Suchergebnisse

Purpose of the study: To explore and analyze the influence of various parental risk factors contributing to the development of delinquency in children. Methodology: A total of hundred and sixteen juvenile delinquents (100 boys and 16 girls) in the age range of 11- 18 years, residing in the four Government-run Observation and Special Homes (O&SHs) of Odisha. Descriptive statistics (i.e., percent) and qualitative method (i.e. narrative) have been used to analyze the data. Main Findings: Absence of proper parental guidance and supervision is found to be the major cause of delinquency in children. Parental rejection and deprivation i.e. mother's love and emotional support is the major cause of delinquency in girls. Lack of parental involvement and less quality time spent by parents with boys are the main reasons behind their delinquency. Applications of this study: The results of this study imply the need to conduct further research about parenting behavior and their attitude towards their children from a gender-based perspective. It also implies the need for a greater number of studies to be carried out on Indian parents and their attitude and behavior towards their children in general and based on the child's gender in particular. Novelty/Originality of this study: The present study tries to address one of the many gaps existing in the literature regarding the matter of parenting style adopted by parents leading to delinquency in children. It further shows the difference in parental attitude and behavior towards their son's and daughter's leading to delinquency.

This study empirically examines the construct of emotional Intelligence (EI) cross-culturally. Participants ( N = 200) from Germany ( N = 100) and India ( N = 100) completed the Emotional Intelligence Scale, NEO-Five Factor Personality Inventory (Form-S) and Hofstede's Value Survey (Module 94). The major objectives of the study were to examine cross-culturally (a) the factor structure of EI, and (b) the construct of EI as distinct from personality. Results revealed different factor structures for these two cultures, and the construct of EI failed to correlate with the dimensions of personality. Implications of the findings for leadership in a specific culture as well as across different cultures are discussed.

Cyberhate represents a risk to adolescents' development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents' ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim–perpetrators. The sample consisted of 6829 adolescents aged 12–18 years old (M(age) = 14.93, SD = 1.64; girls: 50.4%, boys: 48.9%, and 0.7% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim–perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim–perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim–perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents' ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussed.