Perceived crowding in Indian classrooms: The effects of age, gender and household density

Janak Pandey, Meera Verma, Richard Barry Ruback

Research output: Contribution to journalArticle

Abstract

Ninety primary school students in a city in northern India, an equal number of boys and girls, participated in a simulation task in which they placed small figures in a model classroom that they were told to make, in counterbalanced order, crowded or non-crowded. The students, 30 from each of three age groups (6-7, 9-10 and 12-13), also rated conditions in their classroom and their home. Analyses revealed consistent age effects, such as that younger children were more likely to place the figure representing them farther from the front of the simulated classroom, and, with regard to their actual classroom, to think there were too many children. In terms of gender, boys, compared to girls, generally placed the figure representing them more centrally in the simulated classroom, although this difference disappeared when the simulated classroom was crowded.

Original languageEnglish (US)
Pages (from-to)139-154
Number of pages16
JournalPsychology and Developing Societies
Volume12
Issue number2
DOIs
StatePublished - Dec 1 2000

Fingerprint

Crowding
Students
India
Age Groups

All Science Journal Classification (ASJC) codes

  • Social Psychology

Cite this

@article{c5d4085a90e44353889ba6195966c0d9,
title = "Perceived crowding in Indian classrooms: The effects of age, gender and household density",
abstract = "Ninety primary school students in a city in northern India, an equal number of boys and girls, participated in a simulation task in which they placed small figures in a model classroom that they were told to make, in counterbalanced order, crowded or non-crowded. The students, 30 from each of three age groups (6-7, 9-10 and 12-13), also rated conditions in their classroom and their home. Analyses revealed consistent age effects, such as that younger children were more likely to place the figure representing them farther from the front of the simulated classroom, and, with regard to their actual classroom, to think there were too many children. In terms of gender, boys, compared to girls, generally placed the figure representing them more centrally in the simulated classroom, although this difference disappeared when the simulated classroom was crowded.",
author = "Janak Pandey and Meera Verma and Ruback, {Richard Barry}",
year = "2000",
month = "12",
day = "1",
doi = "10.1177/097133360001200202",
language = "English (US)",
volume = "12",
pages = "139--154",
journal = "Psychology and Developing Societies",
issn = "0971-3336",
publisher = "Sage Publications India Pvt. Ltd",
number = "2",

}

Perceived crowding in Indian classrooms : The effects of age, gender and household density. / Pandey, Janak; Verma, Meera; Ruback, Richard Barry.

In: Psychology and Developing Societies, Vol. 12, No. 2, 01.12.2000, p. 139-154.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Perceived crowding in Indian classrooms

T2 - The effects of age, gender and household density

AU - Pandey, Janak

AU - Verma, Meera

AU - Ruback, Richard Barry

PY - 2000/12/1

Y1 - 2000/12/1

N2 - Ninety primary school students in a city in northern India, an equal number of boys and girls, participated in a simulation task in which they placed small figures in a model classroom that they were told to make, in counterbalanced order, crowded or non-crowded. The students, 30 from each of three age groups (6-7, 9-10 and 12-13), also rated conditions in their classroom and their home. Analyses revealed consistent age effects, such as that younger children were more likely to place the figure representing them farther from the front of the simulated classroom, and, with regard to their actual classroom, to think there were too many children. In terms of gender, boys, compared to girls, generally placed the figure representing them more centrally in the simulated classroom, although this difference disappeared when the simulated classroom was crowded.

AB - Ninety primary school students in a city in northern India, an equal number of boys and girls, participated in a simulation task in which they placed small figures in a model classroom that they were told to make, in counterbalanced order, crowded or non-crowded. The students, 30 from each of three age groups (6-7, 9-10 and 12-13), also rated conditions in their classroom and their home. Analyses revealed consistent age effects, such as that younger children were more likely to place the figure representing them farther from the front of the simulated classroom, and, with regard to their actual classroom, to think there were too many children. In terms of gender, boys, compared to girls, generally placed the figure representing them more centrally in the simulated classroom, although this difference disappeared when the simulated classroom was crowded.

UR - http://www.scopus.com/inward/record.url?scp=77950403682&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77950403682&partnerID=8YFLogxK

U2 - 10.1177/097133360001200202

DO - 10.1177/097133360001200202

M3 - Article

AN - SCOPUS:77950403682

VL - 12

SP - 139

EP - 154

JO - Psychology and Developing Societies

JF - Psychology and Developing Societies

SN - 0971-3336

IS - 2

ER -