Post on 23-Mar-2020
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
“A STUDY OF ADJUSTMENT OF STUDENTS IN RELATION
TO PERSONALITY AND ACHIEVEMENT MOTIVATION”
Dr. Nirmala Devi
Associate Professor, Hindu College of Education, Sonipat, Haryana, India -131001
Email Id: nirmalhce@gmail.com
Abstract
Healthy Adjustment is necessary for normal growth of an individual in the life and education.
Education trains persons for healthy adjustment in various life situations of the present and
future. This logic implies that education and adjustment are interlinked and complementary to
each other. Therefore, it is imperative for educators and researchers to understand the trends in
adolescents’ adjustment and the factors contributing to their good mental health. The study
conducted by the investigator was a sincere attempt to understand the problems of adjustment
faced by adolescents in areas- Emotional, Social, Educational and General/ Total sphere.
Educational personnel can review and plan for reforms in school educational programmes
accordingly it would help in developing social and emotional maturity among the learning youth.
The sample consisted of 699 students studying in high school classes in the state of Haryana. To
study student’s adjustment in the educational, social and emotional areas in relation to their
personality and achievement motivation three tests - Adjustment inventory for school students
A.K.P. Sinha and R.P. Singh, Agra; Eysenck’s Personality Questionnaire (Junior) for E and N-
Hindi adaptation by Dagar and Achievement Motivation Test- P. Mehta, Delhi were applied. It
was found that achievement motivation has no effect on the adjustment, Extraversion has positive
effect on social, educational and general adjustment and Neuroticism has negative effect on the
emotional, social, educational and general adjustments. Effect of other secondary aspects on
adjustment like sex and school location are also anlaysed and found that rural students proved
better than the urban students on social, Educational and General/Total adjustment.
Key words- Adjustment, Personality, Achievement Motivation, Extraversion, Neuroticism
To see man progressing from Stone Age to the Atomic age is incredible. Advances in Medicine,
Psychology and other Science are phenomenal. The advances have provided the man with all the
material comforts. In spite of all these provisions there is restlessness in society. The rapid
changes in society have posed numerous problems of adjustment for the young and old.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Education aims at human development. It pervades our life from cradle to grave. The general
aim of education is to prepare an individual to lead life successfully. Education should enable us
to overcome those problems and obstacles which we might face in life. Modern society has
become complex and competitive. This is an age of space, rapid industrialization and technical
advancement. So, educational aims and objectives change their dimensions and priorities. These
changes are general as well as specific. Present time expects from pupils to have high sensitivity,
general ability and superior excellence through education. Education trains him to adjust with
himself and the society.
We human being attempt and struggle to adjust to the physical needs such as hunger and
protection from harm. We also try to satisfy psychological needs as those for emotional security,
acceptance etc. With various needs and requirements to satisfy and live a luxurious life in such
complex environment, there is process of interaction between ourselves and our environment. In
this process we either try and struggle to modify our surroundings or we try to keep our own
complex environment neat and clean. Their adjustments can be said as harmony between person
and his environment and maladjustment between the person and his environment. An individual
confronts quite a number of adjustment problems, which have a direct impact in reducing the
general efficiency of the individual. Individual having problems are not able to achieve the
academic pursuits commensurate with their intellectual capabilities. There may be other factors
also which bear the academic performance of the child. Personality characteristics also determine
one’s adjustment in life. The present study is an attempt to understand the adolescent’s
adjustment in relation to psychological variables: Extraversion, Neuroticism and Achievement
Motivation.
Concept of Adjustment:
The concept of Adjustment was first given by Darwin who used it as an adaptation to survive in
physical world. Human beings are able to adjust to the physical, social and psychological
demands that arise from having inter dependability with other individual. Adjustment is an
organizational behavior in life situations at home, at school, at work in growing up and in ageing.
It is the course of behaviour, an individual follows in relation to the demands of internal, external
and social environment. For this study, adjustment is a satisfactory relationship between
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
individual and the environment in respect to three the three areas of adjustment – social
adjustment, emotional adjustment and educational adjustment.
Concept of Personality:
Personality is the dynamic organization within the individual of those psychological systems that
determine his characteristic behavior and thought. Personality represent a unique integration of
trait so as to differentiate one person from another on the basis of quality. For the present study
the two dimensions of personality are considered- Introversion- Extraversion and Neuroticism-
Stability.
Extraversion- An extrovert is sociable like parties, has many friends, likes to talk to people.
Extraversion is a general attitude or group of traits characterized by dominant interest in the
external world and social life and correspondingly diminished concern for fantasies, reflections
and introspection. On the other extreme of it is introversion.
Neuroticism- includes qualities like anxiety, mood, depression. It reflects the emotionality of the
individual. Neuroticism is characterized by unnecessary worrying, by feeling of restlessness by
moodiness and by general nervousness.
Concept of Achievement Motivation:
Achievement Motivation refers to a patterns of action and feelings connected to striving to
achieve some internalized standard of excellence in performance. It is a subjective state of
readiness to act in a given direction with a given level of intensity resulting in the achievement of
certain effects, objects, improved individual statues, excellence of performance in any field of
activity. It is the expectancy of finding satisfaction in mastering challenging and different
performance. In education we sometime call it the “pursuit of excellence”.
OBJECTIVES: Primary objectives-
1 To study the relationship between Emotional, Social, Educational and Total/ General
Adjustment and Achievement Motivation, Extraversion and Neuroticism.
2. To study the main effect of Achievement Motivation, Extraversion and Neuroticism on
Emotional, Social, Educational and General/Total Adjustment.
3. To study the interaction effects of Achievement Motivation, Extraversion and Neuroticism on
Emotional, Social, Educational and General/Total Adjustment.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Secondary Objectives-
1. To study the main effect of sex and School Location on Emotional, Social, Educational and
General/Total Adjustment.
2. To study the interaction effects of Sex and School Location on Emotional, Social, Educational
and General/Total Adjustment.
DELIMITATION
The scope of present study had been delimited in respect of its objectives, variables, tools and
statistical technique. The objectives of present study were confined to study adjustment of
secondary students in relation to their Achievement Motivation, Extraversion and Neuroticism.
Adjustment as dependent variable had been studied in Emotional, Social, Educational and
General Aspects.
SAMPLE:
The sample was limited to 699 students of class Xth. The students were selected from the
secondary school situated in Rohtak, Sonepat and Jhazzar districts of Haryana.
The description of the sample was as follows:
URBAN: Boys -150, Girls-150
RURAL: Boys- 200, Girls - 199
The random sample of 699 students was taken from sixteen school situated in three districts of
Haryana. Cluster sampling technique was adopted, Three districts were chosen by draw of lots
and of 16 schools were randomly selected. Three schools represented a variety of different type’s
government and private rural and urban area of schools. The selected schools were either for
boys or for girls for co- educational. Thus, the chosen sample of six hundred ninety nine students
was considered as good representative of the population.
DESCRIPTION OF TOOLS
The following three tools were employed for data collection
1. Adjustment inventory for school students A.K.P. Sinha and R.P. Singh, Agra.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
2. Eysenck’s Personality Questionnaire (Junior) for E and N- Hindi adaptation by Dagar.
3. Achievement Motivation Test- P. Mehta, Delhi.
DEPENDENT VARIABLES:
1. Emotional adjustment
2. Social adjustment
3. Educational adjustment
4. Total/General adjustment
INDEPENDENT VARIABLES:
1. Achievement Motivation
2. Extraversion
3. Neuroticism
The following statistical techniques were selected according to chosen objectives of the study-
• To study the relationship of Adjustment Areas with Achievement Motivation,
Extraversion and Neuroticism using Pearson’s correlation (r).
• To study the main and interaction effects of Achievement Motivation, Extraversion and
Neuroticism on four Adjustment aspects by ANOVA (Analysis of Variance)
• To study the main and interaction effects of Sex and School location (area) on
Adjustment aspects by ANOVA.
ANALYSIS AND FINDINGS:
The relation between four adjustment aspects with achievement motivation, extraversion was
investigated using correlation and analysis of variance techniques.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Table 1- Basic statistics for Adjustment areas, Achievement Motivation, Extraversion and
Neuroticism (N=699)
Variable Mean Median S.D. Skewness
Emotional (V1) 2.85 2.00 2.54 1.98
Social (V2) 5.40 5.00 2.54 0.66
Educational (V3) 3.55 3.00 2.87 1.66
General/Total (V4) 11.20 10.00 6.66 1.35
Achievement
Motivation (V5) 3.45 3.00 4.83 0.15
Extraversion (V6) 15.49 16.00 3.49 0.35
Neuroticism (V7) 8.71 9.00 3.95 0.30
Mean and Median values for each of the seven variables are calculated. All of them have positive
skewness except the extraversion which is negatively skewed. Median Values of independent
variables are also used to classify them into low and high groups.
RELATIONSHIP OF ADJUSTMENT WITH ACHIEVEMENT MOTIVATION,
EXTRAVERSION AND NEUROTICISM:
Table 2- Co-relation of Adjustment with Achievement Motivation, Extraversion and
Neuroticism
Variable AM (V5)
Extr
(V6) Neur (V7)
(Adjustment)
Emo (V1) -0.03110 -0.08720 0.26870
Soc (V2) -0.06960 -0.21200 0.20150
Edu (V3) -0.07920 -0.12310 0.30720
Gen(V4) -0.07520 -0.16010 0.30880
The high scores of adjustment indicate poor adjustment or maladjustment. So interpreting
adjustment score with variables in this investigation, negative relationship will indicate positive
association with the variable. Positive relationship would give negative association.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Table 3- Analysis of Variance for Emotional Adjustment
Number of obs= 699 R -squared= 0.0749
Root MSE= 2.45075 Adj. R- squared = 0.0655
Source Partial ss Df Ms F Prob>F
Model 336.07129 7 48.01018 7.99 0.0000
A.M. (V5) 0.84895 1 0.84895 0.14 0.7071
Extr (V6) 19.26757 1 0.26757 3.21 0.0737
Neur (V7) 73.32685 1 273.32685 45.50 0.0000
V5XV6 0.02552 1 0.25524 1.00 0.9480
V5XV7 83.66191 1 3.66190 0.00 0.4352
V6XV7 4.35474 1 4.35474 0.61 0.3948
V5X 0.01063 1 0.01063 0.73 0.9665
V6XV7 4150.27492 691 6.00619 0.00
Residual
Total 4486.34621 698.00000 6.42743
Mean Emotional Adjustment scores for low and high Neuroticism groups
N Low Neuroticism High Neuroticism
N 414 285
Mean 1.73 3.08
Emotional Adjustment and Achievement Motivation
The correlation between emotional adjustment and achievement motivation (r=-0.0311) is
positive but not significant. (the r value is negative and is interpreted as positive relationship
involving adjustment.) In analysis of variance (F=0.14, P=0.71), it was found that was no
significant difference between subjects having high and low achievement motivation. So both
these statistical technique proved that there was no effect of achievement motivation on
emotional adjustment.
Emotional Adjustment and extraversion
The correlation between emotional adjustment and extraversion table -2 proved to be positive
and significant at 0.05 level (r= 0.087). But ANOVA results (F=3.21, P= 0.07) it was found that
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
there was no significant effect of extraversion on emotional adjustment. The two results seemed
to be opposite, but the value of ‘r’ being too low and not always real indicator of association; it
might be assumed to have no relationship. Therefore, this study concluded that there was no
effect of extraversion on emotional adjustment.
Emotional Adjustment and Neuroticism:
The relationship between emotional adjustment and neuroticism (r=+0.269) proved to be
significant and negative. (Positive coreelation is indicated of negative relation). The ANOVA
result (F=45.5, P=0.00) proved to be significant. Further comparison of means indicated that low
on neuroticism group (M= 1.71) was better on social adjustment that those on high on
neuroticism (M= 3.08) in Table 3. Therefore, both these results confirmed that subjects having
emotional stability (low neuroticism) had better emotional adjustment than the emotionally labile
subjects.
Table- 4 Analysis of variance – Social Adjustment as Dependent Variable
Number of observation = 699 R -squared= 0.0758
Root MSE= 2.45437 Adj. R- squared = 0.0664
Source Partial ss Df Ms F Prob>F
Model 341.29897 7 48.75699 8.09 0.0000
A.M. (V5) 1.51848 1 1.51848 0.25 0.6158
Extr (V6) 144.31124 1 144.31124 24.06 0.0000
Neur (V7) 199.31124 1 119.31124 19.81 0.0000
V5XV6 4.51183 1 4.51183 0.75 0.3871
V5XV7 4.35842 1 4.35842 0.72 0.3953
V6XV7 0.19280 1 0.19280 0.03 0.8581
V5XV6X 21.08272 1 21.08272 3.50 0.0618
V7 4162.54081 691 6.02394
Residual
Total 4503.83977 698 6.45249
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Mean Social Adjustment scores for Introverts and Extroverts
N Introverts Extroverts
N 194 505
Mean 6.14 5.12
Mean social Adjustment Scores for Low and High on Neuroticism Groups
N Low Neuroticism High Neuroticism
N 414 285
Mean 5.01 5.95
Social Adjustment and Achievement Motivation
The correlation (r= 0.70) between social adjustment and achievement motivation is found
significant. The effect of achievement motivation on social adjustment was not found significant
(F= 0.25, P= 0.62) both the procedures confirmed that there is no effect of achievement
motivation on social adjustment.
Social Adjustment and Extraversion
The relation between social adjustment and extraversion is found to be significant effect positive
as r= -0.2120. ANOVA results (F= 2.06, P= 0.00) also showed significant effect of extraversion
on social adjustment. Extroverts proved to have positive effect on social adjustment.
Social Adjustment and Neuroticism
The correlation (r= 0.2015) was found to be highly significant and negative between social
adjustment and neuroticism. ANOVA results (F= 45.51, P= 0.00) gave significant effect of
neuroticism on social adjustment. Further comparison of means showed that low on neuroticism
(M= 5.95) on social adjustment. This showed negative relationship. Neuroticism has negative
effect on social adjustment.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Table- 5: Analysis of Variance – Educational Adjustment as Dependent Variable
Number of observation= 699 R -squared= 0.0893
Root MSE= 2.75032 Adj. R- squared = 0.0800
Source Partial ss Df Ms F Prob>F
Model 512.22733 7 73.17533 9.67 0.00000
A.M. (V5) 0.30153 1 0.30153 0.00 0.94970
Extr (V6) 46.67017 1 46.67017 6.17 0.01320
Neur (V7) 351.13770 1 351.13770 46.42 0.00000
V5XV6 11.21453 1 11.21453 1.48 0.22380
V5XV7 0.91725 1 0.91725 0.12 0.72780
V6XV7 0.38939 1 0.38939 0.05 0.82060
V5XV6X 14.95072 1 14.95072 1.98 0.16020
V7 5226.91717 7.56428
691
Residual
Total 5739.14449 698 8.22227
Mean Educational Adjustment scores for Introverts and Extroverts
N Introverts Extroverts
N 194 505
Mean 3.95 3.39
Mean Educational Adjustment Scores for Low and High on Neuroticism Groups
N Low Neuroticism High Neuroticism
N 414 285
Mean 2.89 4.99
Educational Adjustment and Achievement Motivation
The correlation (r=0.0798) showed significant and positive relation between educational
adjustment and achievement motivation. ANOVA procedure found that there was no significant
effect of achievement motivation on education adjustment.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Educational Adjustment and Extraversion
The relation between educational adjustment and extraversion was found to be significant and
positive (r=-0.12). In ANOVA the effect on extraversion (F= 6.17, P= 0.013) was also found
significant at 0.05 level. Further comparison of means prove extraversion better than the
introverts on educational adjustment. So it was concluded that extraversion has positive effect on
educational adjustment.
Educational Adjustment and Neuroticism
The value of correlation between neuroticism and educational adjustment (r=0.31) was found to
be negative and significant. ANOVA results (F= 46.42, P=0.00) were significant. Furtehre
comparison of means also proved negative effect of neuroticism on educational adjustment.
Table – 6: Analysis of Variance – General Adjustment as dependent variable
Number of obs= 699 R -squared= 0.1040
Root MSE= 6.33199 Adj. R- squared = 0.0950
Source Partial ss Df Ms F Prob>F
Model 3222.10637 7 460.30091 11.48 0.00000
A.M. (V5) 13.67789 1 13.67789 0.34 0.55940
Extr (V6) 482.81510 1 482.81510 12.04 0.00600
Neur (V7) 2137.54614 1 2137.54614 53.31 0.00000
V5XV6 15.94498 1 15.94498 0.40 0.52850
V5XV7 25.10932 1 25.10932 0.63 0.42900
V6XV7 9.45615 1 9.45615 0.24 0.62740
V5XV6X 68.71673 1 68.71673 1.71 0.19090
V7 27745.08790 691 40.09406
Residual
Total 30967.19430 698 44.30214
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Mean General Adjustment scores for Introverts and Extroverts
N Introvert Extrovert
N 194 505
Mean 12.51 10.68
Mean General Adjustment Scores for Low and High on Neuroticism Groups
N Low Neuroticism High Neuroticism
N 414 285
Mean 9.62 13.52
General/ Total Adjustment and Achievement Motivation
The correlation between general adjustment and achievement motivation (r=-0.075) was found
positive and significant. But the (F=3.4, p= 0.56) showed no effect of achievement motivation.
Looking at low value of ‘r’ relationship was not considered effective. So, it could be inferred that
achievement motivation had no effect on general adjustment.
General Adjustment and Extraversion
The relationship between general adjustment and extraversion (r=-0.16) was found to be
significant and positive. ANOVA (F= 12.04, P=0.00) showed significant effect of extraversion.
Further comparison of means showed extraversion has positive effect on general adjustment. So
there was positive effect of extraversion on general adjustment.
General Adjustment and Neuroticism
The correlation value (r=+0.31) showed negative and significant relationship between general
adjustment and neuroticism. ANOVA result (F= 53.31, P=0.00) gave significant effect of
neuroticism. Further comparison of means on general adjustment of low on Neuroticism (M=
9.62) and high (M= 13.50) also proved negative effect.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
The primary objective of the investigation were to study the effect of achievement motivation,
extraversion and neuroticism on the adjustment areas (emotional, social, educational and
general)
The main results of the study are as follows:
1 Achievement motivation has no effect on the adjustment.
2. Extraversion has positive effect on social, educational and general adjustment.
3 Neuroticism has negative effect on the emotional, social, educational and general adjustments.
This implies that emotional stability has positive effect on all these aspects of adjustment.
EFFECT OF SEX AND SCHOOL LOCATION (AREA) ON ADJUSTMENT:
Table- 7 Analysis of variance for Emotional Adjustment in relation to Sex and Area
Number of obs = 699 R- squared = 0.0102
Root MSE = 2.52772 Adj R- squared= 0.0059
Source Partial ss df Ms F Prob>F
Model 45.74072 3 15.24691 2.39 0.06790
Area 2.96776 1 2.96776 0.46 0.49580
Sex 8.28664 1 8.28664 1.30 0.25520
AreaX Sex 29.25315 1 29.25315 4.58 0.03270
Residual 4440.60549 695 6.38936
Total 4486.34621 698 6.42743
Mean Emotional Adjustment Scores for students by Sex and area
Group Rural Urban
Males
M=2.03
(N=200)
M=2.13
(N=150)
Female
M=2.66
(N= 199)
M=2.11
(N= 150)
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
ANOVA result (F= 1.30, P= 0.26) conclude that there was no effect of sex on emotional
adjustment. Further the ANOVA results related to the effect of area on emotional adjustment
(F=0.46, P=.50) proved to be not significant.
Table- 8 : Analysis of Variance – Social adjustment
Number of observation = 699 R- squared = 0.0110
Root MSE = 2.53163 Adj R- squared= 0.0067
Source Partial ss df Ms F Prob>F
Model 49.47924 3 16.49308 2.57 0.0530
Area 42.03865 1 42.03865 6.56 0.0600
Sex 1.99238 1 1.99238 0.31 0.5773
AreaX Sex 6.32167 1 6.32167 0.99 0.3210
Residual 4454.36054 695 6.40915
Total 4503.83977 698 6.45249
Means of Social Adjustment Scores for rural and urban school students
N Rural Area
Urban
Area
N 399 300
Mean 5.128 5.683
In ANOVA results, the effect of sex on social adjustment was not found significant (F=0.31,
P=0.578) but ANOVA process (F=6.56, P=0.011) showed that there was significant effect of
area on social adjustment. Further study concluded that the rural school students (M=5.12)
are better than the urban ones on social adjustment.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Table -9 Analysis of Variance- Educational Adjustment
Number of observation = 699 R- squared = 0.0186
Root MSE = 2.84684 Adj R- squared= 0.0143
Source Partial ss df Ms F Prob>F
Model 106.50175 3 35.50238 4.38 0.0046
Area 98.12414 1 98.12414 12.11 0.0005
Sex 4.09793 1 4.09793 0.51 0.4773
AreaX Sex 5.46473 1 5.46473 0.67 0.4118
Residual 5632.63735 695 8.10451
Total 5739.14449 698 8.22227
Means of Educational Adjustment Scores for rural and urban school students
N Rural Area Urban Area
N 399 300
Mean 3.223 3.545
Effect of sex on emotional adjustment was not found significant (F= 0.51, P=0.48). It concludes
that the male an dfemale students do not differ significantly on educational adjustment. The
effect of area (F= 12.11, P= 0.000) was found significant. It further showed that rural students
(M=3.22) proved better than the urban mean (3.98) on educational adjustment.
Table – 10 : Analysis of Variance- General Adjustment
Number of obs = 699 R- squared = 0.0080
Root MSE = 6.64347 Adj R- squared= 0.0038
Source Partial ss df Ms F Prob>F
Model 248.75262 3 82.91754 1.88 0.1318
Area 215.36012 1 215.36012 4.88 0.0275
Sex 31.32964 1 31.32964 0.71 0.3998
AreaX Sex 0.38679 1 0.38676 0.01 0.9254
Residual 30718.44170 695 44.13569
Total 30967.19430 698 44.30214
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
Means of General Adjustment Scores for rural and urban school students
N Rural Area Urban Area
N 399 300
Mean 10.723 11.843
From ANOVA it was inferred that there was no significant effect of sex on general adjustment
but the effect of area (F= 4.88, P= 0.028) was found significant. Further study showed that rural
students were better than the urban students on general adjustment. This is perhaps due to the
fact that rural students have to lead a simple and hard life. They lack in knowledge but donot
nurture high aspirations. So rural students show better contentment and adjustment than the
urban ones.
EDUCATIONAL IMPLICATION OF THE STUDY
1 Since Extraversion has significant positive effect on social educational and general aspects of
adjustment. So following programmes are suggested:
a) School should provide proper physical facilities for games, sports and co-curricular
activity as these would channelize the creative energy of the pupils.
b) Social service camps NCC/ NSS activities and other outdoor activities. These would
develop desirable social qualities considerate and cooperation which in turn help them to
adjust well.
c) Students should be given an opportunity to express their ideas and discuss their
problems with school authorities. It develops self confidence and mental satisfaction
among the students.
d) Parents and teachers should provide intellectual, social and emotional support to
children at the time of stress and tension.
2. Again emotional stability has been found to be an important factors in healthy adjustment in
all the aspects. So, for proper emotional development following suggestions are made:
a) Teachers should treat pupils with love, affection and understanding.
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
b) Guidance and counseling services should be arranged to assist students for healthy
adjustment in schools and life.
c) Teacher should be sensitive to the feelings and problems of individual pupils.
d) Pupils should be enabling to recognize their strong and weak characteristics to avoid
unnecessary aspirations.
e) Play hobbies, excursions, discussions etc. provide excellent opportunities to explore
and express their feelings. These should be organized for developing good mental health
of students and their healthy adjustment.
f) Parents and teachers meet frequently to diagnose emotionally maladjusted cases and
take remedial measures.
g) Teachers are in the continual interaction with their students. Their behaviour effects
them directly. So, teachers should show behavior of emotional maturity to prove a model
for their pupils.
h) Teacher should appreciate accomplishments of the pupils. Undue criticism and ridicule
should be avoided as these may lead to a sense of inferiority and anxiety.
REFERENCES
• Abraham, A and Abraham V (1986) Eysenek Personality Inventory and Bills Adjustment
Inventory, Indian Jr. Clinical Psychology Vol 13
• Adaval, S B (1968) Third Year Book of Education, New Delhi: NCERT
• Agrawal, J.C. (1972) An Introduction to Educational Research, New Delhi
• Agrawal M.C. (1962) Adjustment Among Extraverted and Introverted College
Adolescent, Psychological Research.
• Ahuja, Ram (1992) Social Problems in India, Jaipur. Rawat Publishers.
• Alexander, E Joseph and Rajndran, K (1992) Influence of Self Concept, Six Area and
Parents on Students Adjustment problems of Coimbatore, Jr. of Educational Research
and Extraversion Vol. 28 (3)
• Allport G W (1937) Personality : A Psychology Interpretation, New York: Henry Holt
and Co. Inc.
• Allport G W (1961) Pattern and Growth in Personality, New York: Holt, Riveheart and
Winston
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
• Angell et al (1928) In Tripathy SL (1981) Adjustment Problems of Undergraduates of
Varanasi Division, Ph.D. Education, Gorakhpur University, Gorakhpur
• Asha CC (1978) An Empirical Study of Adjustment Patterns creative Children In
Secondary School, Ph.D. Psychology. Vol XV (I) jan 1989.
• Atwater, E (1995) Psychology For Living : Adjustment, Growth And Behaviour, New
Delhi : Parentie Hall of India Ltd.
• Benard , H.W and Fuller D W (1969) Principal of Guidance : A Basic Text, Bombay :
Allied Publishers Pvt. Ltd.
• Bischof, L.J (1970) Interpretation Personality Therories, New York : Harper and Row
Publishers
• Bogardus, E S (1931) Fundamental of Social Psychology, New York : New York
Countary.
• Brown Francois J (1970) Educational Psychology, Tokyo Prentice Hall Inc., Charles E
Turtle Co.
• Buch, M B (1970) A Survey of Research in Education, Baroda: Center of Advance Study
In Education, M S University.
• Buch M B (Ed.) (1987) Third Survey of Research in Education, New Delhi: NCERT
• Cattel R B (1950) Personality A Systematic, Theoritical and Foctual Study, New York:
Mc Graw Hill
• Crow L D and Crow A (1962) An Introduction to Guidance, Eurasia Publishing House
Pvt. Ltd.
• Crow L D and Crow A (1965) Adolescent Development And Adjustment, New York Mc
Grow Hill
• Crow L D and Crow A (1969) Child Psychology, Eurasia Publishing House (Indian
Repruit)
• Davies B D and Gilson A (1967) The Social Educational of the Adolescent, London,
University of London Press Ltd.
• Dapia T S (1967) Adjustment, Extraversion and Neuroticism, Indian Psychological
Review, Vol. 3-2, Jan 1967
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
• Dhillon G K (1979) A Comparative Study of the Personality Characteristics Adjustment
and Motivational Level of Non- Participant and Participant Children of Secondary School
in Physical Activities, Ph. D Phy. Edu., Punjab University.
• Datt M L (1983) Socio- Psychological Study of Tribal High School Male Students of
Himachal Pradesh with High and Low Achievement Motivation, Ph. D. Edu. MSU, In
Bush M.B. (Ed.), Third Survey of Research In Education New Delhi , NCERT
• Datt N K (1974) Psychological Foundation of Education, delhi: Doaba House
• Eysenck, H J (1970) The Structure of Human Personality, London: Methuen and Co.
• Eysenck H J (1971) The Structure of Human Personality, New York: Methuen and Co.
• Eysenck H J (1975) The Inequality of Man, London: Temple Smith
• George E J (1966) A Comparative Study of Adjustment of Ten year and Eleven Year
Schooling In Kerala State in Buch M B (Ed.) Second Survey of Research In Education,
Baroda, CASE.
• Ghosh S K (1995) A Comparative Study of Adjustment Needs of Santhal and Non-
Santhal Male Adolescents, Indian Psychological Review Vol. 44
• Goswami U, Jayapoorni N and Kamal SS (1987) Educational Adjustment of the Youth In
Relation to Sex, Locality and Income Assam. Jr. of Educational Research and Extension.
• Hepner, H W (1973) Psychological Applied to Life and Work, New Jersey, Prentice Hall
Inc.
• Hjelle L A and Jiegler D J (1992) Personality Theories, Singapore, Mc Graw Hill Inc.
• Hurlock E B (1976) Personality Development, New Delhi, Tata Mc Graw Publishing Co.
Ltd.
• Jaiswal S R (1991) Psychology of Personality, Agra, Vinod Pustak Mandir.
• Kanwala S. C. (1973) Adjustment Problem of College Students, Jr. of Education and
Psychological, Vol XXXI (2) July 1973, Vallabh Villabh Vidyanagar, Gujarat
• Kaplan P S and Stein J (1984) Psychological of Adjustment, Balmost (Calfornia)
Wadsworth Publishing Co.
• Kulhrestha P K (!992) The Effect of School Environment on Adjustment of High School
Students, Ph. D (Education) Thesis, Agra University
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
• Kumar K. (1980) Some Personality Coorelates of Academic Adjustment Ph.D Education
of University, In Buch. M.B. (Ed) Fourth Survey of Research in Education, Delhi,
NCERT
• Kundu C L (1977) Personality Development – A Critique of Indian Studies,
Kurukshetra: Vishal Publications.
• Kuppaswamy, B. (1971) Advanced Educational Psychology, New Delhi, Sterling
Publishers Pvt. Ltd.
• La Torre (1978) In Saun, G S , Self Desclosure Adjustment And Achievement – A
Comparison, Delhi, Classical Publishing Co.
• Lazarus R (1969) Patterns of Adjustment and Human Effectiveness (Students Edition),
Tokyo: Mc Graw Hill Book Co. Inc.
• Levanway R W (1972) Advanced General Psychology, Philadelphia: E A Davis Co.
• Lindquist E F ( 1970) Statistical Analysis In Educational Research, New Delhi: Wiley
Easter Ltd.
• Lu L (1994) University Transition – Major and Minor Life Stressee, Personality
Characteristics and Mental Health, Psychological Abstracts, Vol. 81
• Mehta P (1969) The Achievement Motive In High School Boys, New Delhi: NCERT
• Mussen P H, Conger J J Kagan, Huston A C (1984) Child Development and Personality,
New York, Harper and Row Publishers.
• Nanda A (1957) Psychological Needs of Adolescent Girls and Their Bearing on
Individual Adjustment PhD Education, Delhi University
• Page J D (1994) Abnormal Psychology Delhi, Tata Mc Graw Hill Publishing Company
• Pandey B B (1979) A Study of Adjustment Problems of Adolescent Boys and Girls of
Deoria and their Educational Implications, Ph. D Education, Gorakpur University in
Buch, in B.Ed., Third Survey Research in Education, Delhi: NCERT (1986) P.389
• Shaffer L F and Shebey E J (1956) The Psychology of Adjustment London: Constable
and Company
• Shinner Charles E (1968) Educational Psychology, Prentice Hall of India, New Delhi
• Sinha H C ( 1986) Educational Research, Kurukshetra, Vishal Publishers
Volume 1 Issue 1 2011 ISSN:
BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �
�
• Smith Henry Clay (1961) Personality Adjustment, Mc Graw Hill Book Company Inc.
New York Toronto, London
• Sorenson, Herbert (1977) Psychology in Education, New Delhi, Tata Mc Graw Hill
Publishing
• Stephan J S (1972) Educational Psychology, Arya Book Depot, Karol Bagh, New Delhi
• Sudhir MA (1989) A Study of Achievement Motivation in relation to select Personality
and Socio-Educational Factors, Jr. of Educational Research and Extension Vol. 25 (4)
1989 pp 198-208
• Tripathi S L (1981) Adjustment problems of Undergraduate of Varanasi, Ph D Thesis
(Education) Gorakpur University
• Walia J S (1994) Foundation of Educational Psychology Paw Publishers, Punjab
• Whitakar JO (1970) Introduction to Psychology, Tokyo Toppan Co. Ltd.
• Whitney (1950) Elements of Research, New York, Practise Hall