Page No.61-71
Umed Singh and Nidhi Verma
Kurukshetra University, Kurukshetra
The purpose of the study is to compare children from disrupted families
(institutionalized) and children from non-disrupted families in terms of
academic stress and perceived problems. A sample of 80 boys, 40 from
disrupted families (institutionalized) and 40 from non-disrupted families were
matched in their age and socio economic status. Tools used were as follows:
i) Mooney’s Problem Checklist, and ii) Rajendran’s Academic Stress
Questionnaire. Results indicate that children from non-disrupted families have
higher academic stress than children from disrupted families. Similarly, with
regard to perceived problems, significant difference was found between the
two major groups in the following sub-scales: Health and Physical
Development, Finance, Living Conditions and Employment, SocialPsychological Relations, Personal Psychological Relations, Courtship, Sex
and Marriage, Adjustment to School Work, Future: Vocational and Educational.
Key words: Academic stress, disrupted families, adjustment, institutionalized
children