International Journal for Basic Sciences and Social Sciences (IJBSS) ISSN: 2319-2968 Available Online at www.rfbss.org Vol.

1, Issue 2, August-2012 Page: 46-49

A Comparative Study of Self-Concept of Hostellers and Non-Hostellers

Lawanu Bordoloi 1 Lecturer, Nagaon Sikshan Mahavidyalay (CTE), Assam, India Moonmoon Bordoloi 2 Assistant Professor, Morongi College, Golaghat, Assam, India E-mail: bordoloi.moonmoon@gmail.com

Abstract: Self-concept and education are interrelated as far as personality development is concerned. School education is the core of the wider term Educational growth and no one can deny that success in school education builds self esteem and self confidence which leads to better adjustment with self and with the group. This article is a noble endeavor to identify the differences in hostellers and non-hosteller on various dimensions of self concept i.e. behaviour, intellectual and school status, physical appearance and attributes, anxiety, popularity and happiness and satisfaction. Keywords: Self-concept, educational growth. Introduction The feelings one develops about oneself are formed quite early in life and are modified by subsequent experiences. The fact that the significant people who come and go in a childs life leaving an edible mark on how he views himself/herself, are many and varied leads us to believe that the basic factor in the development of self-image is flexibility. This is perhaps the most important point for the educational practitioner to keep in mind that the childs self concept is not unalterably fixed, but is modified by every life experience, both in and out the classroom, at least through the maturing years. His/ her present concept of self, and his/ her relationship to the other children and to the teacher, is profoundly affected by such factors as his social-class membership, family structure, parental behaviour, ethnic background, religion and the language spoken in the home. If this self-concept could be seen at this particular time, she/he has also experienced the variability of human nature. That is, she/he knows she/he knows she/he may succeed at many of his/her endeavours, but she/he should also except that she/he might fail to attain some of his/ her image of himself is not fixed and rigid. So it is very interesting to find that how the factors outside the classroom affect the childs self concept. Objectives of The Study To identify the differences in hostellers and non-hosteller on various dimensions of self concept i.e. 1) Behaviour, 2) Intellectual and school status, 3) Physical appearance and attributes, 4) Anxiety, 5) Popularity and 6) Happiness and satisfaction. Need and Importance of The Study Self-concept and education are interrelated as far as personality development is concerned. School education is the core of the wider term Educational growth and no one can deny that success in school education, builds self esteem and self confidence which leads to better adjustment with the self and with the group. A significant conclusion which may be drawn from the research studies in the field of self-concept is that the nature of relationships between self-concept and variables like intelligence, creativity, personality factors, adjustment, different learning theories and modes of thinking etc. remains to be firmly established. The results oscillate from one study to another. So in the opinion of many scholars and educationists, there is a need to re-think on the topics related to self. Moreover the findings of the present study will be helpful in building the theoretical understanding of self-concept. Also, this study will be helpful to the hostlers and non hostellers for developing more rational attitude towards their own self-concept and setting of goals for themselves in relation to their intelligence,

Lawanu Bordoloi & Moonmoon Bordoloi, A Comparative Study of Self-Concept of Hostellers and Non-Hostellers

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International Journal for Basic Sciences and Social Sciences (IJBSS) ISSN: 2319-2968 Available Online at www.rfbss.org Vol.1, Issue 2, August-2012 Page: 46-49
creativity, personality and adjustment. Lastly/ the results of the present study can be used for prediction of the self-concept of students in general and hostlers and non-hostlers in particular. Further, teachers, counselors, parents, curriculum planners and society at large would all be benefited by actively implementing the research findings of the present study into practice as during the school years planning of an appropriate teaching programme and co-curricular activities would be beneficial for the child in building an appropriate concept of self. Chand and Nautiyal (1994) found that there was no significant different in the self-concept of students living in destitute and parent homes. Hypotheses (1) (2) (3) (4) (5) The hostellers have good behavior with other than non hostellers. The hostellers have high intelligence and good school status than non hostellers. The hostellers have healthy appearance and favourable attitude than non hostellers. The hostellers have little anxiety than the non hostellers. Hostellers are more popular than the non hostellers. Hostellers develop quality of leadership in various fields than non hostellers. Method Sample The present study was conducted over a sample of 450 students (200 hostellers and 250 non-hostellers) drawn randomly from twelve Govt. and private schools of seven districts of Assam. These seven districts were also selected randomly out of all the twenty seven district of the state. Tool As a measure of self-concept, the Assamese version of childrens self-concept scale was used in the present study. This scale was preferred because this has been widely used in India (e.g Sharma, 1985) on a sample consisting of both boys and girls between 12 and 18 years of age. Statistical Techniques Used t - ratios were calculated to identify the differences in hostellers and non-hostellers on various dimensions of self-concept. Results Sl.no 1. Variable Behaviour Group Hostellers NonHostellers Hostellers NonHostellers Hostellers NonHostellers Hostellers NonN 200 250 200 250 200 250 200 250 Mean 13.86 12.42 13.77 12.40 7.09 6.69 8.50 8.16 S.D. 4.03 448 4.26 2.64 448 3.42 1.73 448 1.49 1.84 448 1.52 2.39* .05 2.66** 5.70** .01 2.08* .05 D.F. Values t Levels of Significance

2.

Intellectual and School Status

3.

Physical appearance and attributes Anxiety

4.

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International Journal for Basic Sciences and Social Sciences (IJBSS) ISSN: 2319-2968 Available Online at www.rfbss.org Vol.1, Issue 2, August-2012 Page: 46-49
5. Popularity Hostellers Hostellers NonHostellers Hostellers NonHostellers Hostellers NonHostellers * Significant at .05 level Discussion The mean score of hostellers is higher that that of the Non-hostellers in the case of behaviour and different is significant at .01 level. These results implied that the behaviour-wise, hostellers were better than the non-hostellers. Hostellers keep their goods carefully, live with other students peacefully and study themselves and have to behave properly. So, their behaviour gets modified in the hostel as compared to the students residing in their homes. In case of intelligence and school status the value of mean score of hostellers was greater than that of the non-hostellers. There is again a significant different between the two groups. This may be due to a lot of spare time for studies, more exposure to co-curricular activities and more opportunities to develop leadership qualities for the hostellers as compared to the non-hostellers. A significant difference between the hostellers and non-hostellers was found on the third dimension of self-concept i.e. physical appearance and attributes. The better physical appearance and attributes of the hostellers may be attributed to the sports facilities available in the hostellers. It may also be due to the fact that the hostellers are more conscious about their physical appearance as they see a variety of students having different hair styles, wearing different types of dresses. The hostellers were found to possess a little more anxiety as compared to the non- hostellers. Again the difference was significant. It may be due to the fact that the hostellers have to be answerable to their parents regarding their achievement, monthly expenditure and visits to home. Statistically, a significant difference was found to exist between hostellers and non- hostellers on the dimension of popularity. So hostellers are more popular as compared to non- hostellers. As discussed earlier hostellers develop the quality of leadership in various fields. While living away from home they think and act freely which develops sociability in them. They also get opportunities for the development of their inborn talents. All these factors help the hostellers to become more popular as compared to the non- hostellers. Non- hostellers are more happy and satisfied. There is a significant difference between the mean scores and the mean is greater in case of the non- hostellers as compared to the hostellers. This may be attributed to the fact that non- hostellers are helped by their parents to solve their psychological, physical, health related and school problems. Non- hostellers also attend various marriage parties and other functions frequently as compared to the hostellers. The total self-concept of hostellers is found to be higher than that of the non-hostellers as there is a significant difference between the two groups and the mean value is higher in case of the hostellers. So the hypothesis that there is a significant difference between the hostellers and non- hostellers on various dimensions of self-concept was accepted. Conclusion From this study we may say that self is an outcome of long process of development. Investigations in child psychology and social psychology shown that the self grows and develops in relation to other person , groups objects, institution and values. Therefore the hostellers always form a good and positive self concept as they have not to be faced with any problems regarding their physique, intelligence, behavior, social acceptance emotional field etc. REFERENCES Ahluwalia, S.P. (1986) , A Manual of Childrens Self-Concept Scale. Dr. H.S. G. University, Sagar. 200 250 200 250 200 250 8.81 8.40 5.85 6.12 57.88 54.19 1.63 448 1.32 1.21 448 1.56 11.92 448 9.97 11.18* .01 2.07* .05 2.88** .01

6.

Happiness and Satisfaction

7.

Self-Concept

** Significant at .01 level

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International Journal for Basic Sciences and Social Sciences (IJBSS) ISSN: 2319-2968 Available Online at www.rfbss.org Vol.1, Issue 2, August-2012 Page: 46-49
Allpoort, G.W. (1961) , Personality : A Psychological Interpretation. Holt, Rinehart & Winston, New York. Best, J.W. (1959) , Research in Education. Prentice Hall, Englewood Cliffs. Bloom, K.L. (1967) , Age and self-concept. American Journal of Psychiatric. Chand, R. & Nautiyal, S. (1994) , Self-concept of students living in the destitute Homes. The Progress of Education 68,7. Garret, H.E. (1981) , Statistics in Psychology and Education. Vakil, Feffer & Simons, Bombay Harris, C.W. (Ed. 1960) , Encyclopedia of Educational Research. Macmilan, New York Sharma, R.R. (1985) , Enhancing Academic Achievement Role of some Personality Factors. Concept, New Delhi.

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