The study aimed to explore whether McCubbin and Patterson's Double ABCX model of stress and adaptation can promote a better understanding of the impacts of social support, definition of the stressor and coping strategies on stress and adaptation of the primary caregivers of Intellectually Disabled (ID) children above and beyond the effects of other factors. Structured Interview Schedule, Perceived Stress Scale (Keya, 2006) and Social Adjustment Scale (Mahmuda & Parvin, 2005) were administered on 130 caregivers of ID children and 140 caregivers of typically developing children recruited conveniently. Findings reveal that stress and adaptation of the caregivers of ID children were significantly positively associated (r = .429, p < .01). Significant variations in stress and adaptation of the caregivers of ID children were found in terms of children's disability types (F = 14.50, df = 4/120, p < .001 for stress; F = 11.92, df = 4/120, p < .001 for adaptation) and severity of disability (F = 5.21, df = 1/120, p < .05 for stress; F = 11.14, df = 1/120, p < .01 for adaptation). Factors of the Double ABCX model of stress and adaptation created significant variations in stress (F = 17.94, df = 3/121, p < .001) and adaptation (F = 9.96, df = 3/121, p < .001) of the caregivers of ID children above and beyond the effects of other factors. The findings suggest that the Double ABCX model is valuable in understanding stress and adaptation of the primary caregivers of ID children.
Studies on academic achievement worldwide are sporadic, focusing on variables more or less have been taken by the researchers, and provided knowledge. This cross-sectional study aimed to determine how the school effect influences secondary school students' academic achievements by two important significant (study habits and self-esteem). With a covenient sampling method, 400 students from eight secondary schools in Bangladesh were selected for the study. Though the students were equally divided regarding gender (Boys, 200; Girls, 200), they were different regarding school types (Public, 188; Private, 212). Their ages range from 14 to 17, with an average of 14.8. They provided responses on two Bangla version scales: Study Habit Scale and Self-Esteem Scale. Academic achievement was significantly positively correlated with both study habits (r=.268, p<.01) and self-esteem (r=.291,p<.01). Two predictors of the study were also correlated with each other (r=.283, p<.01). Public and private school students were not varied significantly in studying habits and academic achievement, but they were significantly different in self-esteem. The study habits and self-esteem jointly explained 12.3% for public school students' academic achievement whileit explained 7.5% variance for the private school students. The discussion implies that how students’ study habits and self-esteem facilitates their academic achievement.Further studies will reflect more factors influencing academic achievement.
The present study was undertaken to investigate the effect of social support on mental health. A total of 100 adult respondents (50 normal, 50 mental patients) of age ranging from 18 to 45 were selected as the sample of the study. The Bangla version of Social Support Scale & Mental Health Questionnaire or GHQ-12 was used in the study. Three aspects of social support were measured: number of social support (SSN), importance of social support (SSI) and satisfaction of social support (SSS). Results of the present study indicated that normal and mental patients differed significantly from each other in terms of social support. This means that the more the social support the better was the respondents mental health. The result also indicated that normal people had the better mental health than mental patients. Gender had no significant effect on normal & mental patients. DOI: http://dx.doi.org/10.3329/cujbs.v3i1.13410 The Chittagong Univ. J. B. Sci.,Vol. 3(1&2):95-107, 2008
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