3. Class
4. Age
:
5. Gender
:
6.
Siblings (brothers and sisters): (age, gender & occupation of siblings)
7. Interests/ Hobbies
:
8. Type of family: nuclear / joint :
9. Do you stay with your parents: yes/ no? : if no with whom are you staying ?
10. Academic expectations of your parents:
high/ average/ low
89
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
90
APPENDIX – C
DEO MOHAN ACHIEVEMENT MOTIVATION SCALE
Roll no:____________
Sex: Male/Female
This questionnaire measures your attitude towards achievement motivation, academics
and other type of activities. This scale consists of number of items which are in the form of
statements. For every statement, the possible responses are divided into five categories which
are: always, frequently, sometimes, rarely and never. Read each statement of an item very
carefully and put across under the category which, in your opinion, best expresses your feelings
about the statement. If you feel, the statement is true for you always write the number 1, if
frequently write the number 2, if sometimes write the number 3, if rarely write the number 4 and
if never write the number 5 across the statement. In this way, you have to give your responses to
all the statements.
Always
Frequently DUÁUÉ
AiÀiÁªÁUÀ®Æ
1
Sl no
1
Sometimes
PÉ®ªÉǪÉÄä
2
3
Rarely
C¥ÀgÀÆ¥ÀPÉÌ
Never
AiÀiÁªÁUÀ®Æ E®è
4
Statements
I shall be most pleased if I have to miss the classes for some days.
£Á£ÀÄ PÉ®ªÀÅ ¢£ÀUÀ¼ÀªÀgÉUÉ vÀgÀUÀwUÀ½UÉ UÉÊgÀÄ ºÁdgÁUÀ¨ÉÃPÁV §AzÀgÉ £Á£ÀÄ CvÀåAvÀ
5
Response
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
91
RĶAiÀiÁVgÀÄvÉÃÛ £É
2
I pay full attention to the work in the class
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3
I mind much if I reach late in the class
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4
I love to read more and more to find unknown regions of knowledge
eÁÕ£ÀzÀ C¥ÀjavÀ ªÀ®AiÀÄUÀ¼À£ÀÄß PÀAqÀÄ
»rAiÀÄ®Ä £Á£ÀÄ
vÀÄA¨Á NzÀĪÀÅzÀ£ÀÄß
EµÀÖ¥ÀqÀÄvÉÃÛ £É.
5
I love to have a personal library not counting text books.
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 ÀzÉ, £À£ÀßzÉà ªÉÊAiÀÄÄQÛPÀ UÀæAxÁ®AiÀĪÀ£ÀÄß ºÉÆAzÀ®Ä £Á£ÀÄ
EµÀÖ¥ÀqÀÄvÉÃÛ £É.
6
I set standards for myself and then strive to achieve them
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7
I wish to specialize and become top most in the field of my liking
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£À£ÀVµÀÖzÀ
PÉÃë vÀæzÀ°è
«±ÉõÀ
¥ÀjtÂw
¸Á¢ü¸À¨ÉÃPÉAzÀÄ
ªÀÄvÀÄÛ
G£ÀßvÀ
¸ÁÜ£ÀPÉÌÃgÀ¨ÉÃPÉAzÀÄ §AiÀĸÀÄvÉÃÛ £É.
8
I like to experiment and create new things and surprise people
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EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
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EµÀÖ¥ÀqÀÄvÉÃÛ £É.
9
I work hard for hours together to be successful in whatever I undertake
£Á£ÀÄ AiÀiÁªÀ PÁAiÀÄðªÀ£ÀÄß PÉÊUÉwÛPÉÆAqÀgÀÆ CzÀgÀ°è «d¬ÄAiÀiÁUÀ¨ÉÃPÉAzÀÄ UÀAmÉUÀ¼À
PÁ® ¥Àj±ÀæªÀÄ¢AzÀ PÉ®¸À ªÀiÁqÀÄvÉÃÛ £É.
10
I have tendency to find solutions of problems and puzzles which other
people fail it
EvÀgÉ
d£ÀgÀÄ
¥Àj±Àj¸À¯ÁUÀzÉ
¸ÉÆÃwgÀĪÀAvÀºÀ
¸ÀªÀĸÉå,
MUÀlÄUÀ½UÉ
¥ÀjºÁgÀ
PÀAqÀÄ»rAiÀĨÉÃPÉ£ÀÄߪÀ ¥ÀæªÀÈwÛ £À£ÀVzÉ.
11
I aspire to get excellent results in academic competitions.
J¯Áè ±ÉÊPÀt
ë ÂPÀ ¸ÀàzsÉðUÀ¼À®Æè CvÀÄåvÀª
Û ÀÄ ¥sÀ°vÁA±À ¥ÀqÉAiÀĨÉÃPÉAzÀÄ £Á£ÀÄ §AiÀĸÀÄvÉÃÛ £É.
12
I am ready to leave the job half done and try a new one.
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13
I get nervous in the examination if one or two questions are not from
syllabus.
¥ÀjÃPÉA
ë iÀÄ°è MAzÉgÀqÀÄ ¥Àæ±ÉßUÀ¼ÀÄ ¥ÀoÀåPÀæªÀÄzÀ ºÉÆgÀvÁVzÀÝgÉ £Á£ÀÄ zsÉÊAiÀÄðUÉqÀÄvÉÃÛ £É.
14
I prefer to go to a party rather than prepare for an examination next week.
ªÀÄÄA¢£À
ªÁgÀ«gÀĪÀ
¥ÀjÃPÉU
ë É
ºÉÆÃUÀĪÀÅzÀ£ÀÄß £Á£ÀÄ EµÀÖ¥ÀqÀÄvÉÃÛ £É.
¹zÀÞvÉ
ªÀiÁrPÉƼÀÄîªÀÅzÀQÌAvÀ
OvÀtPÀÆlªÉÇAzÀPÉÌ
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
15
93
On getting low marks, I feel disappointed and determine to work hard to
do better next time
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¥ÀjÃPÉA
ë iÀÄ°è ZÉ£ÁßV §gÉAiÀÄ®Ä vÀÄA¨Á ¥Àj±ÀæªÀÄ ¥ÀqÀ¨ÉÃPÉAzÀÄ ¤zsÀðj¸ÀÄvÉÃÛ £É.
16
I think I find my lessons meaningful & interesting
£À£Àß ¥ÁoÀUÀ¼ÀÄ CxÀð¥ÀÇtðªÁVAiÀÄÆ D¸ÀQÛPÀgÀªÁVAiÀÄÆ EªÉ JAzÀÄ £À£ÀUÀ¤¸ÀÄvÀz
Û É.
17
While studying, my mind wanders off the lesson and I get lost in
imagination.
CzsÀåAiÀÄ£À ªÀiÁqÀĪÁUÀ £À£Àß ªÀÄ£À¸ÀÄì ¥ÁoÀ¢AzÀ ºÉÆgÀUÉ «ºÀj¹ £Á£ÀÄ PÀ®à£ÉUÀ¼À£ÀÄß
PÀ¼ÉzÀĺÉÆÃUÀÄvÉÃÛ £É.
18
I think it is better to gossip away in the canteen than to attend the Classes.
vÀgÀUÀwUÀ½UÉ
ºÁdgÁUÀĪÀÅzÀQÌAvÀ
PÁåAnä£À°è
PÀĽvÀÄ
UÁ½
¸ÀÄ¢Ý
ºÀ©â¸ÀĪÀÅzÀÄ
Gv˻
Û ÀĪÉAzÀÄ £À£ÀUÀ¤ß¸ÀÄvÀz
Û É
19
When the teacher is teaching, I like to read stories / novels / comics or
make carton in the class.
CzsÁå¥ÀPÀgÀÄ ¥ÁoÀ ªÀiÁqÀÄwÛgÀĪÁUÀ vÀgÀUÀwAiÀÄ°è PÀxÉ-PÁzÀA§jUÀ¼À£ÀÄß NzÀ®Ä CxÀªÁ
ªÀåAUÀåavÀæ §gÉAiÀÄ®Ä £À£ÀVµÀÖ.
20
The school / college haunts me and I want to leave it at the very first
opportunity.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
94
±Á¯É/PÁ¯ÉÃdÄ £À£ÀߣÀÄß ¥ÀzÉà ¥ÀzÉà PÁqÀÄvÀz
Û É. £À£ÀUÉ ¹PÀÄ̪À ªÉÆzÀ®£Éà CªÀPÁ±ÀzÀ°èAiÉÄÃ
£Á¤zÀ£ÀÄß ©lÄÖºÉÆÃUÀ®Ä §AiÀĸÀÄvÉÃÛ £É.
21
It irritates me a lot if I have to stay late in the school / college for some
lectures.
PÉ®ªÉÇAzÀÄ G¥À£Áå¸ÀUÀ½UÉ ±Á¯É/PÁ¯ÉÃf£À°è vÀÄA¨Á ºÉÆvÁÛzÀ £ÀAvÀgÀªÀÇ EgÀ¨ÉÃPÉAzÀgÉ
CzÀÄ £À£ÀߣÀÄß ¹nÖUÉý¸ÀÄvÀz
Û É.
22
I want to go to school / college because there is plenty of opportunity to
enjoy life.
PÁ¯ÉÃdÄ/ «±Àé«zÁ央AiÀÄPÉÌ ºÉÆÃUÀ®Ä £Á£ÀÄ EµÀÖ¥ÀqÀÄvÉÃÛ £É. KPÉAzÀgÉ C°è fêÀ£ÀzÀ°è
ªÉÆÃdĪÀiÁqÀ®Ä zsÁgÁ¼À CªÀPÁ±ÀUÀ¼ÀÄ ¹UÀÄvÀª
Û É.
23
I think studies , spots and other activities can go together
CzsÀåAiÀÄ£À, QæÃqÉ ªÀÄvÀÄÛ EvÀgÀ ZÀlĪÀnUÉUÀ¼ÀÄ MnÖUÉ ¸ÁUÀ§ºÀÄzÉAzÀÄ £À£ÀUÀ¤¸ÀÄvÀz
Û É.
24
I agree that the present course of my study will help making my future life
a success
£À£Àß ¥Àæ¸ÀÄÛvÀ ªÁå¸ÀAUÀ £À£Àß ªÀÄÄA¢£À fêÀ£ÀªÀ£ÀÄß AiÀıÀ¹éAiÀÄ£ÁßV ªÀiÁqÀÄvÀz
Û ÉAzÀÄ £Á£ÀÄ
M¦àPÉƼÀÄîvÃÉÛ £É.
25
I feel very much frustrated if I do not get a chance to compete in the field
of my choice
£À£Àß
DAiÉÄÌAiÀÄ
PÉÃë vÀæzÀ°è
£À£ÀUÉ
¸Àà¢üð¸À®Ä
CªÀPÁ±À
¹UÀ¢zÀÝgÉ
£Á£ÀÄ
vÀÄA¨Á
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
95
ºÀvÁ±À¨sÁªÀPÉƼÀîUÁUÀÄvÉÃÛ £É.
26
I regularly take down notes in the class and complete my assignments
£Á£ÀÄ vÀgÀUÀwAiÀÄ°è ¤AiÀÄ«ÄvÀªÁV n¥ÀàtÂUÀ¼À£ÀÄß §gÉzÀÄPÉƼÀÄîvÉÃÛ £É. ªÀÄvÀÄÛ £À£ÀUÉ PÉÆnÖgÀĪÀ
PÁAiÀÄðUÀ¼À£ÀÄß ¥ÀÇtðUÉƽ¸ÀÄvÉÃÛ £É.
27
I plan to study carefully all the year round in an effect to get good marks in
all the subjects in all the tests
£Á£ÀÄ
¥Àæw
«µÀAiÀÄzÀ
¥Àæw
¥ÀjÃPÉA
ë iÀÄ°èAiÀÄÆ
Gv˻
Û ÀÄ
CA±ÀUÀ¼À£ÀÄß
¥ÀqÉAiÀÄ®Ä
¥ÀæAiÀÄw߸À¨ÉÃPÉAzÀÄ ªÀµÀð«rà UÀªÀÄ£À«lÄÖ NzÀ®Ä AiÉÆÃd£É ºÁQPÉƼÀÄîvÉÃÛ £É.
28
I believe in work first and play later
ªÉÆzÀ®Ä PÉ®¸À £ÀAvÀgÀ Dl JA§ÄzÀgÀ°è £À£ÀUÉ £ÀA©PɬÄzÉ.
29
I do a lot of preparation at home for the next day’s work in the class
ªÀÄgÀÄ¢£ÀzÀ
vÀgÀUÀwAiÀÄ°è£À
PÁAiÀÄðUÀ½UÉ
ªÀÄ£ÉAiÀÄ°è
£Á£ÀÄ
§ºÀ¼ÀµÀÄÖ
¹zÀÝvÉ
ªÀiÁrPÉƼÀÄîvÃÉÛ £É.
30
I like to ask questions regarding every information given in tables and
charts in the books rather than as such and read further
£Á£ÀÄ ¥ÀŸÀPÛ ÀUÀ¼À°è£À PÉÆõÀÖPÀ ªÀÄvÀÄÛ £ÀPÉëUÀ¼À£ÀÄß ªÀÄÄAzÉ N¢zÀgÁ¬ÄvÉAzÀÄ ªÀÄÄAzÀÆqÀzÉ
CªÀÅUÀ¼À ¥Àæw ªÀiÁ»wAiÀÄ §UÉUÀÆ ¥Àæ²ß¸À®Ä EµÀÖ¥ÀqÀÄvÉÃÛ £É.
31
I think my teachers are competent in their work
£À£Àß CzsÁå¥ÀPÀgÀÄ CªÀgÀ PÁAiÀÄðzÀ°è ¸ÀªÀÄxÀðgÉAzÀÄ £À£ÀUÀ¤¸ÀÄvÀz
Û É.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
32
96
I like to create nuisance in the class and annoy the teacher.
vÀUÀgÀVAiÀÄ°è zÁAzsÀ¯É ¸Àȶ׹ G¥ÀzsÁåAiÀÄgÀ£ÀÄß ¹nÖUÉý¸ÀĪÀÅzÀ£ÀÄß £Á£ÀÄ EµÀÖ¥ÀqÀÄvÉÃÛ £É.
33
I try my utmost to please my teacher through work and not through
flattery
£Á£ÀÄ £À£Àß CzsÁå¥ÀPÀgÀ£ÀÄß £À£Àß PÉ®¸À¢AzÀ ªÉÄaѸÀ®Ä ¥ÀæAiÀÄw߸ÀÄvÉÃÛ £É ºÉÆgÀvÀÄ ªÀÄÄR¸ÀÄwÛ
ªÀiÁqÀĪÀÅzÀjAzÀ®è.
34
My friends consider me dull and shirker.
£À£Àß ¸ÉßûvÀgÀÄ £À£ÀߣÀÄß zÀqÀØ£ÉAzÀÆ, ªÉÄÊUÀ¼À£ÉAzÀÆ AiÉÆÃa¸ÀÄvÁÛgÉ.
35
It is true that my teachers think of me as a sincere and hard working
student
£À£Àß CzsÁå¥ÀPÀgÀÄ £À£ÀߣÀÄß M§â ¥ÁæªÀiÁtÂPÀ ªÀÄvÀÄÛ ¥Àj±ÀæªÀÄ ¥ÀqÀĪÀ «zsÁåyð JAzÀÄ
AiÉÆÃa¸ÀÄvÁÛgÉA§ÄzÀÄ ¸ÀvÀå.
36
I feel hurt if others (parents, teachers and friends) criticize me and I try to
improve upon my weaknesses
EvÀgÀgÀÄ
(¥ÉÇõÀPÀgÀÄ,
CzsÁå¥ÀPÀgÀÄ
ªÀÄvÀÄÛ
UɼÉAiÀÄgÀÄ)
£À£ÀߣÀÄß
nÃQ¹zÀgÉ
£Á£ÀÄ
£ÉÆAzÀÄPÉƼÀÄîvÃÉÛ £É ªÀÄvÀÄÛ £À£Àß z˧ð®åUÀ¼À£ÀÄß w¢ÝPÉƼÀî®Ä ¥ÀæAiÀÄw߸ÀÄvÉÃÛ £É.
37
My parents advise me to take life easy and never bother too much for
studies or for future life.
£À£Àß ¥ÉÇõÀPÀgÀÄ fêÀ£ÀªÀ£ÀÄß vÀÄA¨Á ºÀUÀÄgÀªÁV vÉUÉzÀÄPÉƼÀî¨ÉÃPÉAzÀÄ CzsÀåAiÀÄ£À CxÀªÁ
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
ªÀÄÄA¢£À fêÀ£ÀzÀ §UÉÎ ºÉZÀÄÑ AiÉÆÃa¸À¨ÁgÀzÉAzÀÄ G¥ÀzÉò¸ÀÄvÁÛgÉ.
38
I wish to carry my mission forward in spite of facing a lot of criticism
JµÉÖà nÃPÉUÀ¼À£ÉßzÀÄj¹zÀgÀÆ ¸ÀºÀ £À£Àß zsÉåÃAiÀÄUÀ¼À£ÀÄß £Á£ÀÄ ªÀÄÄAzÀĪÀj¹PÉÆAqÀÄ
ºÉÆÃUÀ®Ä EaѸÀÄvÉÃÛ £É.
39
I think of life to be an intellectual challenge
fêÀ£À MAzÀÄ ¸ÀªÁ®Ä JAzÀÄ AiÉÆÃa¸ÀÄvÉÃÛ £É.
40
I am interested in organizing the activities of a group / team/ class /
committee
UÀÄA¦£À / vÀgÀUÀwAiÀÄ / ¸ÀAWÀzÀ ZÀlÄZÀnPÉUÀ¼À£ÀÄß ¸ÀAWÀn¸ÀĪÀÅzÀgÀ°è £À£ÀUÉ D¸ÀQÛ EzÉ.
41
I try to get associated with top most person in the field of my choice
£À£Àß DAiÉÄÌAiÀÄ PÉÃë vÀæzÀ°è CvÀÄå£ÀßzÀ ¸ÁÜ£ÀzÀ°ègÀĪÀ ªÀåQÛAiÉÆqÀ£É ¸ÀAAiÉÆÃf¸À®Ä £Á£ÀÄ
¥ÀæAiÀÄw߸ÀÄvÉÃÛ £É.
42
I love to have some adventure in my leisure hour
£À£Àß ©qÀÄ«£À ¸ÀªÀÄAiÀÄzÀ°è PÉ®ªÀÅ ¸ÁºÀ¸ÀUÀ½gÀ¨ÉÃPÉAzÀÄ £Á£ÀÄ §AiÀĸÀÄvÉÃÛ £É.
43
I would like to watch a surgical operation being performed
±À¸çÀÛ aQvÉì ªÀiÁqÀÄwÛgÀĪÀÅzÀ£ÀÄß £ÉÆÃqÀ®Ä £Á£ÀÄ EµÀÖ ¥ÀqÀÄvÉÃÛ £É.
44
I like to compete in dramatics
£ÁlPÀUÀ¼À°è ¸Àà¢üð¸ÀĪÀÅzÀÄ £À£ÀVµÀÖ.
97
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
45
I think of dancing and music to be good hobbies for students
£ÀÈvÀå-¸ÀAVÃvÀUÀ¼ÀÄ «zÁåyðUÀ½UÉ GvÀÛªÀÄ ºÀªÁå¸ÀUÀ¼ÉAzÀÄ £À£ÀUÀ¤¸ÀÄvÀz
Û É.
46
I have a string desire to be a champion in games / sports / athletics
Dl/QæÃqÉUÀ¼À°è ZÁA¦AiÀÄ£ï DUÀ¨ÉÃPÉAzÀÄ £À£ÀUÉ §®ªÁzÀ D¸É EzÉ.
47
I have tried to get in the sports team of my school / college, to represent
my team in other starts or countries
£À£Àß vÀAqÀªÀ£ÀÄß EvÀgÀ gÁdå, zÉñÀUÀ¼À°è ¥Àæw¤¢ü¸À®Ä £Á£ÀÄ £À£Àß ±Á¯É/PÁ¯ÉÃf£À QæÃqÀ
vÀAqÀPÉÌ ¸ÉÃgÀ®Ä ¥ÀæAiÀÄwß¹zÉÝãÉ.
48
I believe sports develop initiative, leadership and discipline
QæÃqÉAiÀÄ ªÀÄÄAzÁ¼ÀvÀé, £ÁAiÀÄPÀvÀé ªÀÄvÀÄÛ ²¸ÀÄÛUÀ¼À£ÀÄß ¨É¼É¸ÀÄvÀz
Û ÉAzÀÄ £Á£ÀÄ £ÀA§ÄvÉÃÛ £É
49
Hill climbing and mountaineering are a welcome challenge I would like to
take
¨ÉlÖ ºÀvÀÄÛªÀÅzÀÄ, ªÀÄvÀÄÛ ¥ÀªÀðvÁgÉÆúÀt ªÀiÁqÀĪÀÅzÀÄ £Á£ÀÄ vÉUÉzÀÄPÉƼÀî®Ä EaѸÀĪÀ
¸ÁéUÀvÁºÀð ¸ÀªÁ®ÄUÀ¼ÀÄ.
50
On a Holiday, I prefer going for cycling, swimming or boating to sitting at
home without much work
£Á£ÀÄ gÀeÁ¢£ÀzÀ°è eÁ¹Û K£ÀÆ PÉ®¸À«®èzÉ ªÀÄ£ÉAiÀÄ°è PÀĽwgÀĪÀÅzÀQÌAvÀ ¸ÉÊPÀ®Ä
ºÉÆqÉAiÀÄĪÀÅzÀÄ, FdĪÀÅzÀÄ, zÉÆÃt £ÀqɸÀĪÀÅzÀ£ÀÄß EµÀÖ¥ÀqÀÄvÉÃÛ £É.
98
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
99
APPENDIX-D
ASPECTS OF IDENTITY QUESTIONNAIRE (AIQ)
Roll No:____________
Sex: Male/ Female
INSTRUCTIONS: These items describe different aspects of identity. Please read each item carefully and
consider how it applies to you. Fill in the blank next to each item by choosing a number from the scale
below:
F PɼÀV£À CA±ÀUÀ¼ÀÄ ªÀåQÛvÀézÀ C£ÉÃPÀ ¸ÀégÀÆ¥ÀUÀ¼À£ÀÄß ªÀtÂð¸ÀÄvÀÛzÉ. zÀAiÀÄ«lÄÖ ¥Àæw CA±ÀªÀ£ÀÆß UÀªÀÄ£À«lÄÖ N¢,
CzÀÄ ºÉÃUÉ ¤ªÀÄUÉ C£ÀéAiÀĪÁUÀÄvÀz
Û ÉAzÀÄ D¯ÉÆÃa¹ PɼÀV£À ¥ÀnÖAiÀÄ°ègÀĪÀ AiÀiÁªÀÅzÁzÀgÀÆ MAzÀÄ ¸ÀASÉåAiÀÄ£ÁßV¹
¥Àæw ªÁPÀåzÀ ªÀÄÄA¢gÀĪÀ SÁ° eÁUÀzÀ° £ÀªÀÄÆ¢¹.
1. Not important to my sense of who I am
£Á£ÀÄ AiÀiÁgÀÄ JA§ £À£Àß UÀæ» ÉUÉ ªÀÄÄRåªÀ®è
2. Slightly important to my sense of who I am
£Á£ÀÄ AiÀiÁgÀÄ JA§ £À£Àß
¸Àé®à ªÀÄnÖUÉ ªÀÄÄRå
3. Somewhat important to my sense of who I am
£Á£ÀÄ AiÀiÁgÀÄ JA§ £À£Àß
¸ÁzsÁgÀt ªÀÄnÖUÉ ªÀÄÄRå
4. Very important to my sense of who I am
£Á£ÀÄ AiÀiÁgÀÄ JA§ £À£Àß
EzÀÄ §ºÀ¼À ªÀÄÄRå
5. Extremely important to my sense of who I am
£Á£ÀÄ AiÀiÁgÀÄ JA§ £À£Àß
SP 1
CvÀåAvÀ ªÀÄÄRå
The things I own, my possessions
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
£À£Àß ¸Áé¢üãÀzÀ°ègÀĪÀ ªÀ¸ÀÄÛUÀ¼ÀÄ £À£Àß ¸ÀévÀÄÛUÀ¼ÀÄ
PI 2
My personal values and moral standards
£À£Àß ªÉÊAiÀÄÄQÛPÀ ªÀiË®åUÀ¼ÀÄ ªÀÄvÀÄÛ £ÉÊwPÀ UÀÄtªÀÄlÖ
SI 3
My popularity with other people
EvÀgÀ d£ÀgÀ°è £À£Àß d£À¦æAiÀÄvÉ
CI 4
Being a part of the many generations of my family
£À£Àß PÀÄlÄA§zÀ ««zsÀ ¦Ã½UÉU¼
À ÉÆA¢£À £À£Àß ¨sÁVvÀé
PI 5
My dreams and imagination
£À£Àß PÀ£À¸ÀÄ PÀ®à£ÉUÀ¼ÀÄ
SI 6
The ways in which other people react to what I say and do
£À£Àß ªÀÄvÀÄÛ PÁAiÀÄðUÀ½UÉ EvÀgÀ d£ÀgÀÄ ¥ÀæwQæ¬Ä¸ÀĪÀ jÃw
CI 7
My race or ethnic background
£À£Àß d£ÁAUÀ CxÀªÁ PÀÄ®zÀ »£À߯É
PI 8
My personal goals and hopes for the future
£À£Àß ªÉÊAiÀÄÄQÛPÀ UÀÄjUÀ¼ÀÄ ªÀÄvÀÄÛ ¨sÀ«µÀåzÀ §UÉV£À ¤jÃPÉU
ë À¼ÀÄ
SI 9
My physical appearance: my height, my weight, and the shape of
my body
£À£Àß zÉÊ»PÀ gÀÆ¥À £À£Àß JvÀg
Û À, vÀÆPÀ ªÀÄvÀÄ zÉúÀzÀ DPÁgÀ
CI 10
My religion
100
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
£À£Àß zsÀªÀÄð
PI 11
My emotions and feelings
£À£Àß DªÉÃUÀ ªÀÄvÀÄÛ ¨sÁªÀ£ÉUÀ¼ÀÄ
SI 12
My reputation, what others think of me
£À£Àß ºÉ¸ÀgÀÄ, EvÀgÀgÀÄ £À£Àß §UÉÎ K£ÀÄ AiÉÆÃa¸ÀĪÀgÀÄ
CI 13
Places where I live or where I was raised
£Á£ÀÄ ªÁ¹¸ÀĪÀ CxÀªÁ ¨É¼ÉzÀ ¸ÀܼÀUÀ¼ÀÄ
PI 14
My thoughts and ideas
£À£Àß AiÉÆÃZÀ£ÉUÀ¼ÀÄ ªÀÄvÀÄÛ «ZÁgÀUÀ¼ÀÄ
SI 15
My attractiveness to other people
EvÀgÀ d£ÀjVgÀĪÀ £À£ÉßqÉV£À DPÀµÀðuÉ
SP 16
My age, belonging to my age group or being part of my generation
£À£Àß ªÀAiÀĸÀÄì, ¸ÀªÀĪÀAiÀĸÀÌgÉÆA¢UÉ ¸ÉÃjPÉƼÀÄîªÀÅzÀÄ CxÀªÁ £À£Àß ¦Ã½UÉAiÀĪÀgÉÆA¢UÉ
¨sÁVAiÀiÁUÀĪÀÅzÀÄ
PI 17
My gestures and mannerisms, the impression I make on others
£À£Àß ºÁªÀ¨sÁªÀ ªÀÄvÀÄÛ jÃw¤ÃwUÀ¼ÀÄ, EvÀgÀgÀ ªÉÄÃ¯É £Á£ÀÄ ©ÃgÀĪÀ ¥Àæ¨sÁªÀ.
SP 18
The ways I deal with my fears and anxieties
101
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
£À£Àß ¨sÀAiÀÄ, DvÀAPÀUÀ¼À£ÀÄß £Á£ÀÄ ¤¨sÁ¬Ä¸ÀĪÀ §UÉUÀ¼ÀÄ
PI 19
My sex, being a male or a female
£À£Àß °AUÀ: UÀAqÀ¸ÁVgÀĪÀÅzÀÄ CxÀªÁ ºÉAUÀ¸ÁVgÀĪÀÅzÀÄ
SI 20
My social behavior, such as the way I act when meeting people
£À£Àß ¸ÀªÀiÁfPÀ ªÀvÀð£É, d£ÀgÀ£ÀÄß ¨ÉÃn ªÀiÁrzÁUÀ £Á£ÀÄ ªÀwð¸ÀĪÀ jÃw.
CI 21
My feeling of being a unique person, being distinct from others
«²µÀÖ ªÀåQÛAiÀiÁUÀ¨ÉÃPÉ£ÀÄߪÀ £À£Àß ¨sÁªÀ£É, EvÀgÀjAzÁ ©ü£ÀߪÁVgÀĪÀÅzÀÄ
22
My relationships with the people I feel close to
£Á£ÀÄ DwäÃAiÀÄgÉAzÀÄ ¨sÁ«¸ÀĪÀ ªÀåQÛUÀ¼ÉÆqÀ£É £À£Àß ¸ÀA§AzsÀUÀ¼ÀÄ
SP 23
My social class, the economic group I belong to whether lower, middle, or upper
class
£À£Àß ¸ÁªÀiÁfPÀ ªÀUÀð £Á£ÀÄ ¸ÉÃjgÀĪÀ PɼÀ, ªÀiÁzsÀåªÀÄ CxÀªÁ GZÀÑ DyðPÀ ªÀUÀð.
CI 24
My feeling of belonging to my community
£À£Àß ¸ÀªÀÄÄzÁAiÀÄPÉÌ ¸ÉÃjgÀĪɣɣÀÄߪÀ £À£Àß ¨sÁªÀ£É
PI 25
Knowing that I continue to be essentially the same inside even though life
involves many external changes
fêÀ£À C£ÉÃPÀ ¨ÁºÀå §zÀ¯ÁªÀuÉUÀ¼À£ÀÄß M¼ÀUÉÆAqÀgÀÆ, CªÀ±ÀåPÀªÁV £À£ÉÆß¼ÀUÉ £Á£ÀÄ
JA¢£ÀAvÉ
ªÀÄÄAzÀĪÀgÉAiÀÄÄvÉÛãÉA§ÄzÀ£ÀÄß CjAiÀÄĪÀÅzÀÄ
102
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
26
Being a good friend to those I really care about.
£Á£ÀÄ ¤dªÁV PÁ¼Àf ªÀ»¸ÀĪÀAvÀºÀ ªÀåQÛUÀ½UÉ UɼÉAiÀÄ/UɼÀw DUÀĪÀÅzÀÄ
PI 27
My self-knowledge, my ideas about what kind of person I really am.
£À£Àß ¸ÀéeÁÕ£À £Á£ÀÄ ¤dªÁV JAvÀºÀ ªÀåQÛ JA§ÄzÀgÀ §UÉV£À £À£Àß ªÀÄ£ÉÆèsÁªÀ£
28
My commitment to being a concerned relationship partner.
¸ÀA§AzsÀzÀ°è PÁ¼ÀfAiÀÄÄPÀÛ ¥Á®ÄUÁUÀ£ÁUÀĪÀ £À£Àß §zÀÝvÉ.
CI 29
My feeling of pride in my country, being proud to be a citizen
£À£Àß zÉñÀzÀ §UÉÎ £À£ÀVgÀĪÀ ºÉªÉÄäAiÀÄ ¨sÁªÀ£É, ¥ËgÀ£ÁVgÀĪÀ ºÉªÉÄä.
SP 30
My physical abilities, being coordinated and good at athletic activities.
£À£Àß zÉÊ»PÀ ¸ÁªÀÄxÀåðUÀ¼ÄÀ , ¸ÀªÀĹÜwAiÀÄ°ègÀĪÀÅzÀÄ, QæÃqÁ ZÀlĪÀnPÉUÀ¼À°è
GvÀÛªÀĪÁVgÀĪÀÅzÀÄ.
31
Sharing significant experiences with my close friends.
ªÀĺÀvÀézÀ C£ÀĨsÀªÀUÀ¼À£ÀÄß £À£Àß DwäÃAiÀÄ ¸ÉßûvÀgÉÆA¢UÉ ºÀAaPÉƼÀÄîªÀÅzÀÄ
PI 32
My personal self-evaluation, the private opinion I have of myself.
£À£Àß ªÉÊAiÀÄÄQÛPÀ ¸ÀéªÀiË®åªÀiÁ¥À£À £À£Àß §UÉVgÀĪÀ £À£ÀßzÉà SÁ¸ÀV C©ü¥ÁæAiÀÄ
33
Being a sports fan, identifying with a sports team.
QæÃqÁ©üªÀiÁ¤AiÀiÁUÀĪÀAvÀºÀ QæÃqÁ vÀAqÀUÀ¼À eÉÆvÉ UÀÄgÀÄw¹PÉƼÀÄîªÀÅzÀÄ
34
Having mutually satisfying personal relationships.
¥ÀgÀ¸ÀàgÀ ¸ÀAvÀȦÛAiÀiÁUÀĪÀAvÀºÀ ªÉÊAiÀÄÄQÛPÀ ¸ÀA§AzsÀUÀ¼À£ÀÄß ºÉÆAzÀĪÀÅzÀÄ
35
Connecting on an intimate level with another person.
ªÀÄvÉÆۧ⠪ÀåQÛAiÉÆA¢UÉ ¤PÀl ¸ÀA¥ÀPÀð«lÄÖPÉƼÀÄîªÀÅzÀÄ
103
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
SP 36
My occupational choice and career plans
£À£Àß OzÉÆåÃVPÀ DAiÉÄÌ ªÀÄvÀÄÛ ¨s«
À µÀåzÀ AiÉÆÃd£ÉU¼
À ÀÄ
37
Developing caring relationships with others.
EvÀgÀgÉÆA¢UÉ PÁ¼ÀfAiÀÄÄPÀÛ ¸ÀA§AzsÀUÀ¼À£ÀÄß ¨É¼É¹PÉƼÀÄîªÀÅzÀÄ
CI 38
My commitments on political issues or my political activities.
gÁdQÃAiÀÄ «µÀAiÀÄUÀ¼À ªÉÄð£À £À£Àß §zÀÞvÉ CxÀªÁ £À£Àß gÁdQÃAiÀÄ
ZÀlĪÀnPÉU¼
À ÀÄ
39
My desire to understand the true thoughts and feelings of my best friend or
romantic partner
£À£Àß DwäÃAiÀÄ UɼÉAiÀÄ/UɼÀw CxÀªÁ ¥ÉæëÄAiÀÄ ¤dªÁzÀ AiÉÆÃZÀ£É, ¨sÁªÀ£ÉUÀ¼À£ÀÄß
CjAiÀĨÉÃPÉ£ÀÄߪÀ £À£Àß D¸É.
SP 40
My academic ability and performance, such as the grades learn and comments I
get from teachers.
£À£Àß ±ÉÊPÀëtÂPÀ ¸ÁªÀÄxÀåð ªÀÄvÀÄÛ PÁAiÀÄ𠤪ÀðºÀuÉ, £Á£ÀÄ UÀ½¸ÀĪÀ zÀeÉð ªÀÄvÀÄÛ
£À£Àß G¥ÁzÁåAiÀÄgÀÄUÀ½AzÀ £Á£ÀÄ ¥ÀqA
É iÀÄĪÀ nÃPÉ-n¥ÀàtÂUÀ¼ÄÀ .
41
Having close bonds with other people
EvÀgÀgÉÆA¢UÉ DwßÃAiÀÄ ¨ÁAzsÀªÀå ¨É¼É¹PÉƼÀÄîªÀÅzÀÄ.
CI 42
My language, such as my regional accent or dialect or a second language that I
know.
£À£Àß ¨sÁµÉ, £À£Àß ¥ÁæzÉòPÀ GZÁÑgÀ CxÀªÁ £ÁqÀ ¨sÁµÉ CxÀªÁ £À£ÀUÉ UÉÆwÛgÀĪÀ
¢éwÃAiÀÄ ¨sÁµÉ
43
My feeling of connectedness with those I am close to.
£Á£ÀÄ DwäÃAiÀÄgÁVgÀĪÀªÀgÀ eÉÆvÉ £Á£ÀÄ ¸ÀA§zÀÞªÁVgÀĪɣÉA§ £À£Àß ¨sÁªÀ£É
104
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
SP 44
My role of being a student in college.
PÁ¯ÉÃf£À «zÁåyðAiÀiÁVgÀĪÀ £À£Àß ¥ÁvÀæ
SP 45
My sexual orientation, whether heterosexual, homosexual, or bisexual.
£À£Àß ¯ÉÊAVPÀ ¤®ÄªÀÅ : ©ü£Àß°AUÀ ¯ÉÊAVPÀvÉ, ¸À°AUÀ ¯ÉÊAVPÀvÉ CxÀªÁ ¢é°AUÀ
¯ÉÊAVPÀvÉ
105
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
106
APPENDIX- E
INTIMACY ATTITUDE SCALE- REVISED (IAS-R)
Roll no:_____________
Sex: male/ female
The following items reflect feelings and attitudes that people have toward others and
relationships with others.
Specifically the items are concerned with attitudes of
closeness, intimacy, and trust. Read each questions carefully and write the number
corresponding to the appropriate answer. Answer all the questions.
F PɼÀV£À ºÉýPÉU¼
À ÀÄ d£ÀgÀÄ G½zÀªÀgÀ PÀÄjvÀÄ ªÀÄvÀÄÛ G½zÀªg
À ÉÆAqÀ¢V£À ¸ÀA§AzsÀU¼
À À PÀÄjvÀÄ
ºÉÆA¢gÀĪÀ ¨sÁ £ÉU¼
À ÀÄ ªÀÄvÀÄÛ ªÀÄ£ÉÆÃzsÀªÄÀ ðUÀ¼£
À ÀÄß ¥Àæw©A©¸ÀÄvÀÛªÉ. ¤¢ðµÀÖªÁV F ºÉýPÉU¼
À ÀÄ
¸Á«ÄÃ¥Àå, DwäÃAiÀÄvÉ ªÀÄvÀÄÛ «±Áé¸À ¸ÀA§A¢üvÀ ªÀÄ£ÉÆÃzsÀªÀÄðUÀ¼À §UÉÎAiÀiÁVzÉ. ¥ÀæwAiÉÆAzÀÄ ºÉýPÉAiÀÄ£ÀÄß
JZÀj
Ñ PɬÄAzÀ N¢ ¸ÀjAiÀiÁzÀ ¥ÀæwQæAiÉÄUÀ¼£
À ÀÄß UÀÄgÀÄw¹ J¯Áè ºÉýPÉU½
À UÀÆ ¥ÀæwQæ¬Ä¹
1
§®ªÁV «gÉÆâü¹¸ÀÄvÉÛãÉ
Strongly disagree
2
¸Àé®à «gÉÆâü¹¸ÀÄvÉÛãÉ
Mildly disagree
3
¸ÀªÄÀ ¥ÀæªÀiÁtzÀ°è M¥ÀÄàvÉÛÃ£É ªÀÄvÀÄÛ «gÉÆâü¸ÄÀ vÉÛãÉ
Agree
and
equally
4
¸Àé®à M¥ÀÄàvÉÛãÉ
Mildly agree
5
§¯ªÁV M¥ÀÄàvÉÛãÉ
Strongly agree
1
I like to share my feelings with others.
disagree
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
£Á£ÀÄ £À£Àß ¨sÁªÀ£ÉU¼
À À£ÀÄß EvÀgÀgÆ
É A¢UÉ ºÀAaPÉƼÀî®Ä EµÀÖ ¥ÀqÄÀ vÉÛãÉ.
2
I like to feel close to other people.
EvÀgÀ d£ÀjUÉ DwäÃAiÀÄ J¤¸ÀĪÀÅzÀÄ £À£ÀUÉ EµÀÖ
3
I like to listen to other people talk about their feelings.
EvÀgÀ d£ÀgÀÄ vÀªÀÄä ¨sÁªÀ£ÉU¼
À À PÀÄjvÀÄ ªÀiÁvÀ£ÁqÀĪÀÅzÀ£ÀÄß PÉý¹PÉƼÀÄîªÀÅzÀÄ £À£ÀUÉ
EµÀÖªÁzÀzÄÀ Ý
4
I am concerned with rejection in my expression of feelings to
others.
£À£Àß ¨sÁªÀ£ÉU¼
À À£ÀÄß EvÀgÀgÆ
É A¢UÉ ªÀåPÀÛ ¥Àr¸ÀĪÁUÀ wgÀ¸ÁÌgÀzÀ ¨sA
À iÀÄ £À£ÀߣÀÄß
PÁqÀÄvÀÛzÉ.
5
I’m concerned with being dominated in a close relationship with
another.
E£ÉÆߧâgÉÆA¢V£À DwäÃAiÀÄ ¸ÀA§AzsÀz°
À è ¥Á槮åPÉÆ̼U
À ÁUÀĪÀÅzÀgÀ §UÉÎ £Á£ÀÄ
aAwvÀ£ÁUÀÄvÉÛãÉ
6
I’m often anxious about my own acceptance in a close relationship.
MAzÀÄ DwäÃAiÀÄ ¸ÀA§AzsÀz°
À è £Á£ÀÄ ¸ÀéAiÀÄA ¹éÃPÀÈvÀ£ÁUÀĪÀªÅÀ zÀgÀ PÀÄjvÀÄ £Á£ÀÄ
107
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
108
¥ÀzÃÉ ¥ÀzÉà PÀ¼ÀªÀ¼À¥q
À ÀÄvÉÛãÉ.
7
I’m concerned that I trust other people too much
£Á£ÀÄ EvÀgÀ d£Àg£
À ÀÄß CwAiÀiÁV «±Áé¸À ¥ÀqÀÄvÉÛÃ£É JA§ÄzÀÄ £À£Àß aAvÉ.
8
Expression of emotion makes me feel close to another person.
¨sÁªÀ£ÉAiÀÄ£ÀÄß ªÀåPÀÛ¥Àr¸ÀĪÀÅzÀÄ £À£Àß°è E£ÉÆߧ⠪ÀåQÛAiÉÆA¢UÉ DwäÃAiÀÄvÉAiÀÄ
C£ÀĨsª
À ÀªÀ£ÀÄß GAlÄ ªÀiÁqÀÄvÀÛzÉ.
9
I do not want to express my feelings that would hurt another
person.
E£ÉÆߧ⠪ÀåQÛUÉ £ÉÆêÀÅ GAlÄ ªÀiÁqÀ§ºÀÄzÁzÀ ¨sÁªÉ£ÀUÀ¼À£ÀÄß ªÀåPÀÛ ¥Àr¸ÀĪÀÅzÀÄ
£À£ÀUÉ ¨ÉÃPÁV®è.
10
I am overly critical of people in a close relationship
MAzÀÄ DwäÃAiÀÄ ¸ÀA§AzsÀzÀ°è
d£ÀgÀ §UÉÎ £Á£ÀÄ CwAiÀiÁV «ªÀıÉð
ªÀiÁqÀÄvÉÛãÉ.
11
I want to feel close to people to whom I am attracted.
£Á£ÀÄ
DPÀ¶ðvÀ£ÁzÀ
d£ÀgÉÆA¢UÉ
DwäÃAiÀÄvÉAiÀÄ£ÀÄß
C£ÀĨsÀ«¸À®Ä
§AiÀĸÀÄvÉÛãÉ.
12
I tend to reveal my deepest feelings to other people
£Á£ÀÄ
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
EvÀgÀ d£ÀgÉÆA¢UÉ £À£Àß UÁqsÀªÁzÀ ¨sÁªÀ£U
É À¼£
À ÀÄß £Á£ÀÄ ºÉZÄÀ Ñ ºÉÆgÀUÉqÀªÅÀ vÉÛãÉ.
13
I’m afraid to talk about my sexual feelings with a person to whom
I’m very interested.
£Á£ÀÄ ºÉZÀÄÑ D¸ÀPÛÀ£ÁVgÀĪÀ ªÀåQÛAiÉÆA¢UÉ £À£Àß ¯ÉÊAVPÀ ¨sÁªÀ£U
É À¼À£ÀÄß PÀÄjvÀÄ
ªÀiÁvÀ£ÁqÀ®Ä £Á£ÀÄ ¨sA
À iÀÄ ¥ÀqÄÀ vÉÛãÉ.
14
I want to be close to a person who is attracted to me.
£À£ÉßqÉUÉ DPÀ¶ðvÀ£ÁVgÀĪÀ ªÀåQÛAiÉÆA¢UÉ DwäÃAiÀÄ£ÁVgÀ®Ä £Á£ÀÄ §AiÀĸÀÄvÉÛãÉ.
15
I would not become to close because it involves conflict.
wÃgÁ DwäÃAiÀÄvÉAiÀÄ°è WÀµÀðuɬÄgÀĪÀÅzÀjAzÀ £Á£ÀÄ wÃgÁ DwäÃAiÀÄ£ÁVgÀ¯ÁgÉ.
16
I seek out close relationships with people to whom I am attracted.
£Á£ÀÄ DPÀ¶ðvÀ£ÁzÀ d£ÀgÆ
É A¢UÉ DwäÃAiÀÄ ¸ÀA§AzsÀU¼
À À£ÀÄß ºÉÆAzÀ®Ä £Á£ÀÄ
¥ÀæAiÀÄw߸ÀÄvÉÛãÉ.
17
When other people become close they tend not to listen to each
other.
EvÀgÀ d£ÀgÀÄ DwäÃAiÀÄgÁzÁUÀ CªÀgÄÀ ºÉZÁÑV M§âgÀ ªÀiÁvÀÄ E£ÉÆߧâgÀÄ
PÉüÀĪÀÅ¢®è
18
Intimate relationships bring me great satisfaction.
109
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
110
DwäÃAiÀÄ ¸ÀA§AzsÀU¼
À ÀÄ £À£ÀUÉ vÀÄA¨Á vÀȦÛAiÀÄ£ÀÄß vÀgÀÄvÀÛªÉ.
19
I search for close intimate relationships.
wÃgÁ DwäÃAiÀĪÁzÀ ¸ÀA§AzsÀUÀ½UÁV £Á£ÀÄ ºÀÄqÀÄPÀÄvÉÛãÉ.
20
It is important to me to form close relationships.
DwäÃAiÀÄ ¸ÀA§AzsÀU¼
À À£ÀÄß ªÀiÁrPÉƼÀÄîªÀÅzÀÄ £À£ÀUÉ ªÀÄÄRå.
21
I do not need to share my feelings and thoughts with others.
£À£Àß
¨sÁªÀ£U
É À¼À£ÀÄß
ªÀÄvÀÄÛ
D¯ÉÆÃZÀ£ÉU¼
À À£ÀÄß
£Á£ÀÄ
EvÀgÀgÆ
É A¢UÉ
ºÀAaPÉƼÀî¨ÉÃPÁV®è
22
When I become very close to another I am likely to see things that
are hard for me to accept.
£Á£ÀÄ
E£ÉÆߧâ¤UÉ
wÃgÁ
DwäÃAiÀÄ£ÁzÁUÀ
£À£ÀUÉ
¹éÃPÀj¸À®Ä
DUÀzA
À vÀºÀ
«µÀAiÀÄUÀ¼£
À ÀÄß £Á£ÀÄ £ÉÆÃqÀĪÀ ¸ÁzsÀåvɬÄgÀÄvÀÛzÉ.
23
I tend to accept most things about people with whom I share a
close relationship.
£Á£ÀÄ DwäÃAiÀÄ ¸ÀA§AzsÀª£
À ÀÄß ºÉÆA¢gÀĪÀ ªÀåQÛUÀ¼À PÀÄjvÀ ºÉaÑ£À J¯Áè
«µÀAiÀÄUÀ¼£
À ÀÄß £Á£ÀÄ M¦àPÆ
É ¼ÀÄîvÉÛãÉ.
24
I defend my personal space so others do not come too close.
G½zÀªÀgÄÀ
£À£ÀUÉ
wÃgÁ
ºÀwÛgÀªÁUÀzÀAvÉ
£Á£ÀÄ
£À£Àß
SÁ¸ÀVvÀ£ÀªÀ£ÀÄß
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
gÀQë¹PÉƼÀÄîvÉÛãÉ.
25
I tend to distrust people who are concerned with closeness and
intimacy.
DwäÃAiÀÄvÉ ªÀÄvÀÄÛ D¥ÀÛvÉAiÀÄ §UÉÎ aAwvÀgÁVgÀĪÀ d£ÀgÀ£ÀÄß £Á£ÀÄ £ÀA§ÄªÀÅ¢®è.
26
I have concerns about losing my individuality in close relationships.
DwäÃAiÀÄ ¸ÀA§AzsÀU¼
À À°è £À£Àß ªÉÊAiÀÄQÛPÀAiÀÄ£ÀÄß PÀ¼z
É ÀÄPÉƼÀÄîªÀ aAvÉ £À£ÀVzÉ
27
I have concerns about giving up control if I enter into a really
intimate relationship.
wÃgÁ D¥ÀÛªÁzÀ ¸ÀA§AzsÀªÇÉ AzÀgÀ°è M¼À¥l
À ÖgÉ ¤AiÀÄAvÀæt vÀ¥ÀÄàªÀ aAvÉ £À£ÀVzÉ.
28
Being honest and open with another person makes me feel closer
to that person.
M§â ªÀåQÛAiÉÆA¢UÉ ¥ÁæªÀiÁtÂPÀªÁVgÀĪÀÅzÀÄ ªÀÄvÀÄÛ ªÀÄÄZÀÄѪÄÀ gɬĮè¢gÀĪÀÅzÀÄ D
ªÀåQÛAiÉÆA¢UÉ DwäÃAiÀÄvÉAiÀÄ ¨sÁªÀªÀ£ÀÄß £À£Àß°è GAlÄ ªÀiÁqÀÄvÀÛzÉ.
29
If I were another person I would be interested in getting to know
me
£Á£ÀÄ E£ÉÆߧ⠪ÀåQÛAiÀiÁVzÀÝgÉ £Á£ÀÄ £À£Àß §UÉÎ CjvÀÄPÉƼÀî®Ä D¸ÀPÛÀ£ÁVgÀÄwÛzÉÝ.
30
I only become close to people with whom I share common
111
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
112
interests.
¸ÀªiÀ Á£À D¸ÀQÛAiÀÄļÀî d£ÀgÆ
É A¢UÉ ªÀiÁvÀæ £Á£ÀÄ DwäÃAiÀÄ£ÁVgÀÄvÉÛãÉ.
31
Revealing secrets about my sex life makes me feel close to others.
£À£Àß ¯ÉÊAVPÀ §zÀÄQ£À PÀÄjvÁzÀ gÀºÀ¸åÀ UÀ¼À£ÀÄß ºÉÆgÀUÉqÄÀ ªÀÅzÀÄ £À£ÀUÉ EvÀgÀg°
À è
DwäÃAiÀÄvÉ ¨sÁªÀª£
À ÀÄß GAlÄ ªÀiÁqÀÄvÀÛzÉ
32
Generally, I can feel just as close to a woman as I can to a man
¸ÁªÀiÁ£ÀåªÁV
£Á£ÀÄ
M§â
ªÀÄ»¼ÉAiÉÆA¢UÉ
M§â
¥ÀÄgÀĵÀ£ÉÆA¢VgÀĪÀµÉÖÃ
DwäÃAiÀÄvÉAiÀÄ£ÀÄß C£ÀĨsÀ«¸À§¯Éè.
33
When another person is physically attracted to me I usually want to
become more intimate.
¸ÁªÀiÁ£ÀåªÁV E£ÉÆߧ⠪ÀåQÛ £À£ÀßvÀÛ zÉÊ»PÀªÁV DPÀ¶ðvÀ¼ÁVgÀĪÁUÀ £Á£ÀÄ
¸ÁªÀiÁ£ÀåªÁV E£ÀÆß D¥ÀÛ¼ÁUÀ®Ä §AiÀĸÀÄvÉÛãÉ.
34
I have difficulty being intimate with more than one person.
M§â¤VAvÀ ºÉZÀÄÑ ªÀåQÛUÀ¼Æ
É A¢UÉ D¥ÀÛ£ÁVgÀĪÀÅzÀÄ £À£ÀUÉ PÀµÀÖªÁzÀzÄÀ Ý.
35
Being open and intimate with another person usually makes me
feel good.
E£ÉÆߧâ
ªÀåQÛAiÉÆA¢UÉ
ªÀÄÄZÀĪ
Ñ ÀÄgɬĮè¢gÀĪÀÅzÀÄ
ªÀÄvÀÄÛ
¸ÁªÀiÁ£ÀåªÁV £À£Àß°è £ÉªÀÄä¢AiÀÄ ¨sÁªÀªÀ£ÀÄß GAlÄ ªÀiÁqÀÄvÀÛzÉ.
D¥ÀÛ£ÁVgÀĪÀÅzÀÄ
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
36
113
I usually can see another person’s point of view.
¸ÁªÀiÁ£ÀåªÁV £Á£ÀÄ E£ÉÆߧ⠪ÀåQÛAiÀÄ zÀȶÖPÉÆãÀª£
À ÀÄß PÁt§¯Éè.
37
I want to be sure that I am in good control of myself before I
attempt to become intimate with another person.
E£ÉÆߧ⠪ÀåQÛAiÉÆA¢UÉ D¥ÀÛ£ÁUÀ®Ä ¥ÀæAiÀÄw߸ÀĪÀ ªÀÄÄ£Àß £Á£ÀÄ £À£Àß ªÉÄïÉ
GvÀÛªÀÄ ¤AiÀÄAvÀæt ºÉÆA¢zÉÝÃ£É JA§ÄzÀ£ÀÄß £À£ÀUÉ SÁvÀj¥Àr¹PÉƼÀî¨ÉÃPÀÄ.
38
I resist intimacy.
£Á£ÀÄ DwäÃAiÀÄvÉAiÀÄ£ÀÄß «gÉÆâü¸ÀÄvÉÛãÉ.
39
Stories of interpersonal relationships tend to affect me.
CAvÀgï ªÀåQÛAiÀÄ ¸ÀA§AzsÀU¼
À À PÀvÉUÀ¼ÀÄ £À£ÀߣÀÄß ¥Àæ¨sÁ«¸ÀÄvÀÛªÉ
40
Undressing with members of a group increases my feelings of
intimacy.
MAzÀÄ
UÀÄA¦£À
¸Àz¸
À ÀågÉÆA¢UÉ
«ªÀ¸ÀÛç£ÁUÀĪÀÅzÀÄ
£À£Àß
DwäÃAiÀÄvÉAiÀÄ
¨sÁªÀ£ÉU¼
À À£ÀÄß ºÉaѸÀÄvÀÛzÉ.
41
I try to trust and be close to others.
EvÀgÀgÀ ªÉÄÃ¯É «±Áé¸À«qÀ®Ä ªÀÄvÀÄÛ CªÀgÆ
É A¢UÉ DwäÃAiÀÄ£ÁVgÀ®Ä £Á£ÀÄ
¥ÀæAiÀÄw߸ÀÄvÉÛãÉ.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
42
114
I think that people who want to become intimate have hidden
reasons for wanting closeness.
D¥ÀÛgÁUÀ®Ä
§AiÀĸÀĪÀ
d£ÀjUÉ
DwäÃAiÀÄvÉAiÀÄ£ÀÄß
§AiÀĸÀ®Ä
UÀÄ¥ÀÛªÁzÀ
PÁgÀtUÀ½gÀÄvÀÛªÉ JAzÀÄ £Á£ÀÄ D¯ÉÆÃa¸ÀÄvÉÛãÉ.
43
When I become intimate with another person the possibility of my
being manipulated is increased.
E£ÉÆߧ⠪ÀåQÛAiÉÆA¢UÉ £Á£ÀÄ D¥ÀÛ£ÁzÁUÀ £À£ÀߣÀÄß §¼À¹PÉƼÀÄîªÀ ¸ÁzsÀåvÉUÀ¼ÀÄ
ºÉZÁÑUÀÄvÀÛªÉ.
44
I am generally a secretive person
¸ÁªÀiÁ£ÀåªÁV £Á£ÉƧâ gÀºÀ¸åÀ PÁ¥ÁqÀĪÀ ªÀåQÛ.
45
I feel that sex and intimacy are the same and one cannot exist
without the other.
PÁªÀÄ ªÀÄvÀÄÛ ¥ÉæêÀÄUÀ¼g
É ÀqÆ
À MAzÉà ªÀÄvÀÄÛ MA¢®èzÉ ªÀÄvÉÆÛAzÀÄ EgÀ¯ÁgÀzÄÀ
JAzÀÄ £À£ÀUÉ C¤¸ÀÄvÀÛzÉ.
46
I can only be intimate in a physical sexual relationship.
zÉÊ»PÀªÁzÀ ¯ÉÊAVPÀ ¸ÀA§AzsÀªÉÇAzÀg°
À è ªÀiÁvÀæ £À£ÀUÉ D¥ÀÛ£ÁVgÀ®Ä ¸ÁzsÀå.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
47
115
The demands placed on me by those with whom I have intimate
relationships often inhibit my own need satisfaction
£Á£ÀÄ D¥ÀÛ ¸ÀA§AzsÀ ºÉÆA¢gÀĪÀªg
À ÀÄ £À£Àß ªÉÄÃ¯É EqÀĪÀ ¨ÉÃrPÉU¼
À ÀÄ ºÉaÑ£À
ªÉÃ¼É £À£ÀßzÉà vÀȦÛAiÀÄ CªÀ±ÀåPÀvÉUÉ vÀqÉAiÀiÁUÀÄvÀÛªÉ.
48
I would compromise to maintain an intimate relationship.
D¥ÀÛ ¸ÀA§AzsÀªÇÉ AzÀ£ÀÄß G½¹PÉƼÀî®Ä £Á£ÀÄ ºÉÆAzÁtÂPÉUÉ ¹zÀÞ.
49
When I am physically attracted to another I usually want to become
intimate with the person
£Á£ÀÄ
M§â
ªÀåQÛAiÀÄvÀÛ
zÉÊ»PÀªÁV
DPÀ¶ðvÀ£ÁzÁUÀ
¸ÁªÀiÁ£ÀåªÁV
£Á£ÀÄ
CªÀ£ÉÆA¢U/É CªÀ ÉÆA¢U D¥ÀÛ£ÁUÀ®Ä §AiÀĸÀÄvÉÛãÉ.
50
I understand and accept that intimacy leads to bad feelings as well
as good feelings.
DwäÃAiÀÄvÉ PÉlÖ ¨sÁªÀ£ÉU¼
À À eÉÆvÉUÉ M¼ÉîAiÀÄ ¨sÁªÀ£ÉU½
À UÀÆ JqÉ ªÀiÁrü PÉÆqÀÄvÀÛzÉ
J£ÀÄߪÀÅzÀ£ÀÄß £Á£ÀÄ CxÀð ªÀiÁrPÉÆArzÉÝÃ£É ªÀÄvÀÄÛ M¦àzÉÝãÉ.
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
116
APPENDIX- F
ADOLESCENT AUTONOMY QUESTIONNAIRE
Roll no:______________
Sex: Male/Female
The following statements measure your ability to think, feel, make decisions, and act on
your own. Please read each statement carefully and mark your response for the given
option which you feel implies to you.
Attitudinal Autonomy / ªÀÄ£ÉÆÃzsÀªÀÄðzÀ ¸ÁéAiÀÄvÀÛvÉ:
1. I find it difficult to decide what I want. (-)
£À£ÀUÉãÀÄ ¨ÉÃPÉAzÀÄ ¤zsÀðj¸À®Ä £À£ÀUÉ PÀµÀ֪ɤ¸ÀÄvÀÛzÉ
Very bad
Bad
Average
description of
description of
description of
me
me
me
Good
description of
me
Very good
description
of me
2. I can make a choice easily.
¸ÀÄ®¨sÀªÁV DAiÉÄÌ ªÀiÁqÀĪÀÅzÀÄ £À¤ßAzÀ ¸ÁzsÀå
Very bad
Bad
Average
description of
description of
description of
me
me
me
Good
description of
me
Very good
description
of me
3. I often don‟t know what to think. (-)
C£ÉÃPÀªÉÃ¼É £À£ÀUÉ K£ÀÄ AiÉÆÃa¸À¨ÉÃPÉAzÀÄ w½AiÀÄĪÀÅ¢®è
Very bad
Bad
Average
Good
description of
description of description of
description of
me
me
me
me
Very good
description of
me
4. When people ask me what I want, I immediately know the answer.
EvÀgÀgÀÄ £À£ÀUÉãÀÄ ¨ÉÃPÉAzÀÄ PÉýzÁUÀ vÀPÀët GvÀÛgÀ £À£ÀUÉ UÉÆwÛgÀÄvÀÛzÉ
Very bad
Bad
Good
Very good
Average
description of
description of
description of
description
description of me
me
me
me
of me
5. I often hesitate about what to do. (-)
£Á£ÀÄ K£ÀÄ ªÀiÁqÀ¨ÉÃPÉA§ÄzÀgÀ §UÉÎ DUÁUÉÎ »AzÉÃlÄ ºÁPÀÄvÉÛãÉ
Very bad
Bad
Average
Good
description of
description of
description of
description of
me
me
me
me
Very good
description
of me
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
117
Emotional autonomy / ¨sÁªÀ£ÁvÀäPÀ ¸ÁéAiÀÄvÀÛvÉ:
1. When I act against the will of others, I usually get nervous. (-)
EvÀgÀgÀ EZÉÒUÉ «gÀÄzÀÞªÁV £ÀqÉzÀÄPÉÆAqÁUÀ £Á£ÀÄ CzsÉÊAiÀÄðUÉƼÀÄvÉÛãÉ
Very bad
description of
me
Bad description
of me
Average
description of
me
Good description
of me
2. I have a strong tendency to comply with the wishes of others. (-)
EvÀgÀgÀ EZÉÒUÀ£ÀĸÁgÀªÁV £ÀqÉAiÀÄĪÀAvÀºÀ wêÀȪÁzÀ ¥ÀȪÀÈwÛ £À£ÀßzÀÄ
Bad
Average
Good
Very bad
description of
description of
description of
description of me
me
me
me
Very good
description
of me
Very good
description
of me
3. When I disagree with others, I tell them.
EvÀgÀgÀ ¤®ÄªÀÅ CxÀªÁ C©ü¥ÁæAiÀÄ £À£ÀUÉ M¦àUÉAiÀiÁUÀ¢zÀÝ°è £Á£ÀzÀÀ£ÀÄß CªÀjUÉ w½¸ÀÄvÉÛãÉ
Bad
Good
Very good
Very bad
Average
description of
description of
description
description of me
description of me
me
me
of me
4. I often agree with others, even if I‟m not sure. (-)
ºÀ®ªÀÅ ¨Áj £Á£ÀÄ £À£ÀUÉ ¸ÀjAiÀiÁV w½AiÀÄ¢zÀÝgÀÆ EvÀgÀgÉÆA¢UÉ ºÉÆAzÁtÂPÉ
ªÀiÁrPÉƼÀÄîvÉÛãÉ
Bad
Good
Very good
Very bad
Average
description of
description of description
description of me
description of me
me
me
of me
5. I often change my mind after listening to others. (-)
EvÀgÀgÀ ªÀiÁvÀÄUÀ¼À£ÀÄß PÉý £Á£ÀÄ DUÁUÉÎ £À£Àß ªÀÄ£À¸À£ÀÄß §zÀ¯Á¬Ä¹PÉƼÀÄîvÉÛãÉ
Bad
Good
Very good
Very bad
Average
description of
description of description
description of me
description of me
me
me
of me
Functional autonomy / PÁAiÀÄð ¸ÀA§A¢üà ¸ÁéAiÀÄvÀÛvÉ:
1. I go straight for my goal.
£Á£ÀÄ £À£Àß UÀÄjAiÉÄqÉUÉ £ÉÃgÀªÁV ºÉÆÃUÀÄvÉÛãÉ
Bad
Very bad
Average
description of
description of me
description of me
me
Good
description of
me
Very good
description
of me
EFFECT OF BIOPSYCHOSOCIAL EDUCATION ON ADOLESCENTS
118
2. I find it difficult to start a new activity on my own. (-)
£Á£Éà ¸ÀévÀB MAzÀÄ ºÉƸÀ PÁAiÀÄð ±ÀÄgÀĪÀiÁqÀ®Ä £À£ÀUÉ PÀµÀ֪ɤ¸ÀÄvÀÛzÉ
Very bad
description of
me
Bad
description of
me
Average
description of
me
Good
description of
me
Very good
description
of me
3. I can easily begin with new undertakings on my own.
£Á£ÀÄ ¸ÀÄ®¨sÀªÁV ¸ÀévÀB MAzÀÄ ºÉƸÀ PÁAiÀÄð ±ÀÄgÀÄ ªÀiÁqÀ§¯Éè
Average
description of me
Good
description of
me
Very good
description
of me
Average
description of me
Good
description of
me
Very good
description
of me
5. I quickly feel at ease in a new situation.
ºÉƸÀ ¥Àj¹ÜwAiÀÄ°è £Á£ÀÄ §ºÀÄ ¨ÉÃUÀ DgÁªÀĪÁVgÀÄvÉÛãÉ
Bad
Good
Very bad
Average
description of
description of
description of me
description of me
me
me
Very good
description
of me
Very bad
description of me
Bad
description of
me
4. I am an adventurous person.
£Á£ÀÄ ¸ÁºÀ¹ ªÀåQÛ
Bad
Very bad
description of
description of me
me