The Role of Family Environment and Classroom Environment On the Development of Type a Behavior Pattern
05 Jul, 2002
14 May, 2003
30 Jun, 2003
The study is an attempt to understand the contribution of family environment, classroom environment, and the intelligence level of adolescents in the development of Type A Behavior Pattern (TABP). A sample of 200 adolescents (100 boys and 100 girls) was administered the Type A Behavior Scale (Wolf et al., 1982) Family Environment Scale (Moos & Moos, 1986). Classroom Environment Scale (Joshi & vas, 1997), and Standard Progressive Matrices (Raven, 1960). Results of step-wise Multiple Regression Analysis revealed that greater cohesion, expressiveness, control, organization, intellectual-cultural orientation of the family, moral-religious emphasis within the family are significant contributors towards lesser TABP. Greater conflicts within the family and early independence given to adolescents may increase TABP. Within the classroom environment excessive competition and innovativeness brings greater anxiety and henceforth greater TABP. Proper organization, encouragement, control, greater involvement of the teacher in the classroom activities reduces their vulnerability towards TABP. Intelligence has been found to be an insignificant contributor. Gender differences in variables contributing towards TABP have also been found.
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