Kunnel John, Roshin. Personality factors and caste affiliation in the education of Indian adolescents. 2020, Doctoral Thesis, University of Basel, Faculty of Psychology.
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Official URL: http://edoc.unibas.ch/diss/DissB_13537
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Abstract
Abstract
Facilitating human development through education is deemed as a major task of modern welfare states. In view of this, it is important to assess and evaluate predictors of academic performance with the aim of planning a suitable educational system, supporting and fostering known predictors. This is especially relevant for India’s unique context of the caste system, and regional-linguistic differences.
The emphasis of this dissertation is two-fold. As personality is a known predictor of academic performances, we first set out to assess the psychometric relevance and applicability of the five-factor model of personality which is acclaimed as universally applicable. To achieve this, two independent studies were conducted with the aim of psychometric evaluation of two widely used measures (BFI-10 and NEO-FFI-3) and both studies examined two socio-culturally distinct linguistic groups of Indian adolescent school students (N=1117). Secondly, we set out to examine adolescent education in the context of India’s complex fabric of social stratification, especially the governmental ranking of class, viz., scheduled castes/tribes (SC-ST), other backward classes (OBC) and general class (GC). This was done through two studies: 1) a detailed review study on the role of social stratification on the education of Indian adolescents; and 2) a study on the impact of the three governmental classes on the academic performance of Indian adolescents (N=858) from the same school environment, while controlling for family income, age, and gender, as well as self-esteem and life satisfaction.
The twin studies of psychometric evaluation provided very limited support for a five-factor solution for the two measures, pointing to the potential influence of socio-cultural factors on the personality consolidation of Indian adolescents. The review study found that social stratification, as well as caste-based reservation, is a severe impediment for education in India. The third study found a positive relationship between the governmental class and academic performance of adolescent students, wherein a higher level of class predicted better academic performance when controlled for family income, self-esteem, and life satisfaction.
These findings point to the urgent need for further research on the predictors of education of Indian adolescents as well as a strategic action to eliminate the impact of caste affiliation on their education.
Facilitating human development through education is deemed as a major task of modern welfare states. In view of this, it is important to assess and evaluate predictors of academic performance with the aim of planning a suitable educational system, supporting and fostering known predictors. This is especially relevant for India’s unique context of the caste system, and regional-linguistic differences.
The emphasis of this dissertation is two-fold. As personality is a known predictor of academic performances, we first set out to assess the psychometric relevance and applicability of the five-factor model of personality which is acclaimed as universally applicable. To achieve this, two independent studies were conducted with the aim of psychometric evaluation of two widely used measures (BFI-10 and NEO-FFI-3) and both studies examined two socio-culturally distinct linguistic groups of Indian adolescent school students (N=1117). Secondly, we set out to examine adolescent education in the context of India’s complex fabric of social stratification, especially the governmental ranking of class, viz., scheduled castes/tribes (SC-ST), other backward classes (OBC) and general class (GC). This was done through two studies: 1) a detailed review study on the role of social stratification on the education of Indian adolescents; and 2) a study on the impact of the three governmental classes on the academic performance of Indian adolescents (N=858) from the same school environment, while controlling for family income, age, and gender, as well as self-esteem and life satisfaction.
The twin studies of psychometric evaluation provided very limited support for a five-factor solution for the two measures, pointing to the potential influence of socio-cultural factors on the personality consolidation of Indian adolescents. The review study found that social stratification, as well as caste-based reservation, is a severe impediment for education in India. The third study found a positive relationship between the governmental class and academic performance of adolescent students, wherein a higher level of class predicted better academic performance when controlled for family income, self-esteem, and life satisfaction.
These findings point to the urgent need for further research on the predictors of education of Indian adolescents as well as a strategic action to eliminate the impact of caste affiliation on their education.
Advisors: | Nikitin, Jana and Gaab, Jens and Gloster, Andrew T. |
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Faculties and Departments: | 07 Faculty of Psychology > Departement Psychologie > Ehemalige Einheiten Psychologie > Entwicklungs- und Persönlichkeitspsychologie (Nikitin) |
UniBasel Contributors: | Kunnel John, Roshin and Nikitin, Jana and Gaab, Jens and Gloster, Andrew T. |
Item Type: | Thesis |
Thesis Subtype: | Doctoral Thesis |
Thesis no: | 13537 |
Thesis status: | Complete |
Number of Pages: | 1 Online-Ressource (V, 67 Blätter) |
Language: | English |
Identification Number: |
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edoc DOI: | |
Last Modified: | 11 Aug 2021 04:30 |
Deposited On: | 10 Jun 2020 13:04 |
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