IOSR-JHSS   Volume-2 ~ Issue-2 ~ Sep-Oct-2012

Paper Type	:	Research Paper
Title	:	Relationship between Inferiority complex and Frustration in Adolescents
Country	:	India
Authors	:	Rajeshwari. N. Kenchappanavar
	:	10.9790/0837-0220105

Abstract: The present study is an attempt to investigate the relationship between Inferiority complex and Frustration in adolescents. It was conjectured that Inferiority complex in adolescents is positively correlated with Frustration resulting in reactions of Aggression, Resignation, Fixation and Regression . The sample comprised of 100 pre-University college students in the age range of 16-18. The results revealed that Inferiority complex correlated significantly with Frustration. The correlation was specifically high on Aggression (r=0.516), Resignation (r=0.413) and Frustration on the whole.(r-0.511). Further regression analysis was carried out to see whether Frustration would predict Inferiority complex. It was revealed that< Frustration significantly predicts Inferiority complex.
Key words: Inferiority complex, Frustration, Aggression, Resignation, Fixation, & Regression

[1] LIN, Jing(2000): Produce, Harm and overcome of sense of Inferiority in the Puberty. Journal of Fuzhou Teachers College, 2000- 05
[2] Adler, Alfred (1907): Study of organ inferiority and its Psychical compensation:A contribution to clinical medicine. Nervous and
Mental Disease Monograph series,No.24. New-York: Nervous and mental disease Pub.
[3] Ansbacher, H.L & Ansbacher,R.R (1964) : The Individual Psychology of Alfred Adler. New-York : Harper Torchbook
[4] Murray,,H.A (1938): Explorations in Personality. New-York: Oxford University Press.
[5] Esfandyari, B ; Baharudin,S ; Nouzari,L (2009): The relationship between Interparental conflicts and externalizing behavior
problems among adolescents. European Journal of Social Science,12, 117-122.
[6] Elizabeth B. Hurlock (1981):Developmental Psychology A Life –Span Psycholog.y Fifth Edition Tata-Mc Graw Hill Publishing
Company Limited New-Delhi
[7] Heidbreder,E.F (1927): The normal Inferiority complex. The Journal of Abnormal and Social Psychology,22,243-258
[8] Moritz, S; Werner,R &Collami, G (2006): The inferiority complex in Paranoia readdressed: a study with the Implicit Association
Test. Cognition Neuropsychiatry,11,402-415.
[9] Dawes,R.M(1994): House of cards: Psychology and Psychotherapy built on myth. New-York Press:Free Press.
[10] Mecca,A.M ; Smelser,N.J &Vasoconcelles, J (1989): The Social importance of self-esteem.Berkeley: University of California
Press.

Abstract:This research paper attempts to study and discover the patterns of myth and religious interfaces in Wole Soyinka's drama A Dance of the Forests. Soyinka has traditionally been allied to an elitist and western European canon of writing. But in A Dance we see how the European traditions of word drama and the African tradition of performance combine to form a unique combination; the aesthetics of a cultural hybridization which can be enthralling in its impact and widely documentary. Does A Dance qualify as a regional drama or does it exude resonances beyond its demographic margins? Soyinka's play can be seen as a universal drama of the human kind with an engrossing theme, the preponderance of evil and corruption in private and public spheres< of existence. This paper attempts to show how the treatment of this theme and stylistic techniques employed are equally dynamic and challenging.
Keywords: mythic, oral, religion, satire, Yoruba.

[1] 1 S. Gikandi. (Ed.) Encyclopedia of African Literature. (London, U.S.A., Canada: Routledge, 2003) P 371.
[2] 1 B. Lindfors, and R. Sander. (Ed.) Twentieth Century Caribbean and Black African Writers. Second Series. Dictionary of
Literary Biography 125. (UK, U.S.A.: Gale Research International Ltd, 1993) P 306.
[3] 1 S. Gikandi. Encyclopedia of African Literature. P 521.
[4] 1 E. G. Parrinder. (Ed.) African Mythology.p 90.
[5] E. G. Parrinder. (Ed.) African Traditional Relegion. 3rd Edition. (London: Sheldon, 1975) P 52
[6] 1 Ibid.p 52
[7] 1 Ibid.p 52
[8] 1 Ibid p 53
[9] 1 Ibid. p 57
[10] 1 W. Soyinka. Collected Plays 1. (London, New York: Oxford University Press, 1973) P 36.

Abstract:The present study examined the factorial validity of scores on the Teacher Self-Efficacy Scale across the sample of 82 teachers of Pudukkottai District of Tamil Nadu. Self-efficacy theory posits that selfefficacy beliefs are linked to specific activities. Teaching is associated with specific activities. Hence it was hypothesized that the Teacher Self-Efficacy comprised of six different activities namely Job Commitment, Attainment of Excellence Commitment, Organizational commitment, Value Commitment, Student Commitment and Community Commitment. Factor analysis results from the sample supported the hypothesis by showing an adequate fit of a five-factor model with the subscales of Job Commitment (9), Value Commitment (8), Community Commitment (7), Student Commitment (4), and Organizational Commitment (5). Scores from the five subscales (33 items) yielded coefficient alphas in excess of 0.9273.
Keywords: Development, Factor Analysis, Teacher Self Efficacy, Validation

[1] Bamidele. A. Faleye (2008) Reliability & Factor Analyses of a teacher Efficacy Scale forNigeriam Secondary School teachers
Electronic Journal of Education & psychology 16 6 (3) pp. 823-846
[2] Bandura, A. (1977). Self-efficacy: toward unifying theory of behaviour change. Psychological Review, 84, 191-215
[3] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H.Freeman and Company.
[4] Berman, P., McLaughlin., M., Bass, G., Pauly, E. and Zellman, G. (1977). Federal Programs supporting educational change. Vol.
VII Factors affecting implementation and continuation (Report No. R-1589/7-HEW). Santa Monica, CA: The Rand Corporation
(ERIC Document Reproduction Service No. 140432).
[5] Brouwers, A., & Tomic, W. (2003). A test of the factorial validity of the Teacher Efficacy Scale. Research in Education, 69, 67–80
[6] Brouwers, Andre and Tomic, Welko. (2000). A Longitudinal Study of Teacher Burnout and Perceived Self-Efficacy in Classroom
Management. Teaching and Teacher Education, 16 (2).
[7] Campbell, J. (1996). A comparison of teacher effi-cacy for pre and in-service teachers in Scotland and America. Education, 117, 2–11.
[8] Driscoll, M.P. (2000). Psychology of learning for instruction (2nd ed.). Needham Heights, MA: Allyn & Bacon.
[9] Faleye,B.A. Reliability and Factor Analyses of a Teacher Efficacy Scale for Nigerian Secondary School Teachers (2008)
Electronic Journal of Research in Educational Psychology 6 (3),2008, 823-846
[10] Goddard, Roger. D., Hoy, W. K. and Woolfolk, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student
achievement. American Education Research Journal, 37(2).

Abstract: Shelley's friend Hogg tells us that love was the root and basis of Shelley's nature. The love first developed as domestic affection next as friendship, then as a youth's passion, and then it began to shine with steady luster as an all embracing devotion to his fellowmen. He had an intense and glowing passion of unselfishness, which throughout his life led him to find his strongest interests in the joys and sorrows of his fellow creatures, which inflamed his imagination with visions of his fellow creatures, which inflamed his imagination with visions of humanity made perfect and which filled his days with sweet deeds of unremembered charities.
He ran after women, every time thinking that he had come across a perfect model of love. but as soon as the cold finger of reality touched them, they were reduced to the most ordinary women of flesh and blood, not dream-brides of his heart . As his love of intellectual pursuits was vehement, and the vigor of his genius almost celestial, so were the purity and sanctity of his life most conspicuous. I never know any one so prone to admire as he was, in whom the principle of veneration was so strong. I could never discern in him any more than two fixed principles. The first was a strong irresponsible love of liberty and the second was an equally ardent love of toleration of all opinions. Like Plato, Shelley believed in cosmic love. In 'Epipsychidion' we have Shelley fullest
expression of Platonic theory of love.
Although Shelley belongs to the class of aristocracy but he doesn't inherit the defiant waywardness of his class. He doesn't possess in him the seeds of empty pride and defiant high-headedness along with an utter lack of human sympathy and general goodwill as we generally find in the children of aristocratic families whereas Keats belongs to the middle class family.,
Keywords: Passion, toleration, imagination, penetration, incarnation and Eternal Love etc.

[1] Shelley‟s essay "On love‟, published in the Keepsake, 1829.
[2] Ode to Naples.
[3] Epipsychidion
[4] A.K.Sen; Studies in Shelley, Introduction.
[5] Sparks‟ Notes through Internet
[6] Francis Thomson : Shelley
[7] Symonds, J.A.: Shelley E.M.L.
[8] Amiya Kumar Sen : Studies in Shelley
[9] Edmund Blunden, Shelley: A Life Story, Viking Press, 1947.
[10] James Bieri, Percy Bysshe Shelley: A Biography, Johns Hopkins University Press, 2008,