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TITLE
DEDICATION
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF FIGURES
I INTRODUCTION
II REVIEW OF LITERATURE
2.1 INTRODUCTION
Part I CONCEPTUAL ANALYSIS
2.2. ADOLESCENCE: - A DYNAMIC REALITY
2.2.1 THEORIES ON ADOLESCENCE
2.2.2 CREATIVITY DURING ADOLESCENCE
2.3 CREATIVITY
2.3.1 DEFlNlTTONS
2.3.2 THEORIES ON CREATIVITY
2.3.2.a) PSYCHOANALYTIC THEORIES
2.3.7.b) PSYCHOMETRIC APPROACHES
2.3.2.c) COGNITIVE THEORIES
2.3.2 d) THEORIES BASED ON SELF- REALIZATION
2.3.2 e) THEORY OF CREATIVE TRANSACFUALISATION
2.3.2.f) THEORY BASED ON SR ASSOCIATIONS.
2.3.3. DESCRIPTION OF THE CREATIVE PERSON
2.3.4.STAGES IN CREATIVITY
2.3.5. TYPES OF CREATIVITY.
2.3.6. CREATIVITY AND ITS FUNCTIONING.
2.4. SELF-CONCEPT
2.4.1. ELEMENTS OF SELF-CONCEPT
2.4.l.a) SELF-PERCEPTION
2.4.1.b) SELF -IMAGE
2.4.1.c) SELF- ESTEEM.
2.4.2 THEORETICAL VIEWS
2.4.2 a) LOOKING-GlASS SELF CONCEPT THEORY
2.4.2 b) FUNCTIONALTHEORY OFSELFCONCEPr
2.4.2 e) PHENOMENOLOGICAL THEORIES
2.4.3. ADOLESCENCE AND IDENTITY STATUSES
2.4.4. SELF-EFFlCACY
2.4.5. ADOLESCENCE AND ACHIEVEMENTS
2.5. ACHIEVEMENT MOTIVATION
2.5.1. DEFINITIONS
2.5.2 THEORIES OF ACHIEVEMENT MOTIVATION
2.5.3.a) CONTENT THEORlES
2.5.3.b) PROCESS THEORIES
2.5.2.c) RElNFORCEMENT THEORlES
2.5.2 d) DRIVE THEORlES
2.5.2 e) PRIMARY AND SECONDARY DRIVES
2.5.2. f) AROUSAL THEORY
2.5.2.g) DRIVE REDUCTION THEORY
2.5.2 h) INCENTIVE THEORY
2.5.2 i) COGNITIVE THEORY
2.5.2 j) HUMANISIlC THEORY
2.5.3. ORDERING MOTIVATIONAL NEEDS
Part Il SPECIFIC STUDIES CONDUCTED.
2.7.Conclusion
III METHODOLOGY
3.1. Context and Signiticance of the Study
3.2. Statement of the Problem
3.3. Objectives of the Study
3.4. Definitions of the Terms
3.5. Hypotheses of the Study
3.6. Strategy and Methodology of the Study
3.7. Universe and Population
3.8. Sampling
a) Sample Size.
b) Sampling Technique.
1. TABLE NO: 3.1 Table showing the sample distribution selected from C.B.S.E. Higher Secondary Schools
2. TABLE NO: 3.2 Table showing the sample distribution selected from State Syllabus Higher Secondary Schools.
3.9. Sources of Data
3.10. Pilot Study
3.11. Tools of Data Collection
A) Descriptive test of creativity
B) Self- Concept Questionnaire (SCQ)
C) Deomohan Achievement Motivation (n-Ach) Scle
3.12. Pre-Test
3.13. Data Collection
3.14. Data Analysis
3.15. Statistical Techniques
3.16. Data Interpretation
3.17. Scope of the Study
3.18. Limitations of the Study
3.19. Format of the Report
IV DATA ANALYSIS AND INTERPRETATION
INTRODUCTION
Part I DATA ANALYSIS
3. TABLE NO. 4.1 Cross Table showing the distribution of Low, Average and High groups of Creativity, Self-Concept and Ach- Motivation of the CBSE and State Syllabus Adolescents.
Fig.4.1 Showing the distribution of low, average and hig groups of creativity, self concept and ach-motivation of the CBSE and State Syllabus Adolescents
4. TABLE NO.4.2 Cross Table showing the distribution of Low, Average and High groups of Creativity, Self-Concept and Ach- Motivation of the Male and Female Adolescents
Fig.4.2 Showing the distribution of low, average and big groups of creativity, self concept and ach-motivation of the Male and Female Adolescents
5. TABLE NO.4.3 Cross Table showing the distribution of Low, Average and High groups of Creativity, Self-Concept and Ach- Motivation of the Adolescents (Total Sample)
6. TABLE NO.4.4 Table Showing the Group Statistical Results, Mean, Std. Deviation and Std. Error Mean of Creativity of Various Groups.
7. TABLE NO 4.5 Table Showing the Group Statistical Results, Mean, Std. Deviation and Std. Error Mean of Self-Concept of Various Groups.
8. TABLE NO.4.6 Table Showing the Descriptive Statistical Results, Mean, Std. Deviation and Std. Error Mean of Achievement Motivation of Various Groups.
9. TABLE NO. 4.7 Table Showing Mean and Std. Deviation of Self-Concept and Ach Motivation of the low, average and high Creative adolescents (CBSE and State Syllabus)
10. TABLE NO.4.8 Table Showing Mean and Std. deviation of Self-Concept and Ach Motivation of the low, average and high Creative adolescents (Male and Female Adolescents.)
11. TABLE NO. 4.9 Table Showing Mean and Std. Deviation of Self-Concept and Ach Motivation of the low, average and high Creative adolescents (Total Sample)
12. TABLE NO.4.10 Table Showing Mean and Std. Deviation of Ach-Motivation of CBSE and State Syllabus adolescent shaving low, average and high Self Concept.
13. TABLE NO.4.11 Table Showing Mean and Std. Deviation of Ach-Motivation of Male and Female Adolescents having low, average and high Self-Concept.
14. TABLE NO.4.12 Table Showing Mean and Std. Deviation of Ach-Motivation of adolescents (Total Sample) having low, average and high Self-Concept.
15. TABLE NO.4.13 Details of Relationship between the Creativity and Achievement motivation of Adolescents.
16. TABLE N0.4.14 Details of Relationship between the Creativity and Self-Concept of Adolescents.
17. TABLE NO. 4.15 Details of Relationship between the Self-Concept and Achievement Motivation of Adolescents.
18. TABLENO.4.16 Regression analysis, showing the Variance between Self- Concept and Achievement motivation of the CBSE Syllabus Adolescents.
19. TABLE NO. 4.17 Regression analysis, showing the Variance between Self- Concept and Achievement Motivation of the State Syllabus Adolescents.
20. TABLE NO. 4.18 Regression analysis, showing the Variance between Self -Concept and Achievement Motivation of the Male Adolescents.
21. TABLE NO.4.19 Regression analysis, showing the Variance between self concept and achievement motivation of the Female Adolescents.
22. TABLE NO. 4.20 Regression analysis, showing the Variance between Self- Concept and Achievement Motivation of the Total Adolescents
23. TABLE NO.4.21 Details of Equality of Means between the Creativity of CBSE and State Syllabus adolescents
24. TABLE NO. 4.22 Details of Equality of Means between the Creativity of male and female adolescents
25. TABLE NO.4.23 Details of Equality of Means between the Self-Concept of CBSE and State Syllabus adolescents
26. TABLE NO.4.24 Details of Equality of Means between the Self-Concept of male and female adolescents
27. TABLE NO.4.25 Details of Equality of Means between the Achievement Motivation of CBSE and State Syllabus
28. TABLE NO.4.26 Details of Equality of Means between the Achievement Motivation of male and female adolescents Students.
29. TABLE NO.4.27 Table showing the Variance between Self-Concept of Low Average and high Creative Adolescents (CBSE Syllabus)
30 TABLE NO.4.28 Table showing Multiple Comparisons between self-concept of Low Average and high Creative Adolescents (CBSE Syllabus)
31. TABLE N0.4-29 Table showing the Variance between Self-Concept of Low Average and high Creative Adolescents (State Syllabus)
32. TABLE N0.4.30 Table showing Multiple Comparisons between self-concept of Low Average and high Creative Adolescents (State Syllabus)
33. TABLE NO. 4.31 Table showing the Variance between Self-Concept of Low Average and high Creative Adolescents (Male Group)
34. TABLE NO.4.32 Table showing Multiple Comparisons between self-concept of Low Average and high Creative Adolescents (Male Group)
35. TABLE NO.4.33 Table showing the Variance between Self-Concept of Low Average and high Creative Adolescents (Female Group)
36. TABLE NO.4.34 Table showing Multiple Comparisons between self-concept of Low Average and high Creative Adolescents (Female Group)
37. TABLE NO.4.35 Table showing the Variance between self-concept of Low Average and high Creative Adolescents (Total Sample),
38. TABLE N0.4.36 Table showing Multiple Comparisons between self-concept of Low Average and high Creative Adolescents (Total Sample)
39. TABLE N0.4.37 Table showing the Variance between Achievement Motivation of Low Average and high Creative Adolescents (CBSE Syllabus)
40. TABLE NO.4.38 Table showing Multiple Comparisons between Achievement Motivation of Low Average and high Creative Adolescents (CBSE Syllabus)
41. TABLE NO.4.39 Table showing the Variance between Achievement Motivation of Low Average and high Creative Adolescents (State Syllabus)
42. TABLE NO. 4.40 Table showing Multiple Comparisons between Achievement Motivation of Low Average and high Creative Adolescents (State Syllabus)
43. TABLE NO.4.41 Table showing the Variance between Achievement Motivation of Low Average and high Creative Adolescents (Male Group)
44. TABLE NO. 4.42 Table showing Multiple Comparisons between Achievement Motivation of Low Average and high Creative Adolescents (Male Group)
45. TABLE N0.4. 43 Table showing the Variance between Achievement Motivation of Low Average and high Creative Adolescents (Female Group)
46 TABLE N0.4.44 Table showing Multiple Comparisons between Achievement Motivation of Low Average and high Creative Adolescents (Female Group)
47. TABLE NO. 4.45 Table showing the Variance between Achievement Motivation of Low Average and high Creative Adolescents (Total Sample)
48. TABLE NO.4.46 Table showing Multiple Comparisons between Achievement Motivation of Low Average and high Creative Adolescents (Total Sample)
49. TABLE NO.4.47 Table showing the Variance between Achievement Motivation of Adolescents with Low Average and high Self Concept (CBSE Syllabus)
50. TABLE NO.4.48 Table showing Multiple Comparisons between Achievement Motivation of Adolescents with Low Average and high Self-Concept (CBSE Syllabus)
51. TABLE NO.4.49 Table showing the Variance between Achievement Motivation of Adolescents with Low Average and high Self-Concept (State Syllabus)
52. TABLE NO.4.50 Table showing Multiple Comparisons between Achievement Motivation of Adolescents with Low Average and high Self-Concept (State Syllabus)
53. TABLE NO.4.51 Table showing the Variance between Achievement Motivation of Adolescents with Low Average and high Self-Concept (Male Group)
54. TABLE NO. 4.52 Table showing Multiple Comparisons between Achievement Motivation of Adolescents with Low Average and high Self-Concept (Male Group)
55. TABLE NO.4.53 Table showing the Variance between Achievement Motivation of Adolescents with Low Average and high Self-Concept (Female Group)
56. TABLE NO. 4.54 Table showing Multiple Comparisons between Achievement Motivation of Adolescents with Low Average and high Self-Concept (Female Group)
57. TABLE NO.4.55 Table showing the Variance between Achievement Motivation of Adolescents with Low Average and high Self-Concept (Total Sample)
58. TABLE NO.4.56 Table showing Multiple Comparisons between Achievement Motivation of Adolescents with Low Average and high Self-Concept (Total Sample)
Part II DATA INTERPRETATION
1) To asses the creativity, self-concept and achievement motivationof adolescents.
2) To explain the relationships between creativity, self-concept andachievement motivation of adolescents
3) To compare the creativity, self-concept and achievementmotivation of male and female adolescents studying in CBSE and statesyllabus schools.
4) To assess and compare the self-concept and achievement motivation oflow, average and high creative adolescents.
5) To asses and compare the achievement motivation of adolescents withlow, average and high self-concept.
Part III TENACITY OF HYPOTHESES
V FINDINGS, CONCLUSIONS AND SUGGESTIONS
5.1 Findings
i. Level of creativity, self-concept and achievement motivationamong thesub-samples and the total sample.
ii. Correlation between creativity and self-concept
iii. Correlation between creativity and achievement motivation
iv. Correlation between the self-concept and achievementmotivation
v. Comparison between the male female and CBSE state syllabusadolescents on creativity, self-concept and achievement motivation
vi. Comparison on the self-concept of the low, average and highcreativeadolescents
vii. Comparison on the achievement motivation of the low, averageand high creative adolescents
viii. Comparison on the achievement motivation of the low, averageand high self-concept adolescents
5.2 CONCLUSIONS
5.3 SUGGESTIONS
5.3.a) Academic Suggestions
5.3. b) Practical Suggestions
BIBLIOGRAPHY
BOOKS
ARTICLES
REPORTS and OTHER DOCUMENTS.
APPENDICES
APPENDIX 1 DESCRIPTIVE TEST OF CREATIVITY
APPENDIX 2 DEO-MOHAN ACHIEVEMENT MOTIVATION (n-ACH) SCALE
APPENDIX 3 SELF CONCEPT QUESTIONAIRE