Human life completes its journey through various stages and one of the most important stage adolescence. Adolescence is the phase of change from childhood to adulthood in which the child under goes various changes like biological, psychological and social. Adolescence is a period of growth and development bridging childhood and adulthood. The physical and emotional changes in this period influence behaviors of adolescence which is a time of risk taking and experimentation (Dowdell and Santucci, (2003),( Yannakoulia, Karayiannis, Terzidou, Kokkevi, and Sidossis,2004).
Adolescence is a critical period of life in which abilities to express and understand emotions, to assign meaning to emotional experience, and to regulate feelings may be particularly helpful for psychological and social adjustment (Mavroveli, Petrides, Rieffe, and Bakker, 2007)
According to( Erikson,2002) adolescence stage starts from 13 till 19 years. The psychosocial crises faced by adolescents are identity and Role confusion. Peers have significant influence on adolescents. They are troubled by existential question like: Who am I & what can I be? Adolescent age is considered as a transitional phase, a “Status Passage” between childhood and adulthood” (Fend and Flammer &(Alsaker, 2002).
Adolescence is a time of great change for young people when physical changes are happening at an accelerated rate. But adolescence is not just marked by physical changes — young people are also experiencing cognitive, social/emotional and interpersonal changes as well. As they grow and develop, young people are influenced by outside factors, such as their environment, culture, religion, school, and the media. A number of different theories or ways of looking at adolescent development have been proposed. There are biological views ( Hall), psychological views (Freud), psychosocial views (Erikson 2000), cognitive views (Piaget), ecological views (Bronfenbrenner), social cognitive learning views (Bandura2000), and cultural views (Mead 2007). Each theory has a unique focus, but there are many similar elements. While it is true that each adolescents is an individual with a unique personality, special interests, and likes and dislikes, there are also numerous developmental issues that everyone faces during the early, middle and late adolescent years (American Academy of Child and Adolescent Psychiatry).
Adolescence, as defined by the (World Health Organization,2002) is the period of life spanning the ages between 10 and 19 years. This period is characterized by major biological changes like physical growth, sexual maturation and psycho-social development which require intense readjustment to the self, family, school, work and social life. During this phase of growth the girls we first experience menstruation and related problems which is marked by feelings of anxiety and eagerness to know about this natural phenomenon.
During adolescence many type of growth and development takes place .with certain peculiar characteristics specific to the age of adolescent.
Pattern of Growth and Development during Adolescence:
The various changes in the growth & development experienced by adolescents are:
Physical Growth and Development: During adolescence the physical growth and development reaches to its peak and human body finds its final shape. The maximum limit with regard to increase in size weight and height is achieved .There is a growth of hair under arms and around genital organs. Boys and girls develop the characteristic features of their respective sexes. There is the roundness of the breasts and hips among the girls and the decoration of the faces with beard and moustaches among the boys. The adolescent also nocturnal emissions (discharge of semen during sleep accompanied by erotic dreams. (Hall Gesell and Tanner ,1987)
Emotional Development: Emotional development reaches its maximum during adolescence. It is the period of heightening of all emotions like anxiety, fear love anger etc. An individual experiences emotional instability and intensity during adolescence. At no stage the child is so restless and emotionally perturbed and touchy as in adolescence here the adolescent is too sensitive inflammable and moody. According to (Ross 1951)”The adolescent lives an intensely emotional life in which we can see once more the rhythm of positive and negative phases of behavior in his constant alternation between intense excitement and deep depression. Their emotions fluctuate very frequently and quickly. Self consciousness, self respect and personal pride is to much increase. Group loyalty and sentiments of love etc. are developed which make an adolescent sentimental and passionate.”( Muuss, 1996; Rice and Dolgin, 2002)
Social Development: Adolescence is the period of increased social relationships and contacts. An adolescent group believes in making intimate friendship and attaches himself closely to a group peer group relationship controls the social behavior of this age. The rejection is costly as it creates so many adjustment problems. ( Bandura,1963)
Intellectual Development: Adolescence is the period of maximum growth and development with regard to mental functioning. Intellectual powers like logical, thinking, abstract reasoning and concentration are almost developed up to the end of this period. An adolescent learns to reason and seeks answer to how and why of everything scientifically. He is almost critical of everything. He develops a fine imagination. (Piaget ,1961).
Sexual Development: The adolescent is sexually mature. In fact the whole personality structure and behavior of the adolescent is dominated by sex. During adolescence, the sexual development like infancy goes into three stages. (Freud,1933)
1 Stage of auto-egotism or self –love: At this stage the young boys and girls fall in love with themselves. They try to take pleasure with their own bodies. Self decoration and enjoying it before mirror is their common practice. Self enjoyment by indulging in masturbation is also prevalent at this stage
2 Stage of Homo- Sexuality: At this age boys and girls are attracted toward the members of their own sex and seek gratification from each other’s body by grouping them in two or three at one time.
3 Hetero- Sexual Stage: At this age boys and girls are seen attracted toward each other. They are keen to make friendship or establishing even sexual relationship with the members of the opposite sex.
Adolescence is stage of turmoil and stress. They experience a lot of changes not only at their physical level but also at their mental level. The conflicts that they go through further hamper their growth & development. At this particular point it that adolescent in it self is a stage of inflict frmtration and turmoil but is relevant to mention the adolescent belonging to marginalized group experience greater problems and are deprived of even the basic needs of their lives. Thus, it is relevant to understand the state of adolescent living in underprivileged areas.
Underprivileged- Underprivileged people are those who don’t have any sort of rights or freedom. They are deprived of social or economic benefits’ Privileged people are those who have rights and advantage and underprivileged people lack such freedom or rights. People often worry about children who are living in poverty and may not have the access to healthy food or medical core. Underprivileged comprise those processes by which individuals and groups or relegated to the sidelines of political debate, social negotiation, homelenessness, age, language, employment status, skill, race and religion are some criteria historically used to underprivileged. (“International encyclopedia of the Social Science 2008 Thomson Gale”)
Underprivileged is a slippery and multi-layered concept. Whole societies can be underprivileged at the global level along with that classes and communities can be underprivileged from the dominant social order. Similarly, ethnic groups, families or individuals can be underprivileged within localities. To a certain extent, marginalization is a shifting phenomenon, linked to social status. So, for example, individuals or groups might enjoy high social status at one point in time, but as social change takes place, so they lose this status and become underprivileged. Similarly, as life cycle stages change, so might people’s under privileged position (Knorth,1998)
Leonard (1984) defines social underprivileged as ‘being outside the mainstream of productive activity and/or social reproductive activity’. This includes two groups, firstly a relatively small group of people who are voluntarily marginal to the social order like new age travelers, certain religious sects, commune members, some artists. The second group are those who are involuntarily socially marginal Leonard (1984) characterizes these people as remaining outside ‘the major arena of capitalist productive and reproductive activity’ and as such as experiencing ‘involuntary social underprivileged.
Poverty and Economic Underprivileged People who are experiencing marginalization are likely to have tenuous involvement in the economy. The sources of their income will vary. Some will be waged and some will depend on state benefits, marginal economic activity such as casual work, or charity (see for example, Smith, 1999). It is not unusual for people to combine, or move between, these various ways of getting money in their struggle for survival. Poverty, dependency, and feelings of shame are everyday aspects of economic dislocation and social marginalization. These experiences affect men and women differently and vary with age. Poverty and economic marginalization have both direct and indirect impacts on people.
Characteristics of underprivileged people
1) It suffers from discrimination and subordination.
2) They have physical and/or cultural traits that set them apart, and which are disapproved of, by a dominant group.
3) They share a sense of collective identity and common burdens.
4) They have shared social rules about who belongs, and who does not.
Problems faced by Underprivileged Groups
Most vulnerable underprivileged groups in almost every society can be summarized as below:
Gender Me quality – Under different economic conditions, and under the influence of specific historical, cultural, legal and religious factors, marginalization is one of the manifestations of gender inequality. In other words, women may be excluded from certain jobs and occupations, incorporated into certain others, and marginalized in others. In general they are always marginalized relative to men, in every country and culture. Women (or, men) don’t present a homogeneous category where members have common interests, abilities, or practices. Women belonging to lower classes, lower castes, illiterate, and the poorest region have different levels of marginalization than their better off counterparts.
People with disabilities – People with disabilities have had to battle against centuries of biased assumptions, harmful stereotypes, and irrational fears. The stigmatization of disability resulted in the social and economic marginalization of generations with disabilities, and, like many other oppressed minorities, this has left people with disabilities in a severe state of impoverishment for centuries. The proportion of disabled population in India is about 21.9 million. The percentage of disabled population to the total population is about 2.13 per cent. There are interstate and interregional differences in the disabled population. The disabled face various types of barriers while seeking access to health and health services. Among those who are disabled women, children and aged are more vulnerable and need attention.
Sexual –Minorities Another group that faces stigma and discrimination are the sexual minorities. Those identified as gay, lesbian, transgender, bisexual; kothi and hijra experience various forms of discrimination within the society and the health system. Due to the dominance of heteronymous sexual relations as the only form of normal acceptable relations within the society, individuals who are identified as having same-sex sexual preferences are ridiculed and ostracized by their own family and are left with very limited support structures and networks of community that provide them conditions of care and support. Their needs and concerns are excluded from the various health policies and programs.
Under these circumstance the adolescents living in orphanage &slums are deprived of basic amenities and does not get proper nourishment and care thus it is relevant to understand the meaning of orphan and the state of adolescents who are living in orphanage.
Orphanage
A child who is below 18 years of age and who has lost one or both parents may be defined as an orphan (George,( 2011)
• An orphan is a child whose parents are dead.
• An orphan is a child who has been deprived of parental care and has not been adopted.
• An orphan is a child who lacks support, supervision, or care.
An orphan can be further classified by using definitions such as UNICEF’2011 “single orphans,” which is a child with only one parent has died, or “double orphans,” which is a child with both parents having passed away. In practice, though, we tend to think of children living in orphanages as orphans, although it is possible that both of their parents are alive but not caring for their child.
Objectives
1 To compare the differences in Affective Status, Personality and Self Efficacy among adolescents living in Slum areas and Orphanage.
2 To explore the gender differences in the Affective Status Personality and Self Efficacy among Adolescents living in Orphanage and slum areas.
3 To find the relationship between Affective Status, Personality and Self Efficacy among adolescents living in slum areas.
4 To find the relationship between Affective Status, Personality & Self Efficacy among adolescents living in orphanage.
Design: Ex post facto research
Variables:
1 Affective status: It has been studied with the help of anxiety depression and stress.
Anxiety: Anxiety is conceptually defined as a series of symptom which arise from faulty adaptations to the stresses and strain of life (Ross, 2004).
In the present research anxiety is operationally defined in terms of scores obtained on Anxiety Depression, stress scale by Bhantnagar, et.al. (2011).
Depression: “Negative thoughts, generated by dysfunction beliefs are typically the primary cause of depressive symptoms. Beck,(1986 ).
In the present research Depression is operationally defined in terms of scores obtained on Anxiety Depression, stress scale by (Bhantnagar, et.al. (2011)
Stress: Stress has been conceptually defined as found to be detrimental as impairs mental concentration, problem –solving and decision making abilities of an individual, negatively influencing emotional functioning and well- being of people (Barling, Kelloway & Frone et al, 2004)
In the present research stress is operationally defined in terms of scores obtained on Anxiety Depression Stress Scale by Bhantnagar et,al. (2011).
Self – Efficacy: Conceptually self efficacy is been defined as the belief in one’s capabilitities to organize and execute the cause of action required to mange prospective satiations Bandura, (1994).
In the present research self efficacy is operationally defined in terms of scores obtained on Self efficacy Scale by Mathur (1986).
Personality: An individual’s personality is an abstraction formulated by the thorniest and not merely a description of the individual’s behavior. Murray, (1951)
In the present research personality is operationally defined in terms of scores obtained an big five inventory scale by John, et.al (1999).
Sample
The
The sample of
Total sample comprised of 120 adolescents, 60 were staying in Orphanage and 60 were staying in Slum areas. Further, sample was bifurcated according to gender (30 boys and 30 girls). The sample was selected from Yateem Khana, Mumtaaz Yateem khana, Akbhar nagar etc from Lucknow and Kanpur, Uttar Pradesh.
Their age ranged from 14 to 18 years.
The method of sampling used was purposive sampling.
Figure 3.1 Distribution of the sample according to Occupation of parents.
Figure 3.2 Distribution of the sample according to Level of Education
Figure 3.3 Distribution of the sample according to Family Monthly Income In Rupees
Tool Used: For the assessment of variables following tools were employed in the present study:
1 PERSONAL DATA SHEET: Personal data sheet was used to find out the information regarding the age, gender of the respondents, family background for eg as parent’s , monthly income, etc (see Appendix A).
2 Anxiety Depression & Stress Scale: The scale was developed by Bhavnagar et.al (2011). The purpose of the test was to measure Anxiety, Depression & Stress.
Description of the Scale: The Scale comprises of 48 items divided into 3 subscales which are:
Anxiety Subscale: It comprises of 19 items covering various symptoms that are manifestation of anxiety.
Depression Subscale: It consists of 15 items representing the different symptoms of depression.
Stress Subscale: This scale Consists of items measuring the symptoms which people experience in state of stress.
Instructions: “ge lc viuh ftanxh esa fpark, ruko o nq%[k vDlj eglwl djrs gSAge vki ls jkstejkZ dh ftanxh esa eglwl fd;s tkus oky sfpark, ruko o nq%[k ls lEcfU/kr dqN dFku iwNsaxsA ;fn vkidks yxrk gS fd vki vDlj ,slk eglwl djrs gS rks viuk tokc ‘gk¡ esa nhft;sA vkids tokc xksiuh; j[ks tk;saxsA vr% bZekunkjh ls mRrj naA
Reliability: Reliability of the total scale in terms of internal consistency measured by Cronbach’s Alpha and Spearman – Brown coefficient is 0.81 and 0.85. the obtained reliability for anxiety , depression and stress subscale as measure by Cronbach’s Alpha is 0.76,0.75 and 0.61 and when measured by spearman Brown Coefficient is 0.86, 0.86 and 0.76 respectively.
Scoring: Each item is scored 1 if endorsed “yes “and 0 if endorsed “No”. The range of the score is 0-19 for anxiety subscale 0-15 for depression subscale and 0-14 for stress subscale. Higher score indicates experiencing greater anxiety, depression and stress and vice- versa.
Self –Efficacy Scale: The scale was developed by Mathur (2012). The purpose of this scale measure to self efficacy. 8 respondant.
They subtypes which are used in self efficacy scale Self Regulatory skills which are as following
Self Influence, Self confidence, Self Achievement, Self, Self – Evaluation, Self- esteem, Self – Cognition
Instruction: vkxsdsa i`’Bksijvki dh O;fDrxrfo”ks’krkvks ,oaxq.kkslslECkfU/kr 22 dFkufn;sax;sgSAd`i;kizR;sddFkudksa /;kuiwoZd i<+s rFkkfn;sax;sik¡pfodYiksa ;Fkk&1.iw.kZr% lger, 2.lger 3.vfuf”pr,4.vlger rFkk 5. iw.kZr% vlgeresatksfodYivkidsfy;smi;qDrgks,mldslekusokys[ ] esaslgh[√] dkfpUgyxk;sAd`Ik;klHkhdFkuksa ds mRrjnsAvkidsamRrjxksiuh; j[ksatk;sxsAekiuh; dksdjusa dh le; lhek ugh gS, fQjHkhvkidFkuksa ds mRrj ;Fkk”kh?kznsusdkiz;kl djssaA
Reliability: Reliability co-efficient of the scale was measured by test –retest on a sample of 600 (300 male and 300 female). In male it ranges between .73to 81 and in female .79 to .86, and is significant at.o1 level of significance
Validity: To obtain concurrent validity co- efficient of self –efficacy scale. The scale the scale was compared with the views of experts rating. Validity ranges in male .73 to .81 and in female .76 to .83.
.Scoring: Scoring of the self –efficacy scale is very easy. For the convenience propose of scoring the scale, in the scale, before the serial number of the items Means negative items for negative items strongly agree was given the score (1) agree (2) undecided (3) disagree (4) strongly disagree (5) & remaining items as positive items for positive items strongly agree was given the score (5) agree(4) undecided (3) disagree (2) strongly disagree (1) has been given. There are 15 positive item and o7 negative items.
Big Five Inventory: The inventory developed by jhon et.al 1999. The inventory purpose of the measure to big five factor.
Sub Types: sub types of big five inventory are.
Extroversion, Agreeableness, Conscientiousness, Neuroticism, Openness to Experience
Reliability: Coefficients were found to be 79,80,75 and83 for N,E,O,P and C respectively, P<.001
Validity: validity test extracted only four factors of the Big Five Inventory with factor loadings ranging from 0.573 to 0.803. The four factors were extraversion, conscientiousness, neuroticism and openness to experience.
Chapter 4
Results and discussion
Table 1 Mean SD’s and t-values for orphanage and slum areas adolescents on Anxiety Depression and Stress.
orphanage_
slum N Mean Std. Deviation t
Anxiety 1 60 16.3333 2.08844 .043
2 60 16.3500 2.12989
Depression 1 60 12.9000 1.44621 . 411
2 60 12.7833 1.65797
Stress 1 60 11.7833 1.64772 .906
2 60 12.0667 1.77427
Table 1 Shows that there are no mean significant differences between orphanage and slums children regarding Anxiety Depression and Stress. The obtained t-value of Anxiety = .043, Depression =.411, Stress = .906. The mean value for orphanage adolescents on Anxiety = 16.333, Depression =12.900, Stress = 11.7833 and the mean value for slum adolescent on Anxiety = 16.3500, Depression= 12.900, Stress= 12.0667. The probable reason for such findings may be both of them lack emotional and financial support and thus feel suppressed and emotionally weak.
Table 1.2 Mean SD’s and t-values for orphanage and slum area adolescents on, Self Regulatory, Self Influence, Self confidence, Self Achievement, Self, Self evaluation, Self Esteem and Self cognition.
self_regulatory_skill 1 60 4.4333 1.99463 5.421**
2 60 11.6167 10.06772
self_influence 1 60 7.1833 2.30322 1.511
2 60 6.6000 1.90628
self_confidence 1 60 7.1500 1.93824 2.548*
2 60 6.2667 1.85825
self_achievement 1 60 6.9833 2.05428 .117
2 60 7.0333 2.59704
Self 1 60 7.4333 2.65130 .765
2 60 7.1000 2.08871
self_evaluation 1 60 6.7000 1.98554 .363
2 60 6.8333 2.03500
self_esteem 1 60 4.7833 1.96660 .378
2 60 4.6667 1.36129
self_cognition 1 60 7.2167 2.14785 .873
2 60 6.9000 1.81052
Table1.2 Shows that there are mean significant differences between the orphanage and slums children regarding self regulatory skill with Self Agreeableness as the obtained mean value for slum 11.6167 and orphanage mean value is 4.4333,respectively is significant at 0.01 level. It indicates that such findings may be Self regulatory “ It indicates that the reason for such findings may be the fact that they have to take care of themselves and do all the work on their own. This could be one of the reason for the high confidence.
It was also found that there is no significant differences between the orphanage and slums adolescents =6.9833 , Self=7.4333 , Self evaluation=6.7000, Self Esteem=4.7833 , Self cognition= 7.2167 and mean values for adolescent slum areas , Self Influence= 6.6000, Self confidence=6.2667, Self Achievement=,7.0333 Self=7.1000 , Self evaluation= 6.8333, Self Esteem=4.6667, Self cognition=6.9000. This may be because of self incuing, self confidence, self achievement, self evaluation and self esteem. These all are part of self, therefore if the self is high its variable will be high and vice – versa.
Table 1.3 Mean SD’s and t-values for orphanage and slum area Adolescents On extraversion, agreeableness, conscientiousness, neuroticism and openness to experience
Extraversion 1 60 23.5167 4.79227 3.542**
2 60 21.1167 2.13995
Agreeableness 1 60 24.3333 4.78581 .149
2 60 24.2000 5.03143
conscientiousness 1 60 24.3667 4.02941 .689
2 60 24.9167 4.68786
Neuroticism 1 60 21.8500 3.59767 .856
2 60 21.2833 3.65500
openess_to_experience 1 60 27.5333 4.10649 2.699**
2 60 29.6500 4.47526
Table1.3 shows that there are significant differences between orphanage and slum adolescents regarding extraversion and openness to experience. The obtained mean value for orphanage = 23.5167 and slum = 21.1167, and openness to experience the obtained value for orphanage =27.5333and slum=29.6500. It indicates the probable reason for such findings may be because of their open nature they are tend to be extrovert, as they are out-going, love to share, love to explore new things.
No mean significant difference was found between orphanage and slums children regarding, agreeableness, conscientiousness, neuroticism,. The obtained t-value is agreeableness =.149 , conscientiousness =.689, neuroticism =.856, openness to experience =2.699. The mean values for orphanage adolescents on extraversion = 23.5167, agreeableness =24.3333, conscientiousness =24.3667, neuroticism= 21.8500, openness to experience =27.5333 and mean values for adolescent slum areas extraversion=21.116 agreeableness=24.2000, conscientiousness=24.9167, neuroticism=21.2833, It indicates that the reason for such findings may be because the anxiety level is same for them, because of which their scores for neuroticism is not much of difference . Their Agreeableness and conscientiousness and Conscientiousness didn’t had any mean significant difference.
Section B
Table 2 Correlation Matrices for adolescents staying in orphanage on Affective Status, Personality and Self Efficacy
anxiety depression stress self_regulatory_skill self_influence self_confidence self_achievement self self_evaluation self_esteem self_cognition extraversion agreeableness conscientiousness neuroticism openess_to_experience
Anxiety Pearson Correlation 1 -.050 .146 .020 -.195 .027 -.217 -.176 -.268* -.345** -.237 -.002 .197 .100 .220 -.318*
Sig. (2-tailed) .704 .265 .881 .136 .835 .096 .179 .039 .007 .068 .990 .131 .448 .091 .013
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Depression Pearson Correlation -.050 1 .091 -.111 -.028 .003 .045 -.038 -.046 -.145 -.177 -.041 .099 -.107 .223 -.065
Sig. (2-tailed) .704 .487 .400 .832 .984 .733 .775 .727 .268 .177 .759 .453 .416 .087 .621
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Stress Pearson Correlation .146 .091 1 .120 -.107 .025 -.170 -.066 -.152 -.145 -.008 -.051 .238 -.140 .015 .050
Sig. (2-tailed) .265 .487 .361 .415 .847 .195 .617 .247 .269 .949 .698 .067 .286 .907 .705
N
60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_regulatory_skill Pearson Correlation .020 -.111 .120 1 .051 .017 .177 .067 .093 .088 .043 .181 -.226 -.087 -.088 .085
Sig. (2-tailed) .881 .400 .361 .699 .895 .177 .610 .481 .503 .742 .165 .083 .511 .505 .518
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_influence Pearson Correlation -.195 -.028 -.107 .051 1 .452** .400** .521** .542** .496** .244 .194 -.197 .148 -.105 .000
Sig. (2-tailed) .136 .832 .415 .699 .000 .002 .000 .000 .000 .061 .137 .132 .259 .424 .995
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_confidence Pearson Correlation .027 .003 .025 .017 .452** 1 .701** .430** .442** .438** .290* .218 -.037 .178 .151 -.107
Sig. (2-tailed) .835 .984 .847 .895 .000 .000 .001 .000 .000 .025 .094 .781 .174 .250 .417
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_achievement Pearson Correlation -.217 .045 -.170 .177 .400** .701** 1 .499** .598** .358** .116 .069 -.186 -.035 -.017 .122
Sig. (2-tailed) .096 .733 .195 .177 .002 .000 .000 .000 .005 .377 .598 .155 .793 .897 .353
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Self Pearson Correlation -.176 -.038 -.066 .067 .521** .430** .499** 1 .490** .417** -.024 .251 .029 .055 -.093 .122
Sig. (2-tailed) .179 .775 .617 .610 .000 .001 .000 .000 .001 .854 .053 .828 .679 .482 .354
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_evaluation Pearson Correlation -.268* -.046 -.152 .093 .542** .442** .598** .490** 1 .359** .437** .207 -.002 .167 .073 .068
Sig. (2-tailed) .039 .727 .247 .481 .000 .000 .000 .000 .005 .000 .113 .990 .201 .582 .606
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_esteem Pearson Correlation -.345** -.145 -.145 .088 .496** .438** .358** .417** .359** 1 .275* .014 -.344** -.127 -.212 -.056
Sig. (2-tailed) .007 .268 .269 .503 .000 .000 .005 .001 .005 .033 .918 .007 .335 .103 .673
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_cognition Pearson Correlation -.237 -.177 -.008 .043 .244 .290* .116 -.024 .437** .275* 1 .235 -.117 .131 -.088 -.004
Sig. (2-tailed) .068 .177 .949 .742 .061 .025 .377 .854 .000 .033 .071 .374 .319 .504 .973
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
extraversion Pearson Correlation -.002 -.041 -.051 .181 .194 .218 .069 .251 .207 .014 .235 1 .083 .285* .065 -.181
Sig. (2-tailed) .990 .759 .698 .165 .137 .094 .598 .053 .113 .918 .071 .529 .027 .621 .165
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
agreeableness Pearson Correlation .197 .099 .238 -.226 -.197 -.037 -.186 .029 -.002 -.344** -.117 .083 1 -.024 .285* .187
Sig. (2-tailed) .131 .453 .067 .083 .132 .781 .155 .828 .990 .007 .374 .529 .857 .027 .153
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Conscientiousness Pearson Correlation .100 -.107 -.140 -.087 .148 .178 -.035 .055 .167 -.127 .131 .285* -.024 1 .214 -.224
Sig. (2-tailed) .448 .416 .286 .511 .259 .174 .793 .679 .201 .335 .319 .027 .857 .100 .085
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
neuroticism Pearson Correlation .220 .223 .015 -.088 -.105 .151 -.017 -.093 .073 -.212 -.088 .065 .285* .214 1 -.355**
Sig. (2-tailed) .091 .087 .907 .505 .424 .250 .897 .482 .582 .103 .504 .621 .027 .100 .005
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
openess_to_experience Pearson Correlation -.318* -.065 .050 .085 .000 -.107 .122 .122 .068 -.056 -.004 -.181 .187 -.224 -.355** 1
Sig. (2-tailed) .013 .621 .705 .518 .995 .417 .353 .354 .606 .673 .973 .165 .153 .085 .005
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Table 2 shows that there is a Negative correlation between Anxiety with self Evaluation self esteem and openness to experience orphanage. They experience higher amount of anxiety probably because both of them share almost a similar quality of life both of them are deprived of education and luxuries Both of them lacks emotional & financial support and thus feel suppressed and emotionally weak. There is no significant difference between depression and stress.
There is a positive correlation between self influence with self confidence, self achievement,, self evaluation and self esteem, indicatating that When self confidence of adolescents increases then all the variables also increases because they all are interrelated. There is also a positive correlation between self confidence with self influence self achievement, self evaluation, self esteem and self cognition that indicates all the above variables are part of self. Therefore when thought and perception of self will be positive, then all the variables will be positive. There is a positive correlation between self achievements with self influence self, self evaluation and self esteem, which indicates that All the above variables are part of self. Therefore when thought and perception of self will be positive, then all the variables will be positive. There is a positive correlation between self with self influence self , self evaluation, self achievement and self esteem that indicates that all the above variables are part of self. Therefore when thought and perception of self will be positive, then all the variables will be positive.
There is a negative correlation between self evaluation with anxiety and self influence, self confidence, self achievement self, self esteem and self cognition. There is a negative correlation between self esteem with self evaluation anxiety and self influence, self confidence, self achievement self, self esteem and self cognition. There is a negative correlation between self cognition with agreeableness it indicates when the self esteem of adolescents is low. Their reaction ability decreases as per the situation.
There is a positive correlation between extroversion with conscientious it indicates that when the person is extrovert then he is concerned with others also and he wants to do his work conscientiously and also for others work also. Negative correlation was found between agreeableness with self esteem, this indicates that when the self esteem of adolescents is low, their ability to react decreases as per the situation. There is a positive correlation between conscientiousness with agreeableness, it indicates that when the person is extravert then he is concerned with others also and that he wants to do his work conscientiously and so for others work also. There is a positive correlation between neurotics with agreeableness, it indicates that when anxiety level of adolescents increases their ability to react and cooperate in a particular situation decreases. There is a negative correlation between openness to experience with anxiety and neuroticism when Anxiety level increases, the child can’t be calm as he loses his abilities to think rationally thus they are not willing to open to new experiences situations as they are not able to handle such situations.
Table 2.1 Correlation Matrices for adolescents of Slum Areas on Affective Status, Personality and Self Efficacy
anxiety depression stress self_regulatory_skill self_influence self_confidence self_achievement self self_evaluation self_esteem self_cognition extraversion agreeableness Conscientiousness
neuroticism openess_to_experience
Anxiety Pearson Correlation 1 .006 -.013 -.113 -.168 -.142 -.153 -.118 -.163 -.044 -.160 .143 -.213 .179 -.088 .018
Sig. (2-tailed) .966 .921 .392 .200 .278 .244 .368 .212 .738 .222 .274 .102 .172 .504 .889
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
depression Pearson Correlation .006 1 .041 -.196 -.101 .096 -.155 -.068 -.099 .100 -.058 .022 -.162 -.026 .004 .078
Sig. (2-tailed) .966 .758 .133 .441 .465 .238 .605 .451 .449 .658 .866 .217 .846 .978 .555
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Stress Pearson Correlation -.013 .041 1 -.208 -.016 -.053 -.241 .041 -.181 .027 .066 -.074 .140 .250 .032 .027
Sig. (2-tailed) .921 .758 .110 .903 .686 .063 .754 .167 .837 .615 .576 .285 .054 .811 .835
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_regulatory_skill Pearson Correlation -.113 -.196 -.208 1 .576** .285* .391** .227 .371** .223 .354** .060 .111 -.050 .035 .050
Sig. (2-tailed) .392 .133 .110 .000 .027 .002 .082 .003 .087 .006 .651 .400 .706 .790 .705
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_influence Pearson Correlation -.168 -.101 -.016 .576** 1 .229 .466** .495** .409** .233 .382** -.039 .096 .033 .126 .061
Sig. (2-tailed) .200 .441 .903 .000 .078 .000 .000 .001 .073 .003 .765 .466 .803 .337 .642
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_confidence Pearson Correlation -.142 .096 -.053 .285* .229 1 .226 .142 .303* .142 .244 -.253 .175 -.059 .171 -.195
Sig. (2-tailed) .278 .465 .686 .027 .078 .082 .279 .019 .279 .060 .051 .180 .653 .191 .134
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_achievement Pearson Correlation -.153 -.155 -.241 .391** .466** .226 1 .185 .348** .125 .208 -.044 .166 .005 .043 -.081
Sig. (2-tailed) .244 .238 .063 .002 .000 .082 .157 .006 .341 .110 .739 .205 .971 .743 .537
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Self Pearson Correlation -.118 -.068 .041 .227 .495** .142 .185 1 .415** .275* .248 -.113 -.025 -.137 .083 -.196
Sig. (2-tailed) .368 .605 .754 .082 .000 .279 .157 .001 .033 .056 .392 .850 .296 .527 .134
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_evaluation Pearson Correlation -.163 -.099 -.181 .371** .409** .303* .348** .415** 1 .356** .409** -.072 -.059 -.181 .046 -.175
Sig. (2-tailed) .212 .451 .167 .003 .001 .019 .006 .001 .005 .001 .582 .655 .167 .728 .180
N
60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_esteem Pearson Correlation -.044 .100 .027 .223 .233 .142 .125 .275* .356** 1 .409** -.002 -.131 -.056 -.318* .054
Sig. (2-tailed) .738 .449 .837 .087 .073 .279 .341 .033 .005 .001 .986 .319 .670 .013 .680
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
self_cognition Pearson Correlation -.160 -.058 .066 .354** .382** .244 .208 .248 .409** .409** 1 -.100 .062 -.058 -.193 -.115
Sig. (2-tailed) .222 .658 .615 .006 .003 .060 .110 .056 .001 .001 .447 .637 .658 .139 .381
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
extraversion Pearson Correlation .143 .022 -.074 .060 -.039 -.253 -.044 -.113 -.072 -.002 -.100 1 -.124 .087 -.249 .374**
Sig. (2-tailed) .274 .866 .576 .651 .765 .051 .739 .392 .582 .986 .447 .344 .511 .055 .003
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Agreeableness Pearson Correlation -.213 -.162 .140 .111 .096 .175 .166 -.025 -.059 -.131 .062 -.124 1 .290* .022 .293*
Sig. (2-tailed) .102 .217 .285 .400 .466 .180 .205 .850 .655 .319 .637 .344 .025 .870 .023
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Conscientiousness Pearson Correlation .179 -.026 .250 -.050 .033 -.059 .005 -.137 -.181 -.056 -.058 .087 .290* 1 .270* .200
Sig. (2-tailed) .172 .846 .054 .706 .803 .653 .971 .296 .167 .670 .658 .511 .025 .037 .125
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
neuroticism Pearson Correlation -.088 .004 .032 .035 .126 .171 .043 .083 .046 -.318* -.193 -.249 .022 .270* 1 -.159
Sig. (2-tailed) .504 .978 .811 .790 .337 .191 .743 .527 .728 .013 .139 .055 .870 .037 .226
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
openess_to_experience Pearson Correlation .018 .078 .027 .050 .061 -.195 -.081 -.196 -.175 .054 -.115 .374** .293* .200 -.159 1
Sig. (2-tailed) .889 .555 .835 .705 .642 .134 .537 .134 .180 .680 .381 .003 .023 .125 .226
N 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60 60
Table 2.1 shows a positive correlation between self regulatory, self influence, self confidence, self achievement, self, self evaluation, self esteem, self cognition with self regulatory, self influence, self confidence, self achievement, self, self evaluation, self esteem, self cognition. This indicates that all the above variables are part of self. Therefore when thought and perception of self will be positive, then all the variables will also be positive. No correlation was found between extroversion, agreeableness, conscientiousness, neuroticism with extroversion agreeableness, conscientiousness and neuroticism. There is a positive correlation between openness to experience with extroversion as it indicates that children of slums don’t have many facilites like good education, nourishment, due to which they have to face lot of problems because of which they learn to deal with new experiences and learn how to cope up with any situation. They interact with many people so they learn to deal with the problem on their own.Conclusion
There was no significant difference found in anxiety, depression and stress of the orphanage and slums adolescent.
There was significant difference found in self regulatory . But other variable have no significant difference of self efficacy.
There was no significant difference found in personality (big five factor) of orphanage and slums children.
The significant difference of self regulatory was seen more in slum then orphanage adolescents.
There was no significant correlation found between the Anxiety, Depression and Stress in slums adolescents.
There was positive correlation found between self regulatory with self influence, self confidence, and self cognition in slums adolescents.
There was no significant correlation found between extroversion, Agreeableness and Neuroticism of slums adolescent.
There was positive correlation found between the openness to express, extroversion of slums adolescent.
There was negative correlation found between Anxiety, self evaluation, self esteem and openness to experience of orphanage adolescent.
There was no correlation found in depression, stress and self regulatory.
There was positive correlation found between self influence, self confidence and self achievement self of orphanage adolescents.
There was negative correlation found between self influence, self confidence, self achievement and self of orphanage adolescents.
There was negative correlation found between self evaluations and self esteem of orphanage adolescents.
There was negative correlation found between agreeableness with self cognition, and openness to experience anxiety and neuroticism.
There was positive correlation found between extroversion with conscientious and neurotics with agreeable