S. Venkatesan

TL;DR: In this article, the relationship between Mathematics anxiety, Mathematics performance and Academic hardiness in high school students was found to be a significant predictor of academic hardiness and academic anxiety in students.

TL;DR: In this paper, a cross sectional survey of school dropout in rural settings was carried out using open-ended interview formats and demographic data sheet on a sample of 120 parents, teachers and drop-out children.

TL;DR: In this paper, the authors examined the relationship between Mathematics anxiety, Mathematics performances and overall academic performance in high school students and found that there is significant gender difference in Mathematics anxiety whereas there is no significant difference between boys and girls in Mathematics performances.

TL;DR: In this article, the authors proposed an integrated method that can be readily applied to measure and quantify SCC considering the significant dimensions of complexity as well as the interdependence and the inheritance of the SCC drivers that contribute to those dimensions.

Abstract: The present study was undertaken on a sample of 140 preschool children diagnosed as cases with one of the "developmental disabilities", including "autism spectrum disorders". A semi structured "Interview Schedule" and another "Daily Activity Log Schedule", specially designed for the purpose of this study, was used to elicit information on hour-wise engagements of each child from the caregivers/parents of these children. The reported engagements of each child was classified in terms of their time spent on "sleeping", "ablution", "watching television", "playing alone", "playing with peers", "feeding", "attending school" (if any), "home teaching" and "others". The results show, that the greatest part of a day's schedule is spent by this sample of children on "sleeping" (43.24 %), followed by time spent at "school" (for school going kids only) (14.41 %), on "feeding" activities (10.34 %) and "watching television" (9.61 %) respectively. The amount of time per day spent on needed-constructive activities like "home teaching" (4.32 %) or "playing with peers" (4.12 %) are meagre. A sub-sample analysis of children with autism spectrum disorders alone, reveals that, those who are not exposed to any school experience a double disadvantage. They spend thrice the time on sedentary or exclusion activities like "watching television" (21.23 %), or "playing alone" (14.62 %) than they would have done, if they had been at school. Additionally, they also lose out time in their typical day's schedule for "playing with peers" (1.74 %) and "home teaching" (0.32 %). These differences invite attention to the need for revamping the daily activities of children with developmental disabilities, especially autism spectrum disorders, in favor of group-oriented or inclusive-play activities with same aged peers in preschools, kindergartens, creche, playpens, Montessori schools, and so on.