Ideas around self and identity are at the core of various reflective traditions in both East and West. In the psychological literature, they have multiple meanings. However, they usually reflect the idea of self-sameness across changing time. The current study aimed to explore various ways in which contemporary Indians define their ‘self’ and if there were any parallel between modern and traditional construal of self. An open-ended Twenty Statements Test (TST) was used along with a quantitative measure Ahamkara Questionnaire (AQ) based on an Indian model of self, known as ‘ahamkara’. A sample of 240 educated, adults (Females=104, Males= 136; Mean age= 38.17 years, SD=11.45 years; range 20-60 years) were purposively selected from an urban area of North India and recruited in this mixed-method, cross-sectional research study. Thematic analysis of TST responses uncovered five broad thematic categories in self-concepts: Individuality, Belongingness, Separation, Agency and Spiritual/Transpersonal. Four of them overlapped with sub-components of ‘ahamkara’. They also differed with age where Spiritual/Transpersonal theme was frequent in self-concepts of older samples. Quantitative results from AQ also indicated that the level of ahamkara significantly differed with age and gender. These findings have implications for mental health and developing interventions utilising Indian conception of self.

Anasakti, translated as “nonattachment” in English, is one of the important philosophical concepts of Hinduism and Buddhism. It has also been studied in contemporary psychology using various measures of anasakti. However, there is a dearth of studies that have qualitatively investigated anasakti from the lay or “folk” perspective. This mixed-method study aimed to uncover subjective meanings and personal belief systems related to anasakti, as well as practices and experiences related to the lay understanding of anasakti among a sample of 240 urban educated adults (female = 104, male = 136) in India. Three structured scales (Test of asakti –anasakti, Scale of anasakti, Nonattachment Scale) were used to assess the levels of anasakti, while a semistructured questionnaire elicited personal meanings, experiences, and associated behaviors and beliefs related to anasakti. Thematic analysis revealed five broad thematic categories covering the qualitative data: personal meanings of anasakti, experiences, benefits, efficacy, and pathways. Roles of desire and attachment were also discussed. Quantitative results indicated higher levels of anasakti in older age groups, suggesting that anasakti may progress with age. These findings have several implications for future research and interventions.

The COVID-19 outbreak has led to an influx of research studies focusing on the new norm of online teaching–learning in higher education. However, much less is known about how this profound shift in pedagogy has impacted school education especially among rural children of India. The present study is an attempt to understand the barriers and challenges that teachers of Public-funded (PF) elementary schools face while teaching online. We developed a semi-structured questionnaire and administered it on teachers of PF elementary schools in rural areas of Uttar Pradesh, India, using the online survey method. Thematic analysis of the responses we received (N = 203) reveal five broad themes, namely physical environmental constraints, socio-environmental limitations, parental support, issues of effective learning and health and well-being hazards. These findings have several implications for developing appropriate online teaching methods and making policy interventions to enhance learners’ as well as educators’ experiences.

Introduction: According to Indian psychology, anasakti (non-attachment) and ahamkara (ego) play a significant role in determining true happiness. Aims: To study the role of anasakti (non-attachment) and ahamkara (ego) on the level of well-being amongst Indian adults. Methods: For the current study, 240 educated, urban Indian adults (Females = 104, Males = 136) were surveyed to investigate the relationship of anasakti (non-attachment) and ahamkara (ego) with well-being variables. Results: Anasakti (“non-attachment”) was revealed to be a significant factor in ensuring life satisfaction and experiencing positive emotions. Although ahamkara (“ego”) contributed significantly toward higher cognitive well-being and affective states, it better predicted negative emotions. Conclusions: The current study’s findings may widen our understanding of “What makes people happy?” and may add to the global well-being literature.

Since healthy parents are more likely to provide a fulfilling childhood to their children, it seems crucial to examine those aspects of parenthood that add to parental well-being. The present article discusses the theoretical relationship between well-being and parenting within the contemporary social and relational context by underlining how society and children play significant roles in determining parental well-being.