Family Environment in relation to Emotional Autonomy among Adolescents of Rural Area of Jammu City

Abstract

One important feature of adolescents is autonomous learning skills that will help them manage their own lives and make positive, healthy choices. Autonomy is a crucial developmental task of adolescence, mainly because it is closely linked to individualization and identity formation. Families that are perceived as cohesive have high sense of security and emerge as a source of support for individuals. Results states the significant negative correlation of moral religious emphasis with parent perceives as people (r= -.154), and control (r= -.218) positive relationship with independence (r=.175). Deidealization have a significant negative relationship with intellectual cultural orientation (r = -.157) and positive significant relationships with cohesion (r = .203), expressiveness (r = .168), independence (r = .165), achievement orientation (r = .151), active recreational orientation (r = .220). Non dependency has a significant negative relationship with intellectual cultural orientation (r = -.193) and organization (r = -.140). Similarly, individuation dimension of emotional autonomy has a significant relationship with conflict (r = -.144) in male adolescents. Among female adolescents, parent perceives as people correlates with cohesion (r= .264), expressiveness (r= .141), achievement orientation (r= .330), organization (r= .176). De-idealization dimension of emotional autonomy correlates positively with independence (r= .151), moral religious emphasis (r= .147), control (r= .182). Non dependency dimension of emotional autonomy have a significant negative relationship with intellectual cultural orientation (r= -.170), moral religious emphasis (r= -.209). Expressiveness (r= .172), conflict (r= .183), independence (r= .140) are significantly positively related with non dependency and achievement orientation (r = .187) and conflict (r = -.247) with individuation in female adolescents.