BPCG 172 Guess Paper at a Glance
- Course code and title: BPCG 172 Youth, Gender and Identity
- Programme: Bachelor of Arts (General) BAG and Bachelor of Arts (Honours) Psychology BAPCH, Generic Elective, Semester II
- Credits: 6 credits, 4 blocks, 9 units
- Term-end exam: 3 hours, 100 marks, attempt any 5 of 8 questions with at least 2 from each Section
- Answer length expected: about 400 words for a 20-mark question and about 200 words for each short note
- Weightage split: 70 per cent term-end exam and 30 per cent assignment
- This file: 12 solved questions across 38 pages, valid for June 2026 and December 2026
- Papers studied: six term-end papers from June 2023 to December 2025
- Order on WhatsApp: 9899436384
What You Get in the BPCG 172 Solved Guess Paper 2026
BPCG 172 Solved Guess Paper 2026 is a 38-page PDF containing 12 exam-style questions with complete model answers for Youth, Gender and Identity, prepared for the June 2026 and December 2026 term-end sessions. Every answer is written the way an IGNOU evaluator expects to read it, which means a defined opening, the scholar and year, the numbered list the textbook itself uses, and a closing paragraph that ties the argument together.
The file is not a topic list. Each of the 12 entries carries the full question in IGNOU phrasing, the mark split, the block and unit it belongs to, the sessions in which that topic has already appeared, and then the written answer. A student can open one page and write that answer in the hall without going back to the 300-page block.
Four things are inside every solved answer. A definition box with the exact citation, such as Hudson (2005) for work-life balance or Robert and Deborah (1994) for aggression. A body organised into the numbered heads the unit uses. A drawing prompt where the book has a figure. A conclusion that synthesises rather than repeats.
Students who want to see how our other subject files are structured can browse the full IGNOU Solved Guess Paper collection, though the BPCG 172 file below is written specifically against this course's own units and its own past-paper record.
Five Sample Questions with Answers from the BPCG 172 Guess Paper
Five of the 12 solved questions are reproduced below with their model answers so you can judge the writing quality before ordering. The remaining seven solved answers are supplied in the complete file. The questions are printed exactly as they appear in the paper, and the answers below are the same text you receive, shortened only where a list runs long.
Sample 1. Aggression and violence, definition and theoretical perspectives (7 + 13 marks)
Explain the nature and definition of aggression and violence. Describe the theoretical perspectives on aggression and violence.
Block 4, Unit 8, Sections 8.3 and 8.4. Appeared in December 2025, June 2025, June 2024 and December 2023.
Definition. Aggression is "any form of behaviour directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment" (Robert and Deborah, 1994).
Aggression means causing harm or hurting others. It can be verbal as well as physical, and direct as well as indirect. Violence is a more extreme form of aggression causing severe injury and even death. Aggression and violence therefore sit on a continuum whose extreme end is violence, for example terrorist killings, murder and rape.
All violence includes aggression, but not all aggressive acts are violent. Intention is the defining aspect. Baron and Richardson (1994) call aggression behaviour intended to harm another individual who does not wish to be harmed. Bushman and Anderson (2001) add that the perpetrator must believe the behaviour will harm the target.
The two defining characteristics are therefore intent, where the perpetrator means to cause harm, and avoidance, where the target tries to escape the pain caused. Aggression is also classified as impulsive or hostile, which happens on the spur of the moment, and instrumental or cognitive, which is planned and proactive such as bullying or a hired assassin.
Theoretical perspectives. Biological theories trace aggression to instinct and genes. Freud described an innate self-directed death instinct, thanatos, opposed to the life instinct eros, which gradually turns outward and produces violence unless channelised. Genetic work (Dorfman, Meyer-Lindenberg and Buckholtz, 2014) shows the MAOA gene regulates serotonin and affects the prefrontal cortex, though a genetic factor never guarantees the behaviour.
Drive theories place the cause outside the person. The Frustration-Aggression Hypothesis (Dollard, Doob, Miller, Mowerer and Sears, 1939) holds that blocked goals arouse a drive to harm the perceived source of frustration. It has been criticised because frustration does not always lead to aggression.
Modern theories are multi-factor. Bandura's Social Learning Theory (1997) argues that aggression is learned through observation and imitation, directly in the family or school and indirectly through television and violent video games. The General Aggression Model (Anderson and Bushman, 2002) is the most comprehensive, combining person and situation inputs, routes through affect, cognition and arousal, then appraisal and decision, ending in impulsive or thoughtful action.
Draw this. Figure 8aF, the General Aggression Model, earns visible marks.
Sample 2. Work-life balance, concept, importance and models (20 marks)
Explain the concept, importance and various models of work-life balance.
Block 4, Unit 9, Sections 9.3, 9.4 and 9.5. Appeared in December 2025, December 2024 and December 2023.
Concept. Work-life balance is "a satisfactory level of involvement or fit between the multiple roles in a person's life" (Hudson, 2005).
Work covers career and ambition. Life covers family, friends, social relations, health, leisure, and religious or spiritual pursuits. Balance is not an equal split of hours. Kaza (2012) reported that it is about understanding priorities at personal and professional levels and has no direct relation to how many hours a person works in a day or week.
The activities around which balance revolves are self-enhancement, effective job performance, family care, leisure, community activity, and religious or philosophical pursuits.
Importance. Singh and Khanna (2011) attribute its rising importance to changed workplace characteristics, heavier workloads, performance-based incentives, multitasking, telework, BPOs and LPOs, single-parent families, dual-earner households and the emerging trend of elder care. Global competition, personal and family values, and an ageing workforce are the three pressures named. Saima and Zohair (2016) read the problem from organisational, individual and family perspectives.
The five models. The Spillover model holds that experience in one domain carries into the other, positively or negatively (Lavassani and Movehedi, 2014). The Compensation model (Piotrkowski, 1979) holds that one domain makes up for what the other lacks, either supplementally or reactively (Zedeck, 1987).
The Segmentation model, based on Blood and Wolfe (1960), treats work and non-work as separate and independent domains lived apart, a proposition that lacks empirical support. The Instrumental model treats activity in one sphere as the instrument for success in the other, which is why people continue in mundane jobs that fund the rest of life.
Border Theory (Clark, 2000) sees individuals crossing borders daily between two different but interactive environments with their own guidelines, emotions and values. Integrated domains ease transition but invite work-family conflict, segmented domains cost more effort but reduce it. Greater permeability and flexibility produce more blending.
Draw this. Figure 9aF, Challenges of Work-Life Balance.
Sample 3. Influence of globalisation on youth identity (20 marks)
Discuss the influence of globalization on youth identity.
Block 3, Unit 7, Section 7.4. Appeared in December 2024 and December 2023.
Meaning. Globalisation involves a multidirectional flow of people, goods and ideas (Appadurai, 2000; Hermans and Kempen, 1998), which distinguishes it from colonialism, a one-directional entry of foreign business as with the East India Company.
Tomlinson (1999) argues that globalisation transforms the relationship between the places we inhabit, our cultural practices and our identities. It changes language, dress, cuisine and leisure, and therefore changes meaning-making itself. The unit develops this through four aspects.
Technology and youth. Media technology and globalisation are twins. Social media and mobile technology bring distant events close, so young people feel connected to other youth and to their causes, shaping political and social identity. Awareness of careers has widened, with Flipkart and Naukri.com given as examples. Youth without access are left behind, and shortened deliberation fixes impulsive views.
Changing work patterns. Distance and online education have opened lifelong learning, and language fluency plus readiness to travel now shape education and employment. Against this, the presence and respect of a teacher is lost. Jobs change faster, especially in IT teams working across time zones, replacing fixed tenure with international exposure and quicker growth.
Changing culture. Exposure to other foods, dress, music and art marks out what counts as desirable, and youth sub-culture can differ sharply from local culture. Intergenerational gaps widen because elders have no preceding script. Culture transfer becomes bi-directional. Sociologists call the result a mutable self, flexible on one reading and fragmented and alienated on another.
Gender identity. Three interlinked phenomena change what it means to be a young man or woman: shifting power relations, since a girl confined at home can still reach information by phone; questions of authenticity and appropriateness of online content; and confrontation with other societies' norms. Globalisation also reopens stereotyping, discrimination and the inclusion of transgender people.
Sample 4. Gender and identity, socialisation and changing gender roles (8 + 12 marks)
Elaborate on gender and identity. Discuss gender socialization and changing gender roles.
Block 3, Unit 6, Sections 6.3, 6.3.1 and 6.3.2. Appeared in June 2024.
Gender and identity. Gender is a social construction, that is, a group of related ideas societies create to describe, understand and regulate behaviour.
Psychologists use three overlapping terms. Personality means fixed trait-like qualities. Self is the term used when we recognise and articulate who we are. Identity is the most outward form, where the self gets identified with characteristics such as Hindu or Muslim, traditional or modern, man, woman or transgender. Biological sex is assigned at birth from primary sexual characteristics, but gender regulates social performance.
Gender socialisation. Socialisation is the process of learning from parents, family and community what it means to be a woman or a man. Gender roles are the specific roles society assigns simply by virtue of birth. Strict societies answer non-conformity with mockery and rejection, flexible societies allow variation.
Traditionally the man was the bread winner, the karta, and the woman the nurturer who cooks, cleans and rears children. Girls' childhood emphasised care of siblings and household work, boys' childhood emphasised independence and boldness. What is learned becomes internalised, yet many boys are dreamy and many girls bold.
Changing roles. Women took active part in the freedom struggle. Jyotiba Phule and Savitribai Phule fought Sati and child marriage, Vivekananda and Dayananda fought for women's education, and the Constituent Assembly under Dr Ambedkar gave Indian women the vote ahead of several mature western democracies.
Five indicators track the change: sex ratio from Census 2011, with states such as Haryana still poor; women's literacy, higher in the south than the north; education and workforce entry; a rising age of marriage and motherhood alongside limited decision-making; and changing roles for urban men who now share household work.
Sample 5. Short notes, social learning theory and border theory (10 + 10 marks)
Write short notes on the following in about 200 words each: (a) Social Learning Theory and the Bobo Doll Experiment (b) Border Theory of Work-Life Balance
Block 4, Unit 8 Section 8.4.3.1 and Unit 9 Section 9.5.5.
(a) Social learning theory. Bandura (1997) holds that aggressive behaviours, like any other behaviour, are learned, and the theory focuses on how individuals observe and imitate others.
Learning is direct, through observation in the family or at school, and indirect, through television, films and violent video games. Through observation and imitation a child learns the how, when and where of aggression: which forms to use, whom to target, when it is appropriate, and which acts by others justify it.
The Bobo Doll experiment (Bandura, Ross and Ross, 1963a, 1963b) showed an adult kicking, hitting and punching an inflated doll to one group of nursery school children while another saw no violence. Left in a room with toys, the exposed group behaved more aggressively. Anderson et al. (2010) extended this to violent video games and aggressive cognition, affect and behaviour, with repeated exposure producing desensitisation (Anderson et al., 2003).
(b) Border theory. Clark (2000) proposes that individuals cross borders daily between two worlds, and that work and family are different domains that nonetheless influence each other.
The two are interactive environments with their own guidelines, emotions, values and thought processes (Karassvidou and Glaveli, 2014). How often and how far a person crosses determines integration. Integrated domains ease transition but raise work-family conflict, segmented domains cost effort but lower it. Greater permeability and flexibility produce more blending.
The other seven solved answers cover equity and equality, sexuality and body awareness, factors affecting aggression, mental health promotion, socio-cultural factors, consequences of work-life imbalance, and the constitutional articles short note. Send BPCG 172 on WhatsApp 9899436384 to receive the complete file.
Inside the File, Seven Page Previews of the BPCG 172 Guess Paper PDF
The seven previews below are actual pages from the BPCG 172 guess paper, not mock-ups, so you can check the layout, the citation style and the density of each answer before you decide. Every page carries the question, the mark split, the source section and the answer in the same order.
All 12 Questions Covered in the BPCG 172 Important Questions Set
The file carries 12 questions: seven from Block 4 and five from Block 3, weighted towards the units that have supplied most of the marks in recent papers. Each row shows where the question comes from, how the marks split, and how often the topic has surfaced since June 2023.
| No. | Question topic | Block and unit | Marks | Priority |
|---|---|---|---|---|
| 1 | Aggression and violence, nature, definition and theoretical perspectives | Block 4, Unit 8 | 7 + 13 | High |
| 2 | Work-life balance, concept, importance and five models | Block 4, Unit 9 | 20 | High |
| 3 | Influence of globalisation on youth identity | Block 3, Unit 7 | 20 | High |
| 4 | Socio-cultural factors of aggression and ways of dealing with it | Block 4, Unit 8 | 12 + 8 | High |
| 5 | Consequences of work-life imbalance and addressing the challenges | Block 4, Unit 9 | 12 + 8 | High |
| 6 | Concept of equity and equality and ways of promoting them | Block 4, Unit 9 | 8 + 12 | Medium |
| 7 | Gender and identity, socialisation and changing gender roles | Block 3, Unit 6 | 8 + 12 | High |
| 8 | Sexuality in the context of self and body awareness | Block 3, Unit 6 | 20 | Medium |
| 9 | Factors affecting the expression of aggressive behaviour | Block 4, Unit 8 | 20 | High |
| 10 | Promotion of mental health as a response to youth aggression | Block 4, Unit 8 | 20 | Medium |
| 11 | Short notes, social learning theory and border theory | Block 4, Units 8 and 9 | 10 + 10 | Medium |
| 12 | Short notes, gender stereotyping and constitutional articles 14, 15 and 16 | Block 3, Unit 6 and Block 4, Unit 9 | 10 + 10 | Low |
Coverage note, stated plainly. These 12 answers are drawn from Units 6 to 9. Block 1 and Block 2 topics such as the theories of identity, family as a context of development and the features of youth culture are not solved in this file, and should be prepared from the IGNOU printed material. Nine of the six-paper topics live in Units 6 to 9, which is why the file is weighted that way.
BPCG 172 Syllabus Index, Blocks Units and Key Topics
BPCG 172 runs to four blocks and nine units across six credits, and the term-end paper draws all eight questions from these units. The index below lists the unit titles as they appear on eGyanKosh together with the specific concepts each unit is usually questioned on, which is the fastest way to see where your revision has gaps.
| Block | Unit | Unit title | Concepts usually examined |
|---|---|---|---|
| Block 1, Introduction | 1 | Youth: Concept and Identity | Socio-cultural, emotional and legal meanings of youth; youth bulge; defining age bands |
| 2 | Developmental Aspects of Youth | Developmental tasks of adolescence and early adulthood; emotional, social and moral development | |
| Block 2, Youth and Identity | 3 | Social and Psychological Perspectives on Identity | Erikson's identity formation; social bases of identity; indicators of identity |
| 4 | Education, Career and Peer Group | Educational institutions as context; career choice and career orientations; significance of peers | |
| 5 | Youth Culture: Influence of Media and Globalisation | Features of youth culture; impact of media on youth; sub-culture and counter-culture | |
| Block 3, Gender and Identity | 6 | Gender, Youth Identity and Sexuality | Gender as social construction; gender socialisation and roles; body image; healthy sexuality |
| 7 | Youth, Identity and Globalisation | Multidirectional flow of people, goods and ideas; mutable self; changing work patterns | |
| Block 4, Challenges Related to Youth, Gender and Identity | 8 | Aggression, Violence and Mental Health among Youth | Frustration-aggression hypothesis; General Aggression Model; cultures of honour; YRBSS; catharsis |
| 9 | Challenges Related to Work-Life Balance, Equity and Equality | Five work-life models; four consequences of imbalance; Articles 14, 15 and 16; RTE Act 2009 |
There is no practical file, project or viva component in BPCG 172. It is a wholly theoretical generic elective, so the only two deliverables are the tutor marked assignment worth 30 per cent and the three-hour written paper worth 70 per cent. Any site offering a BPCG 172 practical file is describing something the course does not have.
How This BPCG 172 Guess Paper Was Built from Past Question Papers
The 12 questions were selected by tabulating every question asked in the six term-end papers from June 2023 to December 2025, then scoring each topic on repeat frequency and on how overdue it was for a return. Nothing here is a guess in the loose sense of the word.
The first pass listed all 48 questions from those six papers against the unit that produced them. Aggression appeared in four of six sittings. Work-life balance appeared in four. Gender socialisation and globalisation appeared twice each, which put them in the overdue category rather than the ignore category.
The second pass looked at how the examiner splits marks. Aggression has been asked as 20, as 10 plus 10, and as 7 plus 13. So the answer in the file is written in two separable halves, definition first and theories second, allowing a student to write either version without restructuring anything under exam pressure.
The third pass was source fidelity. Every answer was written back against the eGyanKosh unit rather than from summary notes, which is why the citations carry years and why the numbered lists match the book's own counts. Students who want to verify the pattern themselves can work through our IGNOU Previous Year Question Paper archive alongside this file.
One habit we kept from marking student scripts: where the book prints a figure, the answer says so. Figure 8aF and Figure 9aF are both flagged in the margin, because a neat pencil diagram is one of the few things that visibly moves a mid-range answer upward.
BPCG 172 Exam Pattern and Marking Scheme for the 2026 Term-End Exam
The BPCG 172 term-end paper runs for three hours and carries 100 marks, with eight questions split across Section A and Section B; you attempt any five, taking at least two from each section, and each answer runs to about 400 words. This pattern is printed on the official paper itself.
All questions carry equal marks at 20 each. The mark splits vary within that 20, and the sessions since June 2023 have used 20, 10 plus 10, 12 plus 8, 8 plus 12, 7 plus 13 and 6 plus 14. Reading the split before you start writing decides how you divide the page, and a fair number of marks are lost simply by writing an even answer to an uneven question.
Question 8 has consistently been the short-notes question, carrying two 200-word notes at 10 marks each. It is the safest question on the paper for a student short of time, which is why the file solves two short-note sets rather than one.
The June 2025 sitting, for example, asked about the definition of youth, adolescent development, the concept and social bases of identity, features of youth culture, aggression, work-life imbalance, career choice, and a short note pair on family and gender socialisation. You can read that BPCG 172 Question paper in full and check the structure against the official copy published on the IGNOU question paper archive.
Alongside the written paper sits the tutor marked assignment, which carries 30 per cent of the final result while the term-end exam carries 70 per cent. Both must be attempted for the course to be cleared.
Who Should Order This BPCG 172 Solved Guess Paper
This file suits a student sitting BPCG 172 in June 2026 or December 2026 who has limited revision time and wants written answers rather than a topic list. BPCG 172 is a generic elective, so the students taking it usually have three or four other papers in the same window. Students hunting across programmes will find the wider BAG guess Paper range organised by course code.
It is taken in Semester II by Bachelor of Arts (General) BAG candidates and by Bachelor of Arts (Honours) Psychology BAPCH candidates, and it is also open to BAEGH, BAECH, BAHIH, BAPSH, BASOH, BAPAH and BSCANH learners as a generic elective. Psychology honours students who want their whole semester covered can start from the BAPCH guess Paper index.
It suits you if you have the IGNOU book but cannot decide what to leave out, if your English writing is decent but your recall of scholar names and years is weak, or if you have failed once and need answers that follow the examiner's expected shape. It is less useful if you have already written your own notes from all nine units, in which case the previous year papers alone will serve you better.
How to Get the Complete BPCG 172 Guess Paper on WhatsApp
Send a WhatsApp message with the course code BPCG 172 to 9899436384 and the complete 38-page solved file is shared with you digitally, usually the same day. There is no account to create and no waiting for a courier.
Tell us which session you are appearing in, June 2026 or December 2026, and whether you need English or Hindi medium, and we will confirm availability before anything is sent. If you are taking more than one paper this session, mention the other course codes in the same message and we will quote for the set rather than for single files.
Delivery is a PDF you can read on a phone and print if you prefer paper. Doubts on any answer in the file can be sent back on the same number, and they are answered by the person who wrote the answer rather than by a support desk.
Get the complete BPCG 172 file on WhatsApp 9899436384
Frequently Asked Questions on BPCG 172 Guess Paper
The eight answers below cover what students ask most before ordering the BPCG 172 file: scope, session validity, source fidelity, medium and delivery. Anything not answered here can be asked directly on WhatsApp.
What exactly is included in the BPCG 172 Solved Guess Paper for 2026?
You receive a 38-page PDF holding 12 exam-style questions with full model answers for Youth, Gender and Identity. Each question shows its mark split, its block and unit, the sessions it last appeared in, and a written answer with citations, numbered heads and a conclusion. A frequency table of six past papers and an exam pattern guide are included at the back.
Is the BPCG 172 guess paper valid for both June 2026 and December 2026?
Yes. The file is prepared for both term-end sessions of the 2026 calendar year, because IGNOU sets the same syllabus and the same eight-question pattern for June and December sittings of BPCG 172. The topic priorities were calculated across both June and December papers, so the selection does not favour one session over the other.
Are the BPCG 172 important questions answered from the IGNOU book itself?
Yes. Every answer is written back against the eGyanKosh unit for BPCG 172 rather than from summary notes. Author names, years, definition wording and list counts match the printed material, which is what evaluators check for. Where the unit prints a figure, such as the General Aggression Model, the answer flags it so you can reproduce the diagram.
How many questions does the BPCG 172 guess paper contain and how many are shown here?
The complete file contains 12 solved questions. Five of them are reproduced on this page with their model answers so you can assess the writing quality before ordering. The remaining seven solved answers are supplied only in the complete file, which is sent on WhatsApp after you place the order on 9899436384. Nothing on this page is a shortened paraphrase of the file.
Does the BPCG 172 guess paper cover the entire Youth Gender and Identity syllabus?
No, and we would rather say so. The 12 solved answers are drawn from Units 6 to 9, which is where most recent marks have sat. Block 1 and Block 2 topics such as theories of identity, family as a context of development and features of youth culture are indexed on this page but should be prepared from the IGNOU printed material.
What is the exam pattern for the BPCG 172 term-end examination?
BPCG 172 runs three hours for 100 marks. Eight questions are set across Section A and Section B, and you attempt any five with at least two from each section. All questions carry 20 marks, though the internal split varies. Answers should run to about 400 words, and short notes to about 200 words each.
Can both BAG and BAPCH students use this BPCG 172 solved guess paper?
Yes. BPCG 172 is a six-credit generic elective offered in Semester II, and the same course code, syllabus and question paper apply to Bachelor of Arts (General) and Bachelor of Arts (Honours) Psychology candidates. Learners from BAEGH, BAECH, BAHIH, BAPSH, BASOH, BAPAH and BSCANH who have opted for this elective use the identical paper. Block and unit numbering is the same in every case.
In which language is the BPCG 172 solved guess paper supplied?
Answers are written in English. IGNOU sets the BPCG 172 paper bilingually, so Hindi medium students often use the English file for structure and citations while writing in Hindi. Mention your medium when you message us on 9899436384 and we will confirm what is currently available before you order anything. Diagrams and citations stay the same in both mediums.
Unnati Educations is an independent academic support platform and is not affiliated with, endorsed by or connected to the Indira Gandhi National Open University (IGNOU). Course codes, block titles and unit names are referenced for identification only. This BPCG 172 guess paper is a study aid prepared by our faculty and is not an official IGNOU publication or a leaked question paper.