INTRODUCTION

Education makes a man a complete human being; it is education which

is the basis of difference between human being and animals. But what is
education? Education is a process through which hidden potentialities of a
person come to surface. Education is a process through which a child comes to
know about its family, society, surrounding, and culture and above all about his
own self. It is a life long process. In its wider sense, education is not the
communication of information by the teacher or the acquisition of knowledge
by the child. It is the total development of personality. In this sense, education
consists of all those experiences which affect the individual from birth till
death. Thus education is that process by which an individual freely develops his
self according to his nature in free environment. In this way, education is life-
long process of growth and development. Such education is not confined to the
limit of time, place and individual.
The god creator of the universe is the supreme mind who possesses
the creative ability. He has created all of us and all that is revealed in nature.
We are elevated to be called his creation. According to Indian philosophy, we
are constituents of the supreme power as the rays of the sun are the
constituent‟s parts of their creator, the sun. Therefore every one of us ought to
possess creative abilities. These extra ordinary things made many innovations
and brought various changes in the field of arts which have obviously created
many new solutions for difficult problem by creativity and in the concerned
field. Original ideas have changed the course of human history. These
capabilities of an individual can be enhanced by the latest technology like
multimedia.

MEANING OF CREATIVITY
According to Indian philosophy, we are the constituents of the supreme
power as the ray of the sun is the constituent‟s part of his creator, the sun.
Therefore every one of us is a unique creation, but does not posses the same

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creative ability as his pears. Some of us are endowed with high creative
talents and contribute in the advancement in the field of art, literature, science,
business, teaching and other sphere of human activity, and are responsible for
propounding new ideas and bringing about social and cultural changes.

Good education, proper care and provision of opportunities for creative

expression inspire, stimulate and sharpen the creative mind, and it is in this
sphere, that parent, society and teachers makes a significant contribution.
They are required to help the children in nourishing and utilizing their
creative abilities to the utmost. The educational process therefore should be
aimed at developing creative abilities among children. This can be achieved
by acquainting the teachers and parents with the real meaning of the creative
process and the ways and means of developing and nurturing creativity.

EFFECT OF GENDER DIFFERENCE ON CREATIVITY

In another study examining gender differences in creativity, Boling and
Boling (1993) conducted an investigation with 40 students ages 10 through 13
in a private school using the Eisenman's Personal Opinion Survey. This
survey measures creative attitudes; polygons, differing in complexity,
simplicity; and an Unusual Uses measure. They found first-born males and
later born females demonstrated the greatest creativity.
Gender differences among low achievers on creativity were seen. It
was found that low achiever girls performed better on Seeing Problem Test,
meaning they are better in comprehending problems and are able to write
better about items, which have proximity with their physical environment, as
also they are more inquisitive. Low achiever males performed better on
Square Puzzle Test that measures the dimension of persistency. One of the
reasons for females to be better at writing ability and reading could be that
girls throughout school years attain higher scores on reading and writing.
Girls have an early advantage in language skills, which might be fostered by

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their faster rate of physical maturation. Vamadevappa (2005) studied positive
and significant relationship between parental involvement and academic
achievement. Vamadevappa, has also found the similar findings regarding
gender differences with academic achievements. There was a significant
difference in the achievement scores of boys and girls of high parental
involvement group as compared to low parental involvement group.
Similarly, Sood (2006) in a study on adolescents found that females exhibited
significantly higher academic motivation than male. Further, socio-culturally,
it is seen that children think of reading as a feminine activity, and therefore
boys do not go for it. Sananda and Sreethi (2000) studied academic
achievement as related to procrastination behavior and study habits. The
results also indicate that females are better academic achievers than male
students.

SELF CONCEPT
Self concept is love and happy with whom you are now. It is an
agreement with our self to appreciate validates, accept and support who you
are at every moment. Self concept is the degree to which and individual
having considered his personal characteristics is able and willing to live with
them. Self conceptions people recognize their assets and are free to draw upon
them, even if they are not all that could be desired. Self concept does not out
ward approval. It is sufficient in and of itself. The individual will accept
other‟s approval with gratitude, but intuitively knows when he or she has
done well.
Self concept is qualities‟ present in oneself. One assesses there
qualities through estimates rather than by measurement. Those qualities may
concern what one does (e.g. having a dispassion for compassion and
consideration) and/or may concern non-measurable aspects of how one
appears (e.g. pretty, handsome). The assessment placed on these qualities may

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be significantly influenced by outsider in one‟s immediate environment
and/or by society at large.

REVIEW OF RELATED LITERATURE

Meenakshi & Saurashtra (2003) conducted study on “Adolescent family
factors and depression: A study of prediction relationship” The purpose of the
study was to identify some factors as the predictor of depression among
adolescents. Results were arrived at by the statistical technique of multiple
regression analysis. Results indicated that out of 21 selected independent
variables six variables came out to be significant predictors of depression
among adolescents.

Bhatia, Jyoti and Kumar, Girijesh (2005) conducted study on “Developing

Emotional Intelligence Scale” Based on characterization of the emotional
intelligence a scale in Hindi has been developed to measure various aspects of
emotional intelligence on different samples. Details are presented about the
psychological nature of the scale, items selection, tryout, and scoring and item
analysis. Different procedures followed for estimating reliability and validity
of this scale is presented.

Bansibihari P. & Surwade L. (2006) conducted study on “The effect of

emotional maturity in teacher effectiveness”. The objectives of the study
were: (i) to find out the emotional maturity of teachers; (ii) to identify the
emotionality mature/stable and the emotionally immature/unstable teachers;
(iii) to find out the effectiveness of teachers; (iv) to compare teaching
effectiveness of emotionally mature group with that of emotionally immature
group. The results were: (i) female teachers are emotionally more
mature/stable than male teachers who are found to be emotionally
immature/unstable. (ii) The teaching of emotionally mature teachers is more

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effective than those of emotionally immature teachers, whose teaching is
found to be of average grade. (iii) There is no sex difference in emotionally
mature group with respect to teacher effectiveness.

Jain, M. E’s Singh, S., (2006) conducted study on „„Effect of Emotional

Intelligence and personality type on role stress among medico couples‟‟. In
recent years there has been a growing realization that medical professionals
are not satisfying the general people in community. Researchers now believe
that only one facet of the type A personality may be related to increased risk
of heart diseases. Where as low Emotional Intelligence can also play a role in
the progression of stress. Emotional Intelligence and personality influences
the performance of work, adjustment and self-satisfaction of their life.
Individual having low level of intelligence and type A personality is always
busy in never ending struggle of his life. They are never satisfied with their
life, on the contrary.

Chopra Vanita (2009) conducted study on “Educational Implications of

Emotional Intelligence for Better Teacher and Student Performance”. This
article addresses the importance of emotional intelligence and the integration
of it in the classroom which would result in better teacher as well as student
performance. In conclusion, it can be said that through emotional intelligence
both teachers and students will be benefited in the use, control and managing
of their emotions and thus contribute not only to their development but also to
the process of teaching and learning and making it far more effective.

Singh Amit and Kumar Dinesh (2011) conducted study on “Emotional

intelligence and academic achievement of college students”. The present
study was conducted to know the emotional intelligence and academic
achievement of college students of Rohini in Delhi. The study indicated that
the emotional intelligence of (Science, Artand Commerce stream) college

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boys and girls were similar while the academic achievement of science boys
and girls were not similar, and study also indicated that there was positive
relationship between emotional intelligence and academic achievement.

Surekha (2015) conducted study on “Relationship between students”

adjustment and academic achievement”. Adjustment refers to a harmonious
relationship between the person and the environment that affords him
comfortable life devoid of strain, stress, conflict and frustration. normative
survey method was used for the present research. The study revealed that the
boys and girls from private schools are well adjusted and academically
performed better than the boys and girls from government schools.

Suresh K. J. & Joshith V. P. (2016) conducted study on “Emotional

Intelligence as a correlate of stress of student teachers”. In this study, the
investigator finds a significant negative relationship between emotional
intelligence and stress for the total sample and sub-samples, and concludes
that individuals having high emotional intelligence may have low stress and
this will directly contribute to the positive development of the individual and
the society. The main objectives of the study were: (1) to test whether there is
a significant difference in the mean scores of stress between (a) male and
female student teachers (b) student teachers of aided, unaided and government
training colleges (c) science and arts student teachers (2) to test whether there

NEED & IMPORTANCE OF THE STUDY -

The Almighty God, the creator of the universe, is the supreme mind
who possesses the finest creative abilities. Every one of us is a unique
creation, but does not posses the same creative ability as his pears. Some of us
are endowed with high creative talents and contribute to advancement in the
field of art, literature, science, teaching and other spheres of human activity.
Good education, proper care and provision of opportunities for creative

6
expression inspire, stimulate and sharpen the creative mind, and it is in this
sphere, that parent, society and teachers make significant contribution.
At last many researchers found on creative potential of students in
relations to gender, income, caste categories etc. comparative studies also
found on creative potential of scheduled castes students and non- scheduled
castes students. But no study is found on creative potential of particular
scheduled castes students in Haryana context. This provided the investigator a
motivation to investigate the creative potential of scheduled caste students
under the selected topic “creative potential of scheduled castes students in
relation to their socio-demographic variables”. Hence keeping this all in view
the researcher is attempting to carry out the study as proposed below under
the statement of the problem. That‟s why; the investigator wants to compare
the effect of gender difference and caste on creativity of rural adolescence.

STATEMENT OF THE STUDY -

In the light of the above discussion, the investigator was inspired to
conduct an exploratory study on this theme. Briefly, the problem can be stated
as follows:-
A COMPAIRED STUDY OF CREATIVE THINKING IN
RELATION TO GENDER DIFFERENCE AND SELF CONCEPT.

OPERATIONAL DEFINITIONS
Various terms have been used in the statement of the problem, which
are defined below :-

CREATIVITY: - Creativity as the unique characteristic of the human mind

may be defined as the capacity of an individual to create or produce an
entirely new or novel idea or object or by the rearrangement or reshaping of
what is already known.
GENDER DIFFERENCES:- Gender difference is the range of

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characteristics pertaining to, and differentiating between, masculinity and
femininity.
CASTE: - Caste is a form of social stratification characterized by endogamy,
hereditary transmission of a life style which often includes an occupation,
ritual status in a hierarchy and customary social interaction and exclusion
based on cultural notions of purity and pollution.
SELF CONCEPT -: The self-concept is the individual‟s belief about himself
or herself including the person‟s attributes and what the self is. The self-
concept includes many things that might not be part of one‟s identity.

OBJECTIVES OF THE STUDY

The present study is on the effect of gender difference and caste on
creativity of rural adolescence.
1. To find out the creativity of adolescent students belong to general,
backward and scheduled caste.
2. To compare the creativity of adolescent students belong to general
caste and backward caste of rural area.
3. To compare the creativity of adolescent students belong to backward
caste and scheduled caste.
4. To compare the creativity of adolescent students belong to general
caste and scheduled caste.
5. To find out relation between creativity and self-concept of adolescent
students belong to general caste, scheduled caste and backward caste.

HYPOTHESIS OF STUDY -
1. There is no significant difference between the creativity of adolescent
students belong to general, backward and scheduled caste.
1. There is no significant difference between the creativity of adolescent
students belong to general caste and backward caste of rural area.

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2. There is no significant difference between the creativity of adolescent
students belong to backward caste and scheduled caste.
3. There is no significant difference between the creativity of adolescent
students belong to general caste and scheduled caste.
4. There is no significant relation found between creativity and self-
concept of adolescent students belong to general caste, scheduled caste
and backward caste.

DELIMITATIONS OF THE STUDY:-

In the interest of dependable research, it is always good to delimit the
area of study to bring it within the resources and limitations of the researcher -
1. The present study is confined to Fatehabad District.
2. The present study is delimited to the creativity of gender difference and
self concept of students.
3. The present study is confined to students belong three different caste.
i.e. general caste, scheduled caste and backward caste.

METHODOLOGY:
Survey method will be used by the investigator for collecting
data. The investigator will go in selected area and collect data from
respondent of secondary school‟s students.

POPULATION OF THE STUDY:-

All adolescent students of Distract Fatehabad will be selected for
population for the present study.

SAMPLE OF THE STUDY:-

The present study will be conducted on a sample of 120 adolescent
students selected from schools of Fatehabad Distt. In which 40 students from

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general caste and 40 from scheduled caste and 40 students from backward
class selected for the sample of the study.

SAMPLE OF THE STUDY:-

120 Students of District

Fatehabad

40 students 40 students 40 students

belonging from belonging from belonging from
general caste scheduled caste backward caste

TOOLS USED :-
 In this study, investigator used Baquer Mehdi’s verbal test of
creative thinking for investigating creativity adolescence students of
different caste.
 Self Concept Questioner created by Dr. R.K. Saraswat will be used
for the study.

STATISTICAL TECHNIQUES :-
The appropriate statistical technique as mean‟ SD‟ and „t‟-test will be
used by the investigator keeping in view objective of the study.

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 REFERENCES

Asthana,B. (2006), “Statistics in behavioural Sciences”, Agra : Vinod Pustak

Mandir.

Chauhan,S.S (1978), “Advanced Education Psychology”, Noida: Vikas

publishing house pvt. Ltd. A-22, Sector-4

Chopra Vanita (2009) “Educational Implications of Emotional Intelligence

for Better Teacher and Student Performance”.

Jain, M. E’s Singh, S., (2006) „„Effect of Emotional Intelligence and

personality type on role stress among medico couples‟‟.

Koul, L. (1984), “Methodology of Educational research”, Noida : Vikas

publishing house pvt. Ltd. A-22, Sector-4

Suresh K. J. & Joshith V. P. (2016) .Emotional Intelligence as a correlate of

stress of student teachers. Journal of Educational Research, Volume 1,

Issue 3&4 july-Dec, 2011, pp.167-175.

Surekha (2015) “Relationship between students adjustment and academic

achievement”.

Vidwans and Vinod, V. (2009), “Characterizing Creativity As Design-

Intelligence : A Philosophical Analysis”, Bombay : Ph.D, Humanities

and Social Sciences, Indian Institute of Technology

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Virk, Jaswant Kaur (2011), “Learner, Learning and Cognition”, Patiala :

21st Century Publication.

Walia, J. S. (1997), “Education in Emerging India Society”, Jalandar : Anim

Paul Publishers.

Singh Amit and Kumar Dinesh (2011) “Emotional intelligence and

academic achievement of college students”.

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A COMPARATIVE STUDY OF CREATIVE THINKING IN
RELATION TO GENDER DIFFERENCE AND
SELF CONCEPT

A
SYNOPSIS
SUBMITTED TO
CHAUDHARY DEVI LAL UNIVERSITY, SIRSA
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF
MASTER OF EDUCATION

Supervisor: Investigator

Assistant Professor(Edu.) M.Ed. 2nd Sem

Roll No:

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