IMPACT OF EMOTIONAL MATURITY ON SELF CONFIDENCE OF PHYSICALLY CHALLENGED STUDENTS
Abstract
Background and Objective: The present study was conducted to study the relationship between emotional maturity and self confidence of physically challenged students. The behaviour of any individual is influenced by the emotional maturity level that one possess to lead an effective life. It becomes more critical in case of physically challenged ones , who are observed to be highly emotional in their dealings. It is observed, either physical challenge boosts or shatters the self confidence of male and female students, hence it needs to be explored too. Therefore the present study aimed to investigate and compare the emotional maturity as well as self confidence of male and female physically challenged students.
Method: Total sample comprised of 42 physically disabled students (20 boys and 22 girls, age range=18-20 years, Mage=19 years) purposively drawn from Dr.Ambedkar Institute of Technology for Handicapped, Kanpur. Self-Confidence Inventory developed by Agnihotri and Emotional Maturity scale developed by Singh and Bhargava were used for data collection. An expost facto research design was used in present study.
Results: Results were analyzed with the help of 't' test and revealed a significant difference in emotional maturity of physically challenged male and female students, whereas an insignificant difference was found in their self confidence. Findings revealed that there is a positive correlation between emotional maturity and self confidence of physically challenged students.
Conclusion: From this study it was concluded that physically challenged students possessing higher emotional maturity tend to have greater self confidence.
Keywords: Emotional Maturity, Physically Challenged Students, Self Confidence
1. INTRODUCTION
The personality of a human being is the product of continuing interaction between the organism and his/ her environment, social, physical, and cultural. This interaction in physically challenged people suffers a great deal and they remain deprived of many perceptions which lead to concept formation. In ancient times, physically challenged people were viewed as victims of punishment by supernatural powers. They were helpless and could be easily deceived. It was regarded as punishment for their past times. This doctrine has been an unbroken thread throughout the cultural development of our country.
Emotional maturity is the ability that people have to recognize their own feelings and the foreign ones [9]. For the integral and overall development of the person, it is necessary to promote the development of different aspects: affective, cognitive, and social. To ease the development of emotional maturity is important for anyone,
but especially for those with some specific needs, by its physical and/or psychic limitations. Presently, studies about the emotional maturity focuses on a wide variety of fields of study, such as the school or academic, health or labour [8]. Emotional maturity influences cognitive skills and self-regulation. People with an elevated emotional maturity tend to adapt themselves by using strategies, depending on the context in which they are, in order to achieve their goals and solve problems [6]. On the contrary and very related to emotional maturity, resilience is the tendency to see unexpected changes as opportunities instead of observing them as an adversity, maintaining commitment and control. This successful adaptation also suggests a "transformation" of the person after the crisis, manifested, such a set of qualities. The ability to be resilient is resist conflicts, on the one hand, and generate a behaviour or attitude positive to them, on the other hand [15]. Emotional maturity is connected directly with the resiliency, so emotionally intelligent in circumstances of stress behaviour is adaptive, so it is considered that emotional maturity is a precedent of resilience. Resilient people are optimistic and energetic approaches to life and are characterized by a high positive emotionality. In relation to people experiencing loss of physical abilities often faced with the challenge of having to adapt to a new way of life [11]. These concepts, emotional maturity and resilience, are related with the degree of acceptance and the level of self-esteem of each person [14]. For Carpenito [5], self-esteem is "self-evaluation what a person does on one". The most important aspects of self-esteem include all those promoting health behaviours, so it is essential maintenance and promotion to achieve adequate levels of well-being [16].
The longing for positive evaluation of self affects a person’s feelings, actions and aspirations throughout life. In the course of childhood and adolescence, school experience plays an important role in the development of self-perceptions and can have powerful and long lasting effects on child self-esteem. Because the study of self-confidence is, in essence the study of individual differences it follows that it can be undertaken mostly readily in situations where such differences are maximized. One way of doing this is by considering the impact of disability upon the person’s self-confidence. By studying children who have different kinds and levels of disability and by comparing their self-confidence with those who do not have such an impairment, the impact of individual differences upon such notions of self can be more effectively analysed.
Thus, physical disability in itself may not be as bad physical experience as the social one, especially in those cases where the handicap is visible. It is only in recent times that the disability has been termed as a challenge impediment for an individual. The bias against disability is revealed in the terminologies locally used for referring to these individuals, which are often offensive and limiting. Such individuals grow up with a very negative self-confidence resulting in low motivation and aspiration. They grow up they ‘cannot do’ where as when the disability is offered as a challenge towards their outlook towards life changes. In other words, successes and other pleasurable events in life lead to the enhancement of self-confidence while failure, frustration and other denigrating experiences tend to lower the concept of one self.
REVIEW OF LITERATURE Ahmad, et al. ( 2012) studied the self-confidence, level of aspiration and academic achievement of normal and physically challenged secondary school students of district Baramulla (J and k).The sample for the study taken was 300 including 150 normal and 150 physically challenged secondary school students by using random and
Narimani,et al. ( 2010) conducted a research in order to compare self-esteem and self-concept of handicapped and normal Students. Statistical society of this research contained all the handicapped boy and girl students as well as the normal society included all the sighted students aged 10-20, who were studying at Ardabil province high–schools in 85-86 school– years. 20 handicapped students (10 handicapped girls and 10 handicapped boys) were selected randomly as a study group and 20 sighted students (10 girl handicapped and 10 boy handicapped) as a comparison group. They were tested on individual basis by two subtests of Coppersmith, self- esteem and self-concept, beak & stiller scale at their schools. The results of multivariate variance (MANOVA) presented that there was different mean score between handicapped and normal Students. At all the results proved that the function of the sighted group individuals in self-esteem subtests was better than the handicapped. But the function of the handicapped individuals in self-concept subtests was better than the handicapped.
Soyupek ( 2010) enrolled a total of 40 children with cerebral palsy and 46 age-matched peers to find out the quality of life and self-concept of the children with cerebral palsy. Self-concept was determined using Piers–Harris Self-concept (PH) Scale. Quality of life was measured by Pediatric Quality of Life Inventory 4.0 (PedsQL). The physical and psychosocial health subscale scores of PedsQL (P-PedsQL and PS-PedsQL) were noted.Significant differences in mean scores favouring the control group were recorded for PH scale, PedsQL scale (p < 0.001). P-PedsQL and PS-PedsQL of the CP group were found to be lower than the control group (p < 0.001). PS-PedsQL report was significant predictor of self-concept while the presence of incontinence and GMFCS level were significant predictors of PedsQL and PPedsQL, respectively.
Coleman, et al.( 2015) examined how gender and disability stereotypes interact to influence social judgments. They predicted that people would judge a woman with physical disability more negatively than a woman with intellectual disability, but that there would be a less marked difference for judgments of men with physical and intellectual disability. 173participants observed short descriptions of a male or female character who was physically or intellectually disabled. They assessed the character’s warmth and competence and reported how much social distance they wanted from the character. Contrary to author’s expectations, participants reported significantly less desire for social distance from physically disabled women than intellectually disabled women. As predicted, evaluations of men were not affected by the type of disability the target character possessed.
Halder and Datta ( 2012) explored the self-concept of adolescents who were sighted and blind with respect to gender in India. The sample consisted of 160 participants aged 15 to 18 years: out of whom 100 were sighted and 60 were blind. The results of the t-tests illustrated that sighted male adolescents scored higher in the overall self-concept scores as compared to sighted female adolescents. Though, such significant differences in the self-concept scores were not found between the male and female adolescents who were blind. The sighted adolescents scored higher than the blind adolescents in three of the total six dimensions of self-concept, thus also scoring higher on the overall self-concept score.
Salmon ( 2013) constructed a qualitative study nuanced understanding about how disabled teens navigate stigma to create lasting friendships. Seven boys and seven girls between the ages 15 to 20 years who experienced disability took part in research interviews and participant observation sessions. Nine adults were also interrogated. A critical approach to data analysis was complimented by coding in Atlas.ti. Disabled teens in this study experienced a greater sense of belonging when with peers who shared the disability experience, thus self‐exclusion proved to be a viable strategy for creating sustainable friendships in the context of oppression.
Were, et al. ( 2010) determined if there were gender differences in self-concept and academic achievement among visually impaired pupils in Kenya. A sample of 262 respondents was (152 males and 110 females) was taken. Pupils’ self-concept and academic achievement test were studied. Data analysis was performed at p≤0.05 level of significance. The t test was applied to test the relationship between self-concept and achievement. The data was analyzed using Analysis of Variance (ANOVA). The study revealed that there were indeed gender differences in self-concept among visually impaired pupils in Kenya. The study therefore mention that the lower self-concept observed among boys should be enhanced by giving counselling and early intervention to this group of pupils with a view to helping them accept their disability.
Scarpa ( 2011) investigated the correlation between participating in physical activity on a regular basis and civic activities for people with disabilities. Data were collected by telephone interviews with 1,321 people, who reported having some impairment related to legs, arms, hands, vision, behaviour or intellect. The data material is representative of all persons in Denmark aged 16 - 64 years according to age, gender, income, employment and education, and analyses were conducted using STATA 11.2. The study assessed a significant correlation between a participation in physical activities and employment, educational status, volunteerism, leisure time schooling and membership in a disability organization. Amongst the participants in physical activities, women were in the majority, and a correspondence analysis revealed complex relations between participation in physical activities and civic activities, which might be elaborated on through further research.
Seničar, et al. ( 2012) investigated the self-concept, self-esteem and social support among adolescents with special needs, concentrating on the differences between adolescents who are attending regular schools and those who receive their education in special institutions. Participants filled in three questionnaires. The results revealed that the educational institution and type of disability affect students’ self-concept, self-esteem and social support, while parents’ disability only has a minor influence on these characteristics. Positive correlations between types of self-concept and social support were also observed. The results therefore display inclusion’s positive effect on students’ personal and social functioning: students attending inclusive education develop self-concepts and receive more social support than students attending special schools.
Adams ( 2012) conducted a study to investigate differences between attributional style and student adaptation to college for students with and without disabilities. In terms of attributional style, the students with disabilities showed a more internal, stable, and global attributional style for both positive events and negative events. In terms of student adaptation to college, the group of students without disabilities scored higher for all round student adaptation to college, social adjustment, institutional attachment, and semester GPA. Additionally, they explored the ability of six variables to predict student adaptation to college for students with disabilities. Two variables contributed significantly to the estimation: self-advocacy skill and visibility of disability.
Montieand Abery ( 2011) stated that children and youth with disabilities are at higher risk for experiencing lower levels of social-emotional well-being than their peers without disabilities. They are more likely to be tormented and harassed, have a smaller number of friends, and engage in fewer extracurricular activities than their peers. Children with disabilities are at "higher risk" socially and emotionally. Many children and youth with disabilities experience very positive outcomes in this area. Families and the larger community, though, need to be proactive in attending to the social-emotional needs and experiences of this group and in considering ways to expand support on their behalf.
Alqaryouti and Amin ( 2010) investigated the problems related to inclusion with special needs for Omani students in higher education. The subjects consisted of 28 students, 16 males and 12 females. 11 students were visually handicapped and 17 students were physically handicapped. A questionnaire consisting of 59 items was used. Results showed that there were statistically significant differences in the barriers to inclusion due to the type of disability and scored by the visually handicapped. On the contrary, there were no statistically significant differences in the obstacles of the inclusion due to the gender or the degree of the disability, but there was a statistically significant difference for the interaction of the two variables, the degree of disability and the gender.
3.OBJECTIVES OF THE STUDY
1:To study the level of emotional maturity of physically challenged boys and girls.
2:To study the level of self-confidence of physically challenged boys and girls.
3:To study the relationship between emotional maturity and self-confidence in physically challenged students.
4. HYPOTHESIS OF THE STUDY
Gender differences would not be found in emotional maturity of physically challenged boys and girls.
Gender differences would not be found in self-confidence of physically challenged boys and girls.
There would be no relationship between emotional maturity and self-confidence of physically challenged students.
5. METHODOLOGY
Sample:
The sample of study consisted of 42 physically disabled students(20 boys and 22 girls, age range=18-20 years) studying in Dr. Ambedkar Institute of Technology for Handicapped, Kanpur.
Tools:
Emotional Maturity Scale: This scale was developed by Singh & Bhargava, (2005).This scale has 48 questions related to the following five categories: Emotional Stability, Emotional Progression, Social Adjustment, Personality Integration, Independence. The test-retest reliability of whole test was found to be 0.75 and validity 0.64.
Self-Confidence Inventory: This scale was developed by Agnihotri (2013). The scale consists of 56 items, with two response categories i.e. 'right' and 'wrong'. The test- retest reliability of the scale was found to be 0.78 and split-half reliability was 0.91 . The validity of the inventory was found to be 0.82 . The higher the score , the lower would be the level of self-confidence and vice-versa.
Statistical analysis: Statistical analysis was done by using mean, standard deviation, ‘t’-test and Pearson’s product moment correlation.
6. RESULT AND DISCUSSION
The obtained data were analysed in terms of mean, SD and were presented in the tables as follows:
Table-1: Mean, SD and ‘t’-value of emotional maturity
An observation of Table – 1 reveals that the there was a significant difference in the scores for emotional maturity of male students (M=112.15, SD=31.56) and female students (M=82.36, SD=19.37).The scores for emotional maturity of total students were 't' (40) =3.64, p=.001.
Table-2: Mean, SD and ‘t’-value of self-confidence
An observation of Table 2 reveals that there was an insignificant difference in the scores for self-confidence of male students (M=24.20, SD=8.26) and female students (M=21.77, SD=8.42).The scores for self-confidence of total students were 't' =0.94, p=0.352.
Table-3: Correlation of emotional maturity and self confidence
Table-3 reveals Pearson’s correlation test results which are as follows:
Correlation of emotional maturity and self -confidence (r=0.329), based on n=42 observations with pairwise non-missing values.
Emotional maturity and self-confidence have a statistically significant linear relationship: p=0.03 (p <0.05).
The direction of the relationship is positive (i.e., emotional maturity and self-confidence are positively correlated), meaning that these variables tend to increase together (i.e., greater emotional maturity is associated with greater self-confidence).
7. CONCLUSION
This study was conducted to understand the impact of emotional maturity on self -confidence of physically challenged students. Unequal number of male and female physically challenged students was enrolled in the study. From this study it was concluded that physically challenged students possessing higher emotional maturity tend to have greater self-confidence.
REFERENCES