“A STUDY OF ADJUSTMENT OF STUDENTS IN RELATION TO ... · Concept of Achievement Motivation: Achievement Motivation refers to a patterns of action and feelings connected to striving

Volume 1 Issue 1 2011 ISSN:

BHARTIYAM INTERNATIONAL JOURNAL OF EDUCATION & RESEARCH �

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“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: [email protected]

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.



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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



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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.



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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.



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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.



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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.



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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



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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



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



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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 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.



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Table- 5: Analysis of Variance – Educational Adjustment as Dependent Variable

Number of observation= 699 R -squared= 0.0893



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 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.



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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



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



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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 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.



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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)



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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



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.



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Table -9 Analysis of Variance- Educational Adjustment

Number of observation = 699 R- squared = 0.0186



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



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



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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.



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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.

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