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ADJUSTMENT PROBLEMS OF WORKING WOMEN IN RELATION TO THEIR EMOTIONAL INTELLIGENCE,
FAMILY ENVIRONMENT AND SELF – CONCEPT
Thesis submitted in partial fulfillment for the award of Degree of
Doctor of Philosophy in Psychology
By
R.MURUGESAN
Under the guidance of
Dr. E.JOSEPH ALEXANDER
VINAYAKA MISSIONS UNIVERSITY
SALEM, TAMILNADU, INDIA
August 2013
ii
VINAYAKA MISSIONS UNIVERSITY
DECLARATION
I, R.MURUGESAN declare that the thesis entitled
“ADJUSTMENT PROBLEMS OF WORKING WOMEN IN
RELATION TO THEIR EMOTIONAL INTELLIGENCE, FAMILY
ENVIRONMENT AND SELF – CONCEPT” submitted by me for the
Degree of Doctor of Philosophy is the record of work carried out by
me during the period from October 2007 to August 2013 under the
guidance of Dr.E.JOSEPH ALEXANDER and has not formed the
basis for the award of any degree, diploma, associate-ship, fellowship,
titles in this or any other University or other similar institutions of
higher learning.
Place: Salem Signature of the Candidate
Date : (R.MURUGESAN)
iii
VINAYAKA MISSIONS UNIVERSITY
CERTIFICATE BY THE GUIDE
I, Dr. E.JOSEPH ALEXANDER, certify that the thesis entitled
“ADJUSTMENT PROBLEMS OF WORKING WOMEN IN
RELATION TO THEIR EMOTIONAL INTELLIGENCE, FAMILY
ENVIRONMENT AND SELF – CONCEPT” submitted for the degree
of Doctor of Philosophy in Psychology by Mr. R.MURUGESAN is the
record of research work carried out by him during the period from
October 2007 to August 2013 under my guidance and supervision
and that this work has not formed the basis for the award of any
degree, diploma, associate-ship, fellowship or other titles in this
University or any other University or other similar institutions of higher
learning.
Place: Salem Signature of the Supervisor
Date :
iv
ACKNOWLEDEGEMENT
I express my sincere thanks and gratitude to Dr.K.Rajendran,
Dean – Research Wing, Vinayaka Missions University, Salem for his
comments, encouragement,and guidance to complete the study
I am gratefully indebted to Dr.E.Joseph Alexander, Assistant
Professor, Psychology wing, DDE Annamalai University, Annamalai
nagar, Chidambaram. It was a great pleasure to work with him and
his kind co-operation, valuable guidance, thankful review helped me
complete this work.
I am also thankful to Dr.S.Kadhiravan, Associate Professor &
Head i/c, Department of Psychology, Periyar University, Salem.
I also thank all the participants of this study from Coimbatore
and Tiruppur Districts for their support during the data collection.
My heartful thanks to my wife Mrs.R.Ponmozhi and my
daughter Ms.M.Nivedhaa and Mr.D.Gowtham for their love and
support to complete my research work.
R.MURUGESAN
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CONTENTS
CHAPTER TITLE PAGE NO.
LIST OF TABLES vi
LIST OF FIGURES Viii
I INTRODUCTION 1
II REVIEW OF RELATED LITERATURE 39
III NEED FOR THE STUDY 84
IV RESEARCH METHOD 89
V RESULTS AND DISCUSSION 102
VI SUMMARY AND CONCLUSION 142
BIBLIOGRAPHY 158
APPENDICES
vi
LIST OF TABLES
Table No.
Title Page No.
4.1 Showing the distribution of working women from different age groups and their percentage.
99
4.2 Showing the distribution of working women from different religion group and the percentage.
99
4.3 Showing the distribution of working women from different place of work and the percentage.
100
4.4 Showing the distribution of working women from different educational qualifications and the percentage.
100
4.5 Showing the distribution of working women from different organizations and the percentage.
101
5.1 Showing the number of working women in all the areas of adjustment and their percentage.
102
5.2 Showing coefficient of correlation between adjustment and emotional Intelligence of working women.
105
5.3 Showing coefficient of correlation between working women’s adjustment and their family environment.
107
5.4 Showing the coefficient of correlation between adjustment and Self-concept of working women.
109
5.5 Showing Mean, S.D, S.E m and F-ratio of working women from different age groups.
110
5.6 Showing ANOVA of working women from different age groups.
112
5.7 Showing Mean difference, S.E. difference and t-ratio of working women from different age groups.
112
5.8 Showing Mean, S.D, S.E m and F-ratio of working women from different religion.
114
5.9 Showing ANOVA of working women from different religion.
115
5.10 Showing Mean, S.D, S.E m and t-ratio of working women belonging to rural and urban areas.
116
5.11 Showing Mean, S.D, S.E m and t-ratio of married and unmarried working women.
118
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5.12 Showing Mean, S.D, S.E m and t-ratio of working women from nuclear family and joint family.
120
5.13 Showing Mean, S.D, S.E m and F-ratio of working women from different income groups.
122
5.14 Showing ANOVA of working women from different income groups.
123
5.15 Showing Mean difference, S.E difference and t-ratio of working women from different income groups.
123
5.16 Showing Mean, S.D, S.E m and F-ratio of working women belonging to different health condition.
125
5.17 Showing ANOVA of working women belonging to different health condition.
126
5.18 Showing Mean difference, S.E difference and t-ratio of working women belonging to different health condition.
126
5.19 Showing Mean, S.D, S.E m and F ratio of working women belonging to different occupational groups.
128
5.20 Showing ANOVA of working women from different occupational groups.
129
5.21 Showing Mean difference, S.E difference and t-ratio of working women from different occupational groups.
129
5.22 Showing Mean, S.D, S.E m and F- ratio of working women from different educational groups.
131
5.23 Showing ANOVA of working women from different educational groups.
132
5.24 Showing Mean difference, S.E difference and t-ratio of working women from different educational groups.
133
5.25 Showing Mean, S.D, S.E m and t-ratio of working women from government and private organizations.
135
5.26 Showing Mean, S.D, S.E m and F-ratio of working women from different communities.
137
5.27 Showing ANOVA of working women from different communities.
138
5.28 Showing Mean difference, S.E difference and t-ratio of working women from different communities.
138
5.29 Showing Mean, S.D, S.E m and t-ratio of working women who stay in the hostel and those who come from home.
140
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LIST OF FIGURES
Figure No.
Title Page No.
1 Mean adjustment value of working women from different age groups.
111
2 Mean adjustment value of working women from different religion.
114
3 Mean adjustment value of working women belonging to rural and urban areas.
117
4 Mean adjustment value of married and unmarried working women.
119
5 Mean adjustment value of working women from nuclear family and joint family.
121
6 Mean adjustment value of working women from different income groups.
122
7 Mean adjustment value of working women belonging to different health condition.
125
8 Mean adjustment value of working women from different occupational groups.
128
9 Mean adjustment value of working women from different educational groups.
132
10 Mean adjustment value of working women from government and private organizations.
136
11 Mean adjustment value of working women from different communities.
137
12 Mean adjustment value of working women who stay in the hostel and those who come from home.
140
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ABSTRACT
This study was conducted to investigate adjustment problems of working
women in relation to their emotional intelligence, family environment, and self-
concept. It also examined the influence of other variables of working women like
age, religion, area of residence, marital status, type of family, income, physical
status, type of occupation, educational qualification, community, type of
organization, and their stay on their adjustments. The sample of 714 women from
ten textile industries in Coimbatore and Tiruppur Districts were selected with the
help of Fishers Table of Random numbers. Tools used for data collection in this
study were Adjustment Inventory Form by Hygh. M. Bell (1962), Emotional
Quotient Inventory, Family Environment Scale by Bhatia, H. and
Chadha,N.K.(1993),and Self-concept Scale by Rastogi (1987). The data
collected were statistically analysed and the results of the study revealed that the
adjustment problems of working women has significant relationship with their
emotional intelligence, family environment, and self-concept. In addition,
personal factors of working women influenced their adjustment problems. The
findings of this study suggest that working women should consider the
significance of emotional intelligence, family environment, and self-concept, while
they are at home and in the working environment.
1
CHAPTER - I
INTRODUCTION
Life is a continuous process of adjustment. Every day people make
countless adjustments. Adjustment is a word that stems from the biological
concept of adaptation. In other words adjustment is approves by which in
living organism maintains its balance in the environment by fulfilling its
needs from time to time.
1.1 Nature of Adjustment
Adjustment is a process by which a living organism maintains a
balance between its needs and the circumstances that influences the
satisfaction of these needs.
According to Anonymous (1968), adjustment is harmonious
relationship with environment involving the ability to satisfy most of one’s
needs and most of the demands, both physical and social that is put upon
one.
Benjemin Wolman 1989 defined "Adjustment is the harmonious
relationship with the environment involving the ability to status by most of
one's needs and meet most of the elements both physical and social that
are thrust up on one.
2
Lindgern 1959 (23) opines that adjustment is the act of establishing
a satisfactory psychological relationship between the individual and the
environment.
The term adjustment according to Pathak (1990) is a built in
mechanism for coping with the problematic or other realities of life.
Adjustment has been considered as an index to integration; a harmonious
behaviour of the individual by which other individual of society recognize
person is well adjusted.
Adjustment, according to Chaube (1985), is that process through
which one tries to effect a balance between his needs and varying
situations of life.
Dutt (1987) pointed out that it is important to know how well a person
is getting along with himself. A well adjusted person regardless of culture,
society or group to which he belongs has certain unique potentialities. The
more an individual actualizes his potentialities, the better he is deemed to
be adjusted.
3
According to Eysenck (1972) "Adjustment is a state in which the
needs of the individual on the one hand even the claims of the adjustment
are motive, frustration, conflict, anxiety, learning etc".
Adjustment is a dynamic process that occurs as the individual lives
in his home takes his education, does some job and interacts with people.
Various areas of adjustment are home, health social, emotional and
occupation.
Home adjustment is concerned with the individual's relationships
with his parents, siblings, and relatives. His role in whole, amount of
satisfaction and dissatisfaction that he obtains from his home have been
ascertained. health Adjustment refers to the individual's copying with
health problems like his Incidence and prevalence of disease, pains, aches
and other ailments. Social adjustment deeds with the interpersonal
relationship, his extent of popularity, his sociability, his participation in
social gatherings etc. Emotional adjustment s concerned with whether the
person is able to express the emotions in an acceptance way or not. It is
also concerned with whether he is emotionally stable or not.
The word "adjustment" came into popular use in psychology during
the 1930s. The concept of adaptation was originally used in biology.
4
Adaptation referred to the biological structures and processes that
facilitated the survival of species. The concept of personality adjustment
involves several psychological processes that may be stated as the
mechanism of adjustment. According to Sarasan (1998), Sigmund Freud
was able to explain the processes of adjustment when he found the
psychoanalysis. In his work,“interpretation of dreams” Freud had explained
some of the processes like repression, projection, displacement and
identification. During the year 1905, he added fixation, regression and
reaction formation which explain the theory of sex. Writers from Gestalt
school of psychology have pointed out that man not only adapts to his
environment, but also using his intelligence and his imagination changes
his environment to meet his needs more effectively. There are list of
symptoms concerned with problems of adjustment.
The maladjustments of individuals were because of personal and
economic reasons. During the middle of the 20th century, it was recognized
that maladjustments were due to "tension states.” Looking back into the
history, one could see that from 1930 this change was so appealing. The
most universally described characteristic of maladjustment is the tension
under which "Maladjustment" people appear to be operating.
5
In recent past, psychologists focused their attention on the factors
that lead to maladjustment. Hewitt (1946) made a study during the year
1946 and it revealed three types of patterns of maladjustment such as
over-inhibited behavior syndrome, un-socialized aggressive behavior
syndrome and socialized delinquent behavior syndrome. Griffiths (1952)
found that aggressive responses, delinquent behavior, social withdrawal
and non-complaint behavior in the home are the cause of maladjustment
Lorl and Jenkins (1953) extracted five factors like aggression, delinquency,
over inhibition, brain damage and schizoid tendencies to cause
maladjustment.
In one form or another, shyness, feelings of inferiority, the inability to
develop adequate relationships with individuals and others constitute the
commonest group of problems. According to Gilbert (1945) thwarted
ambitions, clashes of personality, minor physical handicaps, family
troubles, fear of combat, disappointments in love, sexual maladjustments,
childhood insecurity, reaction to regimentation and a host of other factors
enter into maladjustments.
Varied meanings have been associated with the dimensions of
adjustments and maladjustments. This has promoted debate in
physiological literature. One investigator may use his own needs with
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those of his environment, while another may stress the extent to which
individuals' behavior conforms to the dictates of his society and still
another may define personality adjustment in terms of individuals'
subjective stage of well being and happiness.
Historically, the focus of psychology of adjustment has been the
pathological aspect of human development. Many psychologists have
applied the disease-entity model to maladjusted behavior and have
reasoned that the presence of specific type of symptoms is an indicative of
a disease process, which can be identified in any society or culture in
which it occurs. The term adjustment according to Lindgern (1959) is the
act of establishing a satisfactory psychological relationship between the
individual and the environment. It is a state of life when an individual is
more or less in harmony with personal, biological, social and psychological
needs and with the demands of the physical environment.
Adjustment is the harmonious relationship with the environment
involving the ability to status by most of one's needs and meet most of the
elements both physical and social that are thrust up on one. Every one has
trembles and problems, the most important consideration in determining
personal effectiveness is not the amount to trouble or misfortune a person
encounters but how he responds or adjusts to the challenges on life.
7
Adjustment is a state in which the needs of the individual on the one
hand even the claims of the adjustment are motive, frustration, conflict,
anxiety, learning. Adjustment is a dynamic process that occurs as the
individual lives in his home, takes his education, does some job and
interacts with people. Various areas of adjustment are home, health, social,
emotional and occupation.
Home adjustment is concerned with the individual's relationships
with his parents, siblings, and relatives. His roles in whole, amount of
satisfaction and dissatisfaction that he obtains from his home have been
ascertained. Health adjustment refers to the individual's coping with health
problems like his incidence and prevalence of disease, pains, aches and
other ailments. Social adjustment deals with the interpersonal relationship,
his extent of popularity, his sociability, his participation in social gatherings
etc. Emotional adjustment is concerned with whether the person is able to
express the emotions in an acceptable way or not. It is also concerned with
whether he is emotionally stable or not.
Adjustment is a universal human life process. It is not limited to any
specific period, but to the whole span of life. Through out their lives all
living organisms from amoeba to humankind meet situations in which they
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are unable to satisfy their needs promptly and completely. Every one in
this world generally faces the problem of adjustment. Adjustment is a
mode of an individual's life experience projected in the environment
towards other human beings and situations.
In India, it was recognized that 43 percent of adolescents had
serious adjustment problems; the school area, according to Kakkar (1967),
posed the greatest number of problems and estimated that 93 percent of
the students had school adjustment problems.
The problems for the man of today appear to have increased
manifold. Goleman (1995) has very aptly summarized the problem of
modern life in the following lines. "Modern Man's path to happiness is not
an easy one. It is be set with seemingly endless personal and social
problems. Wars have disrupted life. Periodic breakdowns of the economic
machinery have drained human energy and happiness in a way that can
be seen very clearly in the millions of victims of depression and inflation.
Racial discrimination with its unseasoned feelings of superiority, hatred,
and resentment hurts both the individual and the community. Excessive
competition, conflicting pressure groups, rapid racial change and the threat
of global war further aggravate modern man's insecurities.
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It is stated by Murray (1938) that there are two fundamental human
needs. The two needs are viscerogenic and psychogenic needs,
viscerogenic needs are the needs for air, water, food, lactation, urination,
sex, defecation and avoidance of injury. Psychogenic needs are
achievement, recognition, autonomy, affiliation etc, according to him, a well
adjusted person is one whose viscerogenic and psychogenic needs are
fulfilled.
A well adjusted person adapts to his physical environment and also
adjusts to social pressures that are the demands that arise from living with
other persons. The study made by Scott (1958) revealed that adjustment is
necessarily determined with reference to the norms of the society,
Rogers (1961) says that well adjusted individuals are taken to be those
whose self-perceptions are in accordance with their objective qualities, and
who thereby lacks the tensions generated by discrepancies between
perceived and actual characteristics. If a person is to be called well adjusted
then he should hold certain values, to adhere the norms of wider group, to be
free from anxiety and so on, according to Nayal (1972) maladjustment refers
to disharmony between the person and his environment.
10
Life is generally considered to be a process of adjustment to the
world. In life, a person deals with others in the society or with the
environment. He expresses a behavior like thoughts, feelings and
emotions in relation to others. The term adjustment is often used as a
synonym for accommodation and adaptation. In other words adjustment is
a process by which a living organization maintains a balance between the
needs and circumstances. It can be stated in nutshell that life is a
continuous process of learning and adjustment with changes in life
affected by emotional ups and downs which we have to know and
understand for better and successful life.
1.1.1 General aspects of adjustment
Adjustment is the process of establishing a satisfactory
psychological relationship between the individual and the environment.
Both individual and the world are modifiable. Neither the individual nor the
world is static, both change, both are being acted upon and shaped
continually. It is pertinent to ask why an individual's behaviour is almost
continuously changing. The reasonable answer is that he changes his acts
in order to live or get along in the world. Apparently, the individual has
certain needs, wants or desires that must be fulfilled in order to adjust to
the environment. The person continued to change his behavior in various
ways in order to regain balance. The balance between organism and
11
environment arouses adaptive acts, which continue until the balance is
restored. This adaptive activity through which organism strives to keep in
balance with environment is the process of adjustment. In more general
terms adjustment is the organization of behavior in life situations, at home,
at school, at work, in growing up, in aging up and the like.
An analysis of adjustment by Chaube (1985) reveals that the person
has an object, but hurdles appear in its achievement, due to obstructions
the response of the person gets scattered into reactions. With the help of
these different reactions, the man reaches a solution or remedy in the end.
In a human being, the problem of adjustment is mostly related to social
objectives because in the modern age his daily physical needs are fulfilled
somehow. Love, recognition, respect, authority etc., may be taken as the
social objectives of human beings. These social objectives are very strong.
At the time of intensity, tension is created and thereby he will be restless.
The process of adjustment is the characteristic of life and
development of all the individuals. There is always a dynamic relationship
between the person and his world, and this relationship is the basis for the
psychology of adjustment. Adjustment implies two terms and a dynamic
relationship between them. There is a human organism, there is its
environment, and there is the process of fitting the two together.
12
A person makes efforts to adjust himself somehow in his
environment. In these efforts sometimes, he achieves full success and
sometimes only partial. On achieving partial success, a person tries to find
other means of adjustment. When he fails in his effort, he does not find
himself adjusted. In this situation, according to Chaube (1985), abnormality
appears in his behavior. Abnormality points out towards some mental
illness or worry.
The adjustable nature of behavior is apparent in all kinds of
responses. For example, if we move from shade to bright sunlight, the
pupil of our eyes adjust to the changed level of illumination. On a hot
summer day, our skin becomes flushed and we perspire freely so that our
internal temperature can be kept at a proper level. In countless ways, the
individual is stimulated to action by his environment and by adjusting to it,
he changes the conditions of stimulation either by modifying himself or his
environment.
Adjustment has two aspects according to Dutt (1987); adjustment as
achievement and adjustment as process. The first is emphasized when we
are evaluating and the second, when we want to understand. While
understanding adjustment as achievement, four main classes of criteria
13
are considered for the adequacy of adjustment. They are how comfortable
a person feels, psychologically the effectiveness of his functioning in terms
of skills or intellectual performances, the presence or absence of
physiological and or psychological symptoms of tension and the degree to
which his behaviors is socially desirable or undesirable.
Dutt (1987) views there are four main aspects of adjustment with
which people are concerned. They are physical, psychological, social and
moral. Physically, the goal of adjustment is survival. At the psychological
level, the most basic referent for personality adjustment is pleasure or
subjective happiness. In Freudian and Neo-Freudian theory, ego is the
agent of adjustment. It mediates between the primitive impulses of it and
the moralistic demands of the super-ego. Learning theorists also say that
pursuit of pleasure and avoidance of pain are the basic goals of
organisms.
People live with and depend on other people. They cannot survive
and be happy without dealing with other people. Individuals do not lead
isolated lives. In order to survive and maximize their pleasure they work
together. People live in a society generally agree to cooperate, establish
certain rules and regulations to ensure that the social organization runs
smoothly.
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A person sometimes tries to take steps to meet the possible failure
in advance. A student, for example, envisages failure at the ensuing
examination starts concentrating on other activities where he can complete
well in making such efforts. The tension in the human being disappears
because he starts entertaining the feeling of success. He becomes
adjustable when he achieves success or his ambitions materialized. This
kind of adjustment may be called healthy adjustment.
It is not always that a person adopts measures relating to healthy
adjustments and remove tension. Sometimes he deviates from the right
actions and by putting blame for his failure on others to achieve self-
satisfaction and remove his own frustration, psychoanalysis says that a
person sometimes becomes ill when trying to suppress his weakness or
sometimes feels happy internally over his imaginary success. The
development of personality in this kind of person does not take place in the
proper direction and the individual becomes an object of pity in the society.
This kind of personal adjustment is unhealthy.
Adjustment is just a matter of degree. Complete maladjustment is
very rare and perfect personality adjustment is unknown. Most people fall
well in between the two extremes. The advice of Socrates, "Know Thyself"
15
today is just an appropriate as it was two thousand and five hundred years
ago. Today the world is full of strife, confusion, distrust and fear. Unless
one is able to make effective adjustments, one cannot perform one's role
effectively.
In adjustment, an individual's subconscious mind plays a vital role.
Very few persons have an insight of their objectives and adjustment.
Those who are not adjusted properly, generally fail to understand their
behavior. A person becomes restless for adopting some measure to get
over his tension and he gets peace when he finds that measure. A person
in some situation learns a thing without any insight. Similarly, without
understanding adjustment responses, a person may get practiced and
make it a special habit. The existence of subconscious mind is proved from
the fact that we sometimes act not wanting to do so. According to Cahube
(1985), the development of unconscious mind starts from childhood and is
so gradual that it is difficult to understand it. Unreleased desires of the
childhood in the unconscious mind influence the behavior even during the
mature age. These unreleased desires put their full weight on adjustment
through unconscious mind.
Psychologists have assembled a long list of adjustment variables.
While looking back into the historical development of adjustment, Sawrey
16
and Telford (1971) have conceptualized adjustment in terms of six
dimensions; selective awareness, tolerance, autonomy, personal
integration, self-esteem and self-realization.
a. Selective awareness: The well-adjusted person is able to know
what to do and what not to do. Appropriate selectivity is essential for
adequate adjustment. Selectivity includes the relevant, the irrelevant,
threatening, and the benign and so on. Maslow (1954) speaks of "efficient
perception of reality,” which means and individual is able to distinguish the
spurious from the real, the fake from the genuine and the dishonest from
the honest.
b. Tolerance: Tolerance, another aspect of adjustment, involves
acceptance of oneself and other as well as the rest of one's phenomenal
world. The well-adjusted people have reasonably satisfactory self-concepts
and accept themselves as they are. According to Allport (1931), Maslow
(1954) and Rogers (1961) the well-adjusted people admit and tolerate the
discrepancy between their concept of the ideal. The well-adjusted person
accepts other people.
c. Autonomy: Individuals who see themselves as free, independent,
original, and creative are less prone to problems of adjustment.
d. Personal integration: The ideal level of personality integration is
achieved when a person maintain and intermediate position between the
17
extremes of diffusion and disintegration on the one hand, and rigidity,
closure, and self-containment on the other hand.
e. Self-esteem: A person's self-regard is a focal component of
personality which is an important dimension of adjustment. A well-defined,
satisfactory, consist and stable self-concept is an important dimension of
adjustment according to Long, Henderson and Platt (1973).
Generally, individuals thought to strive perceptually to realise their
potential. Roger (1961) says, realising one is potential as a unique human
being in considered being "a positive, constructive, realistic, trustworthy
process.”
1.1.2. The concept of maladjustments
It is a common term used to describe an inability to maintain a stable
relationship or adjust to changing environment. Some individual are
incapable of maintaining a steady relationship and suffer from
maladjustment.
Maladjusted individuals in one way or another, fail to learn the
accepted methods for meeting the demands of their environment. The
maladjusted person is unduly disturbed by his conflicts. He often tries to
solve his problem by denying the reality. He commonly tends to take
18
issues with other people over matters that cannot be helped, or he may
withdraw from other people so that mutually satisfactory situations are
impossible. Hilgard et al. (1975) state that often the maladjusted person is
lacking in self esteem and so concerned with protecting his own security;
and that he becomes extremely self concerned; he is preoccupied with his
own feelings and striving and can only seek affection without being able to
reciprocate.
The maladjusted person has no definite ideals, no codes of behavior
and inconsistent behavior and has no clear cut goals. He is socially and
emotionally immature and instable. If he is caught in the whirlpool of a
tense conflict between strong motives and equally strong obstacles his
frustration and tension will increase in intensity, he fails to decide the
course of action to be taken and therefore he is maladjusted. But some the
symptoms of maladjustment may be normal such as restlessness,
emotional outbursts or shyness.
1.1.3. Causes of Maladjustment
There are many factors which lead to maladjustment. In every
society there are certain patters of maladjustment. When one is unable to
cope satisfactorily with adolescent stress and strains maladjustments and
neurosis appear, Griffeths (1952) found that aggressive responses,
19
delinquent behavior in the home are the causes of maladjustments. Three
major patterns of maladjustments were revealed in the statistical analysis
by Hewitt (1946). These maladjustments were over inhibited behavior
syndrome, unsociolised aggressive behavior syndrome and socialized
delinquent behavior syndrome. The findings suggest that some of the
individual towards behavior of maladjustment type.
Pressures like frustration may emanate from inner or outer sources.
Inner sources centre around our aspirations and ego ideals and external
ones arise from environmental demands like family, social and cultural
pressures etc, constant experiencing of problems may badly affect
students’ mental makeup. In a study Arora (1983) pointed out one of the
basic assumptions of Freud is that powerful external forces can penetrate
the deepest layers of human personality. Thus problems ultimately affect
behavior. Those who face many problems in their lives would get anxiety
and frustration, when they are frustrated they find themselves unable to
solve their problems because persisting problems may have the tendency
to internalize. With the result, objective of external problems become
subjective of internal and internal conflicts again magnify the external or
objective difficulties and ultimately the individual is aggravated. It indicates
that there may be a significant relationship between the personality of an
20
individual and the amount and intensity of problems experienced by the
individual.
1.2. Working Women and Adjustment problems
Women continue to feel to be a weaker section of society since long.
In spite of the opportunities thrown open to them in various fields along
with some labour-saving gadgets in the house, they still seek a place as an
independent and honourable human being. The concept of equality has
exercised a powerful emotional appeal in the struggle of women to
free them from age-old oppression. During the last few decades,
industrialization, urbanization, increasing level of education, awareness of
rights, wider influence of media and westernization has changed the status
and position of women. The present sky rocketing prices resulting in
economic tension have aroused in them a desire to pool in their might in
easing the financial and economic constraints of their life. For this, they
have to maintain an equilibrium and balance between home and career.
This changing status of women influences not only their role in society
but also affects their interaction with their children. Today, the status of
Indian women has totally changed. The number of educated women
including the number of working women is increasing. At present,
women are in a position to compete with men in all occupations. Teaching
has always been one of the prior profession open to women. The
21
employment of women outside home has added to their duties and
functions. The problems of women who combine the different roles of
a wife, a mother and a working woman are multiple; which can be
categorized under different heads as physiological problems, adjustment
problems, social problems and economic problems. Although more and
more women are coming out in search of employment and their
families also need their income but, the attitude towards women and
their role in the family has not undergone much change. Even today,
looking after the family and children is generally perceived to be primary
responsibility of women. Carrying out all the duties and responsibilities of
home, almost single handedly over strains a working woman. In addition,
this perception that they alone are responsible for the domestic work,
leads to a feeling of guilt when they are not able to look after the
children or the family due to their official work, often resulting in emotional
disorders.
It is reported by Cinamon and Rich (2005) that women workers
attributed high importance to both roles namely role of a wife, mother and
working women. Working women’s problems at work are manifold. They
are not taken to be as equally efficient worker as men and face
discrimination at the workplace. This attitude tends to create feeling of
inferiority, uselessness or inability and leads to mental fatigue, stress
22
related illness and high degree of job dissatisfaction among working
women. Hence, women face problems like job strain, role conflict,
sexual harassment, inadequate household help, financial dependence
and other occupational hazards. The feeling of guilt and neglect
afflict their job productivity and efficiency and earn them poor reputation
as workers.
Working women may be prone to depression because they bear the
double burden of housework and a job outside the home. Because they
have to work in two environments, one is the office environment, and the
other is home environment. Both are vastly different from one to another.
Stress arising from material relationships is manifested in chronic disorders
such as depression, insomnia and hypertension. Since a relationship
depends on the nature of the persons involved, it helps to seek the middle
path when the inherent individual difference surface. It often helps to
change one’s attitude, go for counselling or talk openly with your spouse
about problems facing your relationship. Pakistan being an Islamic and do
house work. Their doing job comes in conflict with the values that may
cause material maladjustment.
23
1.2.1 Psycho - Social Problems of Working Women
The term psycho-social refers to one's psychological
development and in interaction with a social environment. Psychosocial
problems that can greatly affect one’s life, one’s work, family and one’s
domestic life. It can be mild to most severe in terms of how pervasive and
to what extent a person exhibits the features of a personality disorder.
Those with a psycho-social problem possess several distinct features
including disturbances in self-image; inability to have successful
interpersonal relationship; inappropriateness of range of emotions and
ways of perceiving themselves, others and the world and differently
possessing improper impulse control. Modern scientific and technological
development has created a lot of exposure in man’s life. Today, human
life is full of numerous hardships, conflicts and problems related to
satisfaction of basic needs and psychological needs. Traditionally, it
had been perceived that men are more subject to psycho-social
problems because of varied responsibilities being the provider of the
family. However, in recent times, this perception has changed. Women
face more psycho - social problems now because of her changing roles
and bearing dual responsibilities, one in family and other at job. Various
psycho-social problems like anxiety, frustration, mental illness, distress,
depression, stress, anger, phobias and other various social and
emotional distresses are likely to beset her. A careful and sensitive peep
24
into mind and psyche of women reveals beyond doubt how her fears,
anxieties, stress, and strains warp and dampen her morale, courage and
retard her march to excellence, progress, and glory. She has to trudge a
weary and difficult terrain all her life because of her dual responsibilities at
home and at the job. Despite all her resilience, patience, fortitude, and
tolerance, sometime her spirits give way under the dreary and
cumbersome obligation of their home and official duties. The entire psycho
- social problems prey upon her mental, moral, social, official, and familial
sphere. We can have a glance at the withering and decaying impact of the
psycho -social problems on her outer and inner potential. With the
passage of time, the wounds may heal but the scars remain and
these scars with her aging process become more marked and more
pronounced and manifest themselves in her attitude and self-conduct.
The traditional role of a house wife has generally changed into
working women and home maker. Some of the following are responsible
for these welcoming changes. They are better in education changing
socio-cultural values, need for supplementary income.
Indian women have now entered into almost all the fields like
administration science technology, medicine, journalism and information
25
technology not only in India but also in other parts of the world. But they
are still in minority group.
The adjustment problems of working women is a one of the major
concern for educationalists and psychologists of the present time , as it is
causing anxieties and worries parents, life partners, children, co workers ,
superior and subordinate employees and employers.
So understanding working women’s adjustment problems is one of
the most important aspects of today.
1.3 Emotional Intelligence
Emotional intelligence is essentially the ability to recognize, manage,
and use your emotions in positive and constructive ways. It’s also about
recognizing the emotional states of others and engaging them in ways that
feel good to all and create mutual safety, trust, and confidence.
1.3.1 The Nature of Emotional Intelligence
The nature of emotional intelligence begins with the idea that
emotions contain information about relationships. When a person's
relationship with another person or an object changes, so do their
emotions toward that person or object. A person who is viewed as
26
threatening is feared, an object that is expected is liked. Whether these
relationships are actual, remembered, or even imagined, they are
accompanied by the felt signals of relationship status or change that
person call emotions. Emotional intelligence, in turn, refers to an ability to
recognize the meanings of emotions and their relationships and to reason
and problem-solve based on them. It further involves employing emotions
to enhance cognitive activities.
Individual analysis of emotion-related abilities are divided emotional
intelligence into four areas of skills called as "branches" Emotional
Intelligence divided into four branches namely, accuracy at perceiving
emotions, using emotions to facilitate thought, understanding emotions,
and managing emotions in a way that enhances personal growth and
social relations.
1.3.2 Definition of emotional intelligence
Salovey and Mayer (1990) initially defined emotional intelligence as
“ the subset of social intelligence that involves the ability to monitor one’s
own and others’ feelings and emotions, to discriminate among them and to
use this information to guide one’s thinking and actons” According to
Mayer and Salovey (1997) emotional Intelligence represents the ability of
evaluation, identification and adaptive presentation of emotion in a correct
27
way. It also includes understanding emotion and being aware of the
emotions and establishing feelings that facilitate cognitive activities,
adaptive acts others. This ability can guarantee the individual success in
every part of the life such as family life and interaction with children.
Golman (1998) defined Emotional Intelligence, as learn how to feel
ourselves and how others react to our feelings, how individual think about
these feelings and how person can choose one feeling among others, how
to recognize their wishes and feels and how to express them. Personal
brought-up of children need something more than intelligence.
1.3.3 Associated concepts and formal definition
The concept of emotional intelligence can be traced to the notable
research of Thorndike (1920) followed by the respective work of Moss and
Hunt (1927), Vernon (1933) and Garner (1983), in which they discussed
and developed the related concepts of social intelligence. Thorndike
argued that intelligence is a free facet construct pertaining to the ability to
understand and manage ideas, concrete objects and people. Social
intelligence was defined as “the ability to understand and manage men and
women, boys and girls- to act wisely in human relation.”
Gardner(1983) delineated intrapersonal intelligence as awareness of
28
one's feelings and the capacity to effect discriminations among these
feelings, label them, enmesh them in symbolic codes, and draw upon them
as a means of understanding and guiding one's behavior.
Mayer and Salovey (1997) described emotional intelligence more
specifically by outlining the competencies it encompasses. They organized
these competencies along four branches. They are the ability to perceive,
appraise, and express emotions accurately; the ability to access and
generate feelings when they facilitate cognition; the ability to understand
affect-laden information and make use of emotional knowledge; and the
ability to regulate emotions to promote growth and person being.
Individuals can be more or less skilled at attending to, appraising,
and expressing their own emotional states. These emotional states can be
harnessed adaptively and directed towards a range of cognitive tasks,
including problem solving, creativity, and decision-making. Emotional
intelligence also includes essential knowledge about the emotional system.
The most fundamental competencies at this level concern the ability to
label emotions with words and to recognize the relationships among
exemplars of the affective lexicon. Finally, emotional intelligence includes
the ability to regulate feelings in one and in other people. Individuals who
are unable to manage their emotions are more likely to experience
29
negative affect and remain in poor spirits.
1.3.4 Dimensions of emotional Intelligence
Gardner (1983) includes inter- and intrapersonal intelligences in their
theory of multiple intelligences. These two intelligences comprise social
intelligence. The Gardner defines Interpersonal intelligence is the ability to
understand other people: what motivates them, how they work, how to
work cooperatively with them. Successful sales people, politicians,
teachers, clinicians, and religious leaders are all likely to be individuals
with high degrees of interpersonal intelligence. Intrapersonal intelligence is
a correlative ability, turned inward. It is a capacity to form an accurate,
veridical model of oneself and to be able to use that model to operate
effectively in life.
Emotional intelligence, according to Mayer and Salovey (1993), is a
type of social intelligence that involves the ability to monitor one's own and
others' emotions, to discriminate among them, and to use the information
to guide one's thinking and actions. According to Namdar,H,
Sahebihagh,M, Ebrahimi H, and Rahmani, A, (2008), emotional
intelligence is one of the determining factors of people's adjustment and
therefore, those who have more adjustment abilities have higher emotional
intelligence.
30
1.3.5 Factors that determine to manage emotion
Emotionally intelligent person have been described as well adjusted
(Mayer, Dipaolo & Salovey, 1990; Salovey and Mayer, 1990). Salovey and
Mayer (1990) in their attempt to clarify and define emotional intelligence,
categorized emotional intelligence into five domains.
1. Self-awareness – observing oneself and recognizing a feeling as it
happens.
2. Managing emotions – handling feelings so that they are appropriate;
realizing what is behind a feeling; finding ways to handle fears and
anxieties, anger and sadness.
3. Motivating oneself – channeling emotion in the service of a goal,
emotional self-control, delaying gratification and stifling impulses.
4. Empathy - Sensitivity to other’s feeling and concerns and taking their
perspectives, appreciating the differences in how people feel about things.
5. Handling relationship – managing emotion in others, social
competence and social skills.
Looking at the five domains mentioned above, it would be been that
they have a wide range of useful implications for working women. When
faced with adjustment problems, all the five aspects of emotional
31
intelligence can make useful contributions towards working out the
problems.
1.3.6. Importance of Emotional Intelligence
Goleman (1995) states that there are skills more important than
academic intelligence for achieving better employment and greater
personal, academic and social personal fare. This idea had great
resonance in public opinion, and in the judgment of authors, part of the
social acceptance and popularity of these term was mainly due to three
factors:
1. The fatigue caused by the overvaluation of the intelligence quotient
(IQ) during the entire person, since the IQ had been the most widely
used indicator for the selection of personnel and human resources.
2. Person had a high intellectual level that has antipathy in society
toward people. However, he has a lack of social and emotional skills.
3. The misuse in the educational environment of IQ test results and
evaluations which rarely predicted the actual success that students
would have once incorporated into the workplace, and that did not
help either in predicting person welfare and happiness throughout
their lives.
32
1.3.8 Main models of emotional intelligence
There are three main models of Emotional Intelligence:
1. Ability emotional intelligence model
2. Mixed models of emotional intelligence (usually subsumed under trait EI)
3. Trait emotional intelligence model
Different models of emotional intelligence have led to the
development of various instruments for the assessment of the construct.
While some of these measures may overlap, most researchers agree that
they tap different constructs.
According to Mayer and Cobb (2001) the current definition of
emotional intelligence as defined by Mayer and Salovey and Caruso (2000)
is the capacity to perceive, assimilate understand, and manage emotion. A
student high in emotional intelligence based on the definition should have
some of the elements required for also being high in adjustment such as
self-acceptance, positive relation with others, autonomy, environmental
mastery, purpose in life and personal growth.
1.4 Family Environment
Home is the first and primary society an individual is exposed. It
builds up one’s adjustment. Family environment appeared to influence.
Adjustment.The majority of the studies perceived the family as cohesive,
33
organized, achievement oriented and emphasizing on moral – religious
issue with minimal conflict. cohesion, conflict, control, intellectual – cultural
orientation and independence in the family environment influenced
adjustment. Adjustment is significantly related to independence and
conflict domains of family environment.
Psychologically, the individual inherits certain potentialities, the
extent of whose development will be dependent in part on the environment
during the period of growth. This implies that function and behaviour are
both inherited and acquired. Emotional influences thus have a their basis,
certain distinct factors which can not be fundamentally changed because
they are inherited and others which evolve out of the family environment
1.4.1 Definitions of Family Environment
The family environment is defined as the social setting in which the
child interacts with the members of the family. This social setting includes
the attitudes or the general disposition of the parents towards their children,
the encouraging or discouraging nature of the parents, the kind of help, the
parents are ready to render to their children, etc.
Dictionary of Education, according to Good, (1959) defined family
environment as, “the way in which one homes-environment is unlike
34
another in such features as family income, social status and educational
level of parents”.
1.4.2 Importance of family environment
The family is in fact the primary environment of child and only from
this; the child derives his raw material for nourishment and development. It
is essential for the family to help the child receive the life assistance he
needs. In the modern age, life has become so complicated and parents
have become over-ambitious. They are in the habit of imposing their ideas
on the children. They want to realize their own dreams through their
children.
1.5 Self- Concept
Self-concept is a dominant feature of one’s personality. It develops
an individual’s behaviour and attitudes. It is a key to self-confidence which
is the secret of success in life. If self-concept is faculty, it may make a big
difference in one’s self-confidence, in the activities he engages, in his
relationship with others and in his achievement in general. The self
constitutes a person’s world as distinguished from the outer world
consisting of all other people and things. The self is a term used to refer to
one of the highest levels of personality organization. The individual’s
socially relevant habits, attitude, ideals, value systems, and self constitute
35
a hierarchy of organizational levels with in the personality. The individuals’
self-concept is largely a reflection of other’s evaluation of him. This
evaluation comes to be internalized as a self-concept.
The encyclopedia of psychology defines self-concept as that totality
of attitudes, Judgments and values of an individual relating to his
behaviors, abilities and qualities, self concept embraces the awareness of
these variable and their evaluations.
The most important concept of Roger’s theory of personality is the
“Self Rogers (1951) states that the self concept is composed of such
elements in the perceptions of one’s characteristics and abilities.
Eliot T.S. (1950) expressed the importance of self concept in human
motivation, describing people as “absorbed in the endless struggle to thing
well of themselves”. An increasing discrepancy between the real and the
ideal self brings mal adjustment.
The concept of self has three major components the perceptual the
conceptional and the attitudinal. The perceptual, the compound is the
36
image the person has of the appearance of his body and the impressions
he makes on others, it is often called the physical self concept. The
conceptual compound is the person’s conceptions of his distinctive
characteristics his abilities and disabilities his background, origin and his
future.
It is often called the “Psychological self concept”. The attitudinal
component refers to feelings a person has bout him self his attitudes about
his present status and future prospectus, his feelings about his worth-ness
and his attitudes of self-esteem.
The individual grows and learns, the awareness of self intensifies
and broadens, continually changing in its developments, the self is highly
flexible and responsive to environmental with increasing age, individual do
not markedly changed their attitudes, feelings ideas about them selves
over short time intervals.
Self-concept is considered as a perceptual agent in the theory of
personality and defined in terms of interpersonal orientation. Majority
identification, complexity, power, self-reliability and self-centrality, and
37
social dependence were the seven components of self-other orientations
proposed for self-concept.
A person’s self-concept is the sum total of all he can. The self-
concept includes system of ideas, attitudes, values and commitments. It is
a persons total subjective environment and the distinctive centre of
experience and significance. I constitutes a peron’s inner world was
distinguished from outer world consisting of all other people and things. It
is the part as that we are consciously aware.
The self is that part of each of us, of which we are consciously aware
self-concept refers that particular cluster of ideas and attitudes we have
about our awareness or the organized cognitive structure derived from
experiences of our own self-concept. Thus out of our awareness ourselves
growth the concepts of the kind of person we see ourselves as being self-
concept is the cognitive part of the self and self-reliability is the affective
part of the self-concept. We not only have certain ideas but also certain
feelings about who we are our self-reliability refers to the extent to which
we admire or value the self.
38
The self-concept becomes known through self-awareness, and
social interaction. Self-awareness develops as the child recognizes the
distinction between self and not self between his body and the remainder
of his visible environment. Self-awareness develops as we can compare
and contrast our physical bodies, skills, attitudes and achievements to
those of other people. Some persons are concerned primarily with physical
qualities, this becomes their measuring stick for self-concept. Some others
focus primarily on spiritual qualities and this is their barometer of self-
concept, still others are concerned essentially with matters of mid and this
is their measure of self-concept.
1.6 A BRIEF REVIEW OF THE SUCCEEDING CHAPTERS
Chapter II gives a brief review of selected studies. Chapter III-
statement of the problem, objectives and hypothesis. Chapter IV deals with
a brief research method description of adjustment problems, working
women, emotional intelligence, family environment and self – concept.
Chapter V gives the results of the analysis of the data gathered in
the study. Chapter VI contains a brief summary of the investigation,
findings, conclusion, and suggestion as well as for further study.
39
CHAPTER – II
REVIEW OF LITERATURE
2.1 INTRODUCTION
This chapter deals with studies reported in the literature relating to
the concept of adjustment in general and women’s adjustment in particular.
2.2 RELATED LITERATURE STUDIES
An infestation relating to self concept and adjustment was conducted
by Taylor and Combs (1952). It was hypothesized that better adjusted
children would be able to accept more damaging statements about
themselves than would less well adjusted children. The subjects were sixth
grade children, who were divided into better adjusted and poorly adjusted
groups on the basis of personality inventory. Both groups were then asked
to check, on a list 20 somewhat derogatory statements those true of
themselves, it was found that the better adjusted group checked
significantly more items than the poorer group. These authors accepted
Royer’s definition of the well adjusted person as one who is able to accept
all perception including those about the self into his personality
organization.
40
Tresselt and Richlin (1951) studied developmental prognosis in a
college study methods course. They reported that the amount of
improvement in study habit depended upon the degree of intelligence and
personality adjustment and the improvement in study habit varied
according to the particular combination of these variables. The most
difficult problem in study habit was the personality problem which seemed
to be operating at two levels slight and severe maladjustment; and
improvement followed accordingly in relatively large or small amount.
Murlidharan (1961) studied the behavior problems of children of
preschool an early school age. The sample of the study included 990
children and they were administered Parent Adjustment Inventory,
Intelligence tests and Ethical Discrimination test. The study revealed that
the total behavior problem score decreased as the chronological age
increased. Boys had more problems than girls. Children of middle class
shoed more problems than either those of the upper or lower class.
Children whose mothers had a higher level of education showed greater
indications of behavior problems than many of the children whose mothers
were not well educated, Children of employed mothers had more problems
than children of non employed mothers. Children from the larger family
units consisting of more than three children showed significantly less
behavior problems than the children from the smaller family units.
41
The objective of Jamuar’s (1961) study was to find out some
psychological factors related to the study habits of college students. The
sample consisted of college students in Patna. A study habit inventory,
constructed by the investigator was used to collect data. Findings
suggested that though study habits were not related to extraversion-
introversion, they were related to the general personality adjustment as
well as home, health, social and emotional adjustment.
Bhatt et al. (1961) made an inquiry into the psychological factors
related to adolescent adjustment. Test materials consisted of adolescent
Adjustment Test Battery and Baroda Group Test of Intelligence. The tests
were administered to a sample of 300 students drawn from schools and
colleges of Gujarat. Results included, sex and community rural and urban
were found to influence family adjustment score. Age did not influence
adjustment. Factors which had significant relationship with adjustment
were, neurosis and dominance submission scale, normal neurotic
dimension, study habit intelligence and conservative radical scale.
Pasricha et al. (1964) analyzed the problems of college students.
The purpose of the study was to develop an adjustment inventory, and
study the problems of students of Baroda. The inventory was administered
42
to 482 students of University of Baroda. The results showed that the first
year boys revealed more problems than girls, where as in those of third
year, the trend was just reverse. The first year boys of science, commerce
and fine arts and polytechnic subgroups exhibited more problems. The arts
students of third year scored lower than the entire group but not as low as
the first year group.
The problems of school adjustment of each pupil was investigated
by Bhagia (1966). His study was confined to secondary schools in
Rajastan. The adjustment inventory developed by the investigator was
administered to a representative sample of 2550 students from X to XI
classes. Results showed, girls exceeded boys significantly in their
adjustment of general environment and organizational aspect of the
schools. Rural school pupils exceeded urban school pupils in adjustment.
Private school pupils are significantly better than government school pupils
in adjustment. Private school pupils are significantly better than
government school pupils in their adjustment to the teachers, the well
adjusted pupils were characterized by positive characteristic symptomatic
of lower level of school adjustment.
With a sample of 1280 adolescent students Reddy (1966) studied
the adjustment in relation to home environment. The author used
43
adolescent Adjustment Inventory, Home background Survey and Parental
Attitude Survey. His findings revealed, the subjects belonging to radical
fathers were better adjusted in many of the areas of adjustment than
subjects from conservative homes. 17 and 18 year groups revealed more
personal maladjustment than subjects in early age groups. The late
adolescents were more prone to problem behaviors than early adolescents.
The higher the age greater was the maladjustment. First born and second
born were found to be most maladjusted and least maladjusted
respectively. Higher the level of education of the parent better was the
degree of adjustment in sons.
Soares and Soares (1966) studied the relationship between
occupational choice, self concept and adjustment, self rating of bi-polar
traits and MMPI scales over 500 college students in music, science and
physical education. Results indicated that the vocational groups seemed to
be differentiated in terms of personality traits and relative adjustment the
physical education group indicating better adjustment than the others.
Music science male seemed closer to each other to physical education
male and the male groups seemed to be alike.
The relationship among certain adolescents’ area of adjustment was
analysed by Kakkar (1967). 200 subjects were drawn from XI class of nine
44
higher secondary schools of Allahabad. Results revealed that the
adjustment problems of adolescent boys did not differ significantly from
that of girls, Adolescents confronted maximum number of problems in
school area overall, the major adjustment problems of Chinese students
were English and communication problems.
Daftuar (1967) studied certain correlates of study habit. The
Jamuar’s study habit inventory Hindi version was administered to 100 male
and 50 female students of Patna University. Using Bell’s Adjustment
inventory the investigator could find out a significant relationship between
study habit and personality adjustment pattern. Study habit was found to
significantly correlated with such factors as father’s occupation, pupils’ risk
and in the family. Study habit was related to such dimension of personality
adjustment as home, health, social, emotional and even sex.
Deo (1967) investigated the self concept of disciplined and
undisciplined student. The sample consisted of 300 disciplined students
and 400 undisciplined students from Punjab, Haryana, Chandigarh, Utter
Pradesh and Jammu and Kashmir. Deo’s personality word list was used in
the test. Result indicated that the disciplined students revealed a distinctly
different picture of their self concept indicating a more stable personality as
45
compared to the undisciplined students who gave a picture of
maladjustment through high emotions and low estimate of character.
A study of adjustment personality values and vocational interests of
supernormal and normal adolescents was conducted by Pandey (1970),
400 adolescents of classes X and XII varying in age from 15 to 18 years
served as sample. The tools used were an Adjustment Inventory,
Vocational interests Blank and an inventory to measure values. Results
indicated that the two groups did not differ in home, health and emotional
adjustment. No rural adolescents of 25, 27 and 18 years had significant
superiority over supernormal adolescents of the same ages with regard to
social adjustment. Increase in age and education was normally
accompanied by betterment of adjustment in all areas.
The main objective of study by Agrawal (1970) was adjustment
problems or pupils of secondary schools as perceived and judged
themselves by parents, teachers and pupils. A multistage sample of 2375
male student of different socio-economic starts from ninth to eleventh
standards with age range of thirteen to eighteen years from higher
secondary schools was selected. Major findings were, adjustment
problems in home, school and social areas of adjustment lower socio
economic groups were found to be significantly different. The homogeneity
46
in the nature of adjustment problems increased with age. Parents’
responses revealed that pupils increased significantly with age in home
and health areas and they decreased in social and emotional areas while
there was no significant effect of age on problems in school.
Using an Interview Schedule Seth (1970) investigated the
adjustment problems of female adolescents. The sample consisted of 500
female teenagers of Lucknow city. The study showed that the female
teenagers had home, school, sex, personal, social and vocational
problems. The individual factors of significance were found to be age,
religion, marital status, socio-economic status and sibling position.
Personality problems of pupils of age group 8 to 16 years were
studied by Sarojini (1971). Parents’Inventory adapted from Bell’s
Adjustment Inventory, Pressey X-O TEST TYPE AND JUNIOR, Eysenck
Personality inventory were administered to a sample of 1500 pupils. The
study yielded that personality problems were significantly more during the
period of early adolescence than during the period of late childhood and
pre-adolescence. Adjustment problems were significantly more for boys
than for girls during the period of late childhood and preadolescence.
Behavior and adjustment problems were more for pupils in co-educational
institutions than for those in single sex schools, behavior, emotionality,
47
neuroticism and adjustment problems were experienced more by pupils
from low socio economic status than those from upper, upper middle and
lower middle levels. During the years 14 to 16 boys had more adjustment
problems than girls.
A sample of 1583 boys and 369 girls was selected from schools from
eight district of Vidabha region of Maharastra by Mulay (1971). an
inventory on problems of adolescents, SES Scale, Study Habit Inventory
and Murray Needs test were found to have largest number of problems as
against the urban girls having the minimum number of problems.Low
socioeconomic status group had more problems than others regarding
school life, other school problems, own self, relationship with others , home
and family life, health and problems in general.
Mattoo (1972) conducted a study of adjustment differences of urban
adolescent boys and girls at different levels of general intelligence and
socio-economic status. From a pool of 4000 boys and girls from 20 boys
and 20 girls school, 40 representative students were selected. Tools used
were Verbal Group Test of Intelligence, Kuppusway’s Urban SES Scale
and Personality Adjustment Inventory of Saxena. Findings revealed that
adolescents are the lower intelligence level was the worst adjusted.
48
Arul (1972) made a study of self-concept related to adjustment and
achievement. The study carried out the investigation among the students
of the M.S. University studying in the preparatory class. A sample of 225
was selected in a stratified random style to represent the various
disciplines of the students. A self concept inventory and an adjustment
inventory that suited the purpose were procured and data were collected
by means of these instruments. The self concept inventory measured self
concepts in six areas, such as the physical appearance, intellectual ability,
sociability, temperament, morality, and position in the family. Two
dimensions of adjustment, namely, personal and social, were measured by
the adjustment inventory. Those instruments had been standardized in the
relevant population. Examination marks of the students were taken to
indicate their academic achievement level. Thus, scores on self-concept,
adjustment, and achievement were obtained. The result of the study
revealed that there is positive correlation between adjustment and self-
concept.
Kahdtry (1973) made a comparative study of the self concept of
teachers of different categories and the relationship of their self concept
with professional adjustment. A sample of 900 teachers belonging to the
primary, secondary and college levels were randomly selected from the
state of Haryana. The tools used were the professional Adjustment
49
Inventory and Self concept inventory. The study revealed a significant
relationship between self concept scores and ideal self discrepancy scores.
There was significant relationship between self concept scores and
professional adjustment scores of the three types of teachers.
Perira (1974) examined maladjusted and well adjusted groups of
preadolescent with respect to variables like intelligence, scholastic
achievement, needs, anxiety and self concept. The sample was drawn
from VII and VIII grade pupils of Mangalore city. Maladjusted and well
adjusted groups having 99 students in each groups were identified by
applying Mooney Problem Check List. The tools were, Raven’s Standard
Progressive Matrices, the Taylor’s Manifest Anxiety Scale, self concept
Rating scale, Scholastic Achievement Tests and Verbal Projective
Techniques. The main findings were the maladjusted and well adjusted
groups differed in various problem areas. The maladjusted and well
adjusted differed with respect to needs, self concept, anxiety and
intelligence.
Thompson (1974) investigated self concepts among secondary
school pupils. Approximately 500 first year pupils in20 secondary schools
were identified by their teachers as being either particularly well adjusted,
maladjusted or as having appeared before the court. These pupils were
50
asked to complete Semantic Differentiation Scale. This investigation was
repeated for most of the same pupils in the fourth year. Results indicated
that well adjusted boys and girls had very positive self concepts first year
maladjusted pupils had significantly less positive self concepts than their
well adjusted peers. However when they reached fourth year, the
difference between the two groups no longer reached significance. Jamuar
(1974) has made an exhaustive study of study habits of college students.
He has drawn the following conclusions on the basis of his findings. Study
habit is related to scholastic achievements, study habit affects scholastic
achievement independently of intelligence and study habit is related to the
general personality adjustment and home, health, social and emotional
adjustments.
Pinto (1974) analyzed the psycho-social adjustment of physically
handicapped children. The sample consisted of 250 orthopedically
disabled and 121 normal subjects from Bombay. The CAT and TAT Picture
Frustration Study were used. The findings include, children and
adolescents did not differ in their adjustment problems. Disabled
adolescent boys differed significantly from their normal counterpart.
Krishnan (1976) had undertaken an investigation to study the
problems of adolescent boys and girls of high and low socio-economic
51
status. The sample comprised 800 adolescents selected from the school of
Madras. Tools used were Picture Projection Test. Study yielded that the
adolescents belonging to low socio-economic status expressed more non
adjustable responses indicating greater degrees of problems in adjustment
with family members than those coming from families of high socio-
economic status. In the areas of school environment and fear of failure in
exams, the adolescents of low socio-economic status expressed more
problems than students of upper socio-economic status. Problems of
adjustment of the members or opposite sex differed with age and
economic status.
Using Bell’s Adjustment Inventory adapted to Indian condition
Tulpule (1977) conducted an investigation, one of the objectives was to
study the relationship between adjustment and economic status and also
adjustment and birth order. The sample comprised 213 students of the pre-
University classes of the arts college for women, Bombay. The study
revealed that 85 percent of girls showed maladjustment as against 3
percent who were showed well adjusted and 39 percent indicated average
level of adjustment. The lower middle income group was the most
maladjusted group in home. In emotional adjustment both the lower and
higher groups were more maladjusted. The last born tended to be well
52
adjusted as compared to the first born. Working mothers did not make any
difference with regard to the mode of adjustment of their children.
Kala (1986) studied the psychological determinants of problem
behavior among girl students in and around Calcutta. 1078 girls students
of classes, IX, X and XI were the sample. The questionnaire administered
were the Mooney Problem Checklist, Cattell’s and Beloffos HSPQ Form A
and the Intelligence test adopted by Burear. Findings include, the items of
concern for the girls were worrying about examination, nervousness,
scholastic difficulties fearfulness, carelessness, laziness, shyness and
emotional instability. School formed a significant factor contributing to the
behavior problems among students. There was no relationship fond
between personality and problems.
Personality development and adjustment of pre adolescent children
born to working and non working women from higher socio economic
families was studied by Kala (1986), 60 children of working and non
working mothers were the sample. Tools used were locus of control scale,
preadolescent adjustment scale, parent child relationship scale. SES Scale
and personal life sheet scale. Results showed, girls from working group
and boys from the non working group showed better adjustment with pees.
There was no difference between the general adjustment of children of
53
working and non working mothers,. However, the girls from the working
group were getter adjusted than those from the non working group. On the
other hand, boys from the non working group were better adjusted than
boys from the working groups’ children from both the groups. Especially
girls from the working groups were better adjusted.
To compare the personality of high school boys and girls Tiwari
(1977) conducted and investigation, the sample consisted of 200 girls and
300 boys of X class selected from rural and urban area, the investigator
used test of General Mental Ability, A Personality Inventory and Asthanas
Adjustment Inventory. Results showed that boys were found excelling girls
and urban students were superior to their rural counterparts in intelligence,
boys were more adjusted in comparison to girls.
A study of relationship of creativity with self concept among the
school gong children was studied by Gupta (1977). The sample consisted
of 100 boys and girls. A test of creativity constructed by the investigator
and Deo’s Personality word List were the tests administered. Results
revealed that highly creative individuals were found to be having higher
self concept and high self concept was conductive to better adjustment
and positive mental health.
54
Sudha (1977) studied the problems of adolescent girls in relation to
their community and religion. For instruments namely Adolescents Girls
Problem Inventory, SES Scale, parental Expectation Scale and Personality
Scale and personality Scale were used. The sample consisted of 1400
girls in the age groups of 10-16 years drawn from urban and rural areas.
Results obtained were, the relationship between the intensity of problem
and socio-economic status was negative. Age was positively related to the
problems of rural girls, Muslim girls and Christian girls.
A psychological study of adjustment problems of harijans,
scheduled caste and backward class students was conducted by Sharma
(1978). The study was conducted on the student population of Agra district.
The size of the sample was 560. The questionnaires used were SES Scale,
Vyaktitva Prakh Prasanavali and Hindi Version of Incomplete Sentence
Blank. Study revealed that harijans, SC and BC students’ adjustment was
very unsatisfactory. The faculty differences did not affect the adjustment
score. The females had more psychological problems and complexes than
males. The socio economic status had no effect on adjustment.Using
Singh’s Interest Record,SES sale and Allport Vernon-Lindzey study of
Values Scales, Sharma (1978) studied the factors underlying adjustment
problems of professional and non professional college students, the
professional group consisted to 520 students and the non professional 510
55
students, all drawn from Meerut area. The study revealed, the non
professional college students had more problems than professional
students in home area. The arts students had greater problems in home
and health areas than the commerce students. The socio-economic status
contributed significantly towards the well adjustment of professional
college students.
Gupta (1978) conducted a study of personality adjustment in relation
to intelligence, sex, socio economic in relation to intelligence, sex, socio
economic background and personality dimensions of extraversion and
neuroticism. The sample was 400 college students from eight colleges of
Orissa. The tools were personality adjustment inventory constructed by the
investigator, and adapted version of Maundsley Personality Inventory, the
Cattells’s Culture Fair Intelligence test and a Bio-data blank. The main
findings were there was no sex difference in regard to personality
adjustment among college students. There was positive relationship
between personality adjustment and parental education, father’s
occupation and number of siblings. Students having urban background
differ significantly with higher adjustment on their part, no difference in
personality adjustment between married and unmarried college student.
There was a positive relationship between personality adjustment and
56
extraversion neuroticism. Neuroticism was found to be significantly and
negatively associated with personality adjustment.
Goswami (1978) studied the self concept of the adolescents and its
relationship with scholastic achievement and adjustment. A sample of 765
students was drawn from the rural students population of class X of Tehsil
Blah and Urban population of class X Agra city. The tools used were a Self
Concept Test prepared by the investigator, a test of General Ability by
Joshi and a test of Adjustment by Saxena. The findings include a self
concept depended on good adjustment and vice versa. But the adolescent
who had vey high self concept of their socio economic status in the rural
areas did not have good adjustment in the changing socio political
condition.
A study of mental health and adjustment problems of college going
girls was done by Veereshwar (1979). A sample of 406 girls in the age
group of 18-20 years was drawn from the undergraduate students of
Meerut university by the sequential list method. A standardized adjustment
inventory for college students and youth problems for girls existed in all the
areas. There was significant difference in the area of family adjustment
between urban girls more than urban girls. The percentage of rural girls
showing unsatisfactory adjustment in the social area was higher. Personal
57
emotional problems were shown less by urban girls than by rural girls.
Both the groups were similar in health area. Curricular outdoor programs
like the NSS, NCCM Scout etc., would lead to better adjustment.
The investigation attempted by Yadav (1980) was to assess the
actual connections in which the problem children lived and behaved and to
know the important factor responsible for the behavior disorders, the study
used the social survey method by taking a random sample. Tools used
were Repression Scale, MMPI, and Adjustment Inventory. Results showed,
the problem behavior was more frequent among the children of the age
group 7 to 12 years. Among the factors responsible for children’s
misbehavior were family condition, separation of parents, low income and
low education. Nuclear families had greater number of problem children
than joint families. The size of the family and the number of children in the
family had serious effects on the character of the children.
Singh (1980) studied the pattern of reaction to frustration drive level
and study habit associated with the occurrence of high or low problems of
adjustment. A sample of 945 college students was tested using Mooney
Problem Check- list, Rosengweig P.F. scale, Sinha Anxiety scale and
Jamau’s study habit inventory. The results indicated that college students
with good study habit faced lesser adjustment difficulties. The adjustment
58
problems are more in lower age groups and lesser in higher age group.
Lower class students, rural students, students of low socio economic
background had greater number of adjustment problems. Caste
differences had no systematic impact of adjustment problem of college
students.
An adjustment problem of scheduled caste and scheduled tribes
students in residential schools of Rajasthan was studied by Singh (1981).
The sample included V to XI standard students of six residential schools.
Data were collected with the help of interest record, study Habit inventory,
Creative Ability Test, Raven’s standard Progressive Matrices, Gordon’s
survey of Interpersonal values, Rotter’s Incomplete Sentence Blank,
Problem Check list, Cumulative Records and Interview Schedule.
Responses on the study habit inventory revealed the presence of good
study habit. Majority suffered from fear, anxiety and lack of self confidence.
They have positive attitude towards others and school, while towards
society, the elite group and opposite sex they had negative attitudes.
Majority had academic problems like poor handwriting, difficulties in
English and Mathematics, lack of food and books. By and large they were
free from health problems.
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The effect of parental deprivation on personality adjustment was
investigated by Khan (1981). The sample of the study was 50 parentally
deprived students of IX and X standards and 50 day scholars of the same
age group. Mittal’s Adjustment inventory was used as a tool for data
collection. The study concluded that parental deprivation had an adverse
effect on personality adjustment of the adolescent students. Adolescents
who achieved adequate parental support developed a healthy personality
adjustment.
Chaube (1982) studied some personality traits and pressing
problems of junior high school students. The sample comprised 2032
students. The tools used were High School Personality Questionnaire and
Students problem Checklist prepared by the investigator. Major findings
include girls were more critical and has lower mental capacity. Boys were
more complacent, deliberate, not becoming easily jealous, talkative
cheerful and self-reliant. To study personality patterns of students In the
professional courses of engineering, Law, Medical and Teaching at
different levels of problems, Arora (1983) conducted a study. Data were
collected from both boys and girls preparing for the first professional
degree. Tools administered problem student were students problem cheek
list.
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Gupta (1981) conducted a study of parental preferences in relation
to adolescent’s personality adjustment and achievement. Through random
sampling 3404 caws were selected. Parental preference inventory
prepared by the inventory and Saxena Adjustment Inventory were used.
Findings included, adolescent from joint families tended to exhibit
significantly better educational adjustment, low level of achievement and
adjustment were significantly more delinquent even when their parents had
high and average desirability of parental preferences.
A comparative study of the children of working and non working
mothers was done by Sharma (1986). The sample of the study was 600
children of working and non-working mothers. The tools used were,
Adjustment Inventory for School students, Children’s Report of Parental
Behavior, Tests of Study habits and Attitudes and Children’s Personality
Questionnaires. Results indicated that significant difference at the
adjustment level was found in the children of both the groups.
Interpersonal communication between and adolescents as related to
adjustment in adolescent boys and girls 800 parents from Bombay was
done by Menses (1982). The family adjustment inventory was the scales
used. A positive and significant correlation was found between the family
atmosphere and family adjustment as perceived by the adolescents,
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significant community differences were found in the level of communication
of the father and mother, total adjustment of the adolescents and the family
atmosphere as perceived by the adolescents.
A study by Dutt (1983) was conducted with the objective of seeing
the differences in social, emotional and educational adjustments between
boys studying in co educational schools and in single sex schools. Eight
schools were selected randomly picked up from tenth class of the school.
Adjustment Inventory for school students by Sinha and Singh was used,
results include, girls in co educational schools while girls are better
adjusted in girls’ school than in co educational schools.
The main objective of the study conducted by Sultana (1983) was to
investigate the effect of sex, internal- external locus of control and purpose
in life on the adjustment patterns of Bangladesh adolescents. The sample
consisted of 631 adolescent girls and 669 adolescent boys of different
colleges of Bangladesh. The tools used were rotters ie locus of control
scale, Orumbagh’s PIC scale and Sinha and Singh’s Adjustment Inventory
scale. Results indicated that adolescents had low purpose in life and
average livel of adjustment. Girls were better adjusted than boys in home.
High purpose in life group students was better adjusted than low purpose
in life students in home area.
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Mankad (1982) conducted an analytical study of problems of
adolescent in Rajkot. The sample consisted of 550 high school students
and 450 college students, major findings were, except in the case of
emotional and moral religious problems boys always had more problems
than girls. In physical, health and appearance as well as family and
interpersonal relationships high school pupils had significantly more
problems than college students, while in economic area, the reverse was
the case.
With the sample of 200 rural and urban undergraduate students
randomly selected from the degree colleges of Kanpur Kamalesh (1981)
studied the self concept adjustment interest and motivation of scheduled
caste and non scheduled caste students. Data were collected with the help
of self concept scale by Rastogi, Adjustment Inventory by Saxena, Interest
priority scale by Chatterjee and SES Scale. It was concluded that the level
of adjustment among the urban SC students belonging to low SES was
below normal. The non-SC students both in the urban and rural areas did
not have adjustment problems. Non SC student from urban area belonging
to higher SES had brighter Self concept than the SC students of lower
SES.
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By administering creative test adjustment inventory and value test
Srivastava (1981) studied how for personality adjustment, values and
creativity components determine the self esteem during adolescents. The
study composed 360 students studying in intermediate and degree
colleges of Kanpur city. Most of the experiments on adjustment indicate an
increase in the level of adjustment of adolescents led to positive self
esteem where as deterioration led to negative self esteem.
Sharma (1979) studied the self concept, level of aspiration and
mental health of students. A sample of 1060 students randomly drawn
from students studying in classes X to XII of schools and colleges in Uttar
Pradesh. The tools were Piers Harris Children’s Self concept Scale, coding
sheet and Asthanas Adjustment Inventory. Main findings included, mental
health measured by adjustment inventory did not affect scholastic
achievement but influenced certain measures of self concept. Mental
health measured by Adjustment Inventory was positively and significantly
related to self concept. Differences in self-concept affected mental health.
Girls were sgingificantly superior to boys at the age 13 whereas the
adolescence from 16+ to 18+ boys showed significantly better adjustment.
The effect of malnourishment on self concept, personal social
adjustment and cognitive competence among low income school children
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was studied by Dutta (1979). Boys numbering 360 in IV and V students of
schools in Cuttak Puri and Balasore districts served as subjects. Findings
showed that the Brahmin children had higher self concept, personal social
adjustment and parental expectancy scores than the harijan children. The
less malnourished harijan children were found to be better than severely
malnourished harijan children no matter whether they come from rural or
urban background.
Saraswat (1986) investigate the realationship of self concept
measures with adjustment values, academic achievement and socio
economic status of boys and girls. A quota random sample of 420 boys
and 420 girls of class IX form 14 schools under Delhi administration was
selected. Data were collected using self concept Inventory by the
researcher, the Vyaktitva parakh Prashnavali, the study of values test and
the SES scale. Findings revealed that boys self concept was positively
related to social adjustment. The girls’ self concept was positively related
to political and religious values. Boys and girls differed significantly on total
self concept.
The problems of urban adolescent girl and their effect on paired
associate learning were analyzed by Gupta (1981). Sample of 500 urban
adolescent girls ranging between 14 and 18 years of age was randomly
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selected from five Hindi medium colleges in Lucknow city. Mooney
Problem Check List was administered to the girls. The criterion groups
were administered the Porteus Maze test and were run into a competitive
learning situation. Result showed that more than average problems were
experienced by 17% girls in different areas of life. Adolescent girls had a
maximum number of difficulties in areas like social, school and personal
psychological relations, while a minimum number of difficulties were
experienced in the area of courtship sex and marriage. There was a
positive relationship and interaction between different areas of adolescent
adjustment showing that the areas were not independent segments of
adolescents’ personality.
An investigation conducted by Gupta (1984) was on self concept
dependency and adjustment pattern of abandoned institutionalized pre
adolescents. The sample consisted to 400 pre adolescents aged 10-13
years. The experimental group 300 and the control group 100. The tools
administered were self concept scale for children MMPI and Pre
adolescents Adjustment Inventory. Results showed that there was some
relationship between self concept anxiety, dependency and adjustment of
the experimental group self concept and adjustment were positively
correlated and they had negative correlation with anxiety.
66
An investigation was conducted by Bhatnagar (1984) to study the
relationship between some family characteristics and student activism,
values, adjustment and school learning. The sample includes, 540
students studying in class of Moradabad region and adjustment inventory
were administered. Results of the study include the size of the family
affected student activism, adjustment and values. Students belonging to
large families and more atavistic tendencies and poor adjustment while
students belonging to small families and less atavistic tendencies, better
adjustment, higher values and better school learning. Birth order was
found to be related to activism and adjustment. The broken family was
positively related to activism and poor adjustment.
Singh (1984) studied the personality variable of rural and urban
college students of Agra region. The study was limited to four major
personality variables of, anxiety level, adjustment level, and frustration
level and interest patterns. The study yielded that the rural students were
found to be significantly non -adjusted than urban college students in all
the areas of adjustment.
A study of the socio- psychological problems and personality
patterns of the derived children living in destitute homes of Rajasthan was
done by Nagar (1985). The sample consisted of 200 deprived children
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from 14 destitute homes of Rajasthan and 200 normal children. The study
revealed that about 13 percent of the students fell in the category of highly
problematic children 75 percent of the deprived children were suffering
from many problems. Girls had more problems than boys. The deprived
children showed lack of adjustment with the environment.
Nayal et al.(1989) compared the self concept and class adjustment
of adolescents in relation ot their sex, schools, facility, income and
academic achievement. A random sample of 400students was drawn from
the schools and colleges of Lucknow city. The tools administered were self
concept scale by Bisht and Pathani and class adjustment Inventory by
Uniyal et al. findings revealed that self concept was directly related to
academic achievement and might be helpful in improving one’s personality.
Science students had superior self concept than arts students. Male and
female students did not differ in their self concept.
Sundarrarajan et al. (1994) tried to find out the difference between
the selected pairs of teacher trainees in respect of their adjustment
problems in various areas and the nature of relationship between self
concept and adjustment. As many as 542 B.Ed.teacher trainees were
chosen at random. The Adjustment Inventory for College Students by
Sinha and Singh and the Self concept Questionnaire by Saraswat were the
68
tools used in the study. A positive and significant relationship was found
between the self concept and adjustment of teacher trainees.
Sundrarajan and Ashrafullah (1988) made a study chosen from MGS
Inter College, GIC and SIC . Lambhuva of the Sultanpur district of UP.
Singh and Singh’s adjustment inventory for school students was used.
Results showed that higher caste and backward caste students did not
differ in emotional and educational adjustment. But in social area, higher
caste students were found to be emotionally, socially and educationally,
more mature. Backward and scheduled caste students did not differ in all
the areas of adjustment. Urban students are better adjusted than rural
students in emotional and educational area.
Salamon (1985) studied the problems of foreign based Indian
students. The sample of the study was 226 public school students who
were above 12 years of age. Tools used were a Socio economic Schedule
prepared by the investigator, a problem were faced by the girl students
than the boys whose parents lived in foreign countries. The foreign based
Indian public school students were more worried than Indian public school
students were more worried than Indian based public schools; the female
students faced more problems than the male students. An investigation
made by Gangandeep (1986) was on defense mechanisms used by the
69
adolescents in different school environments and their impact on their
adjustment to school and home. Total of 400 students were selected.
Tools employed were, Raven’s Standard Progressive Matrices, the
Mooney problem checklist, the Mittal adjustment inventory and defense
mechanism questionnaire, the study revealed that the adolescents
studying in high SESS – based environment had significantly more
problem in high and low SESS environment.
Hirch and Moos (1985) conducted the Psychological adjustment
children of a depressed arthritic or normal parent. The result of the study
revealed that self-esteem is closely related to high cohesion independence
and low conflict in the family.
Pandit (1985) analyzed their psychological needs and self concept
of adolescents and their veering on adjustment. The sample consisted of
640 adolescents. The tools used were EPPS, the Personality Word List,
Bells Adjustment Inventory, Bhagias School Adjustment Inventory and
SES scale. Results indicated that adolescents in social and emotional
areas were significantly different. The social and emotional adjustment of
adolescent boys was more satisfactory than that of adolescent girls.
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A comparative study was made by Arora (1983) on students
problems, self concept and level of aspiration. The study was conducted
on a representative sample of 800 students studying Engineering, Law,
Medicine and Education in various departments of Aligarh Muslim
University. Different tests like students problem check list, Ansari SLAL
Scale, and Ansari L.A. Coding Test were used. The analysis showed that
law students had the highest number of problems while medicine students
had the lowest. Engineering and teaching students with almost the same
number of problem and more problems than medical but significantly less
problems that law students. High self concept groups of all the professions
did not differ in their adjustment problems with the low self concept groups.
Security and adjustment among school going children of working
and non-working mothers was analyzed by Singh (1986) the sample of the
study consisted of 190 school going children studying in IV, V and VI
classes of various schools in Patiala. Out of this sample, 90 students were
those whose mothers were working. The tools used were Security-
Insecurity Inventory by Tiwari and Singh and a School Adjustment
Inventory by Singh and Sinha. Results showed no significant sex
differences in the school adjustments of subjects of working and non
working significantly related to scholastic performance. The order of birth
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and the size of the family were not related to academic adjustment nor to
scholastic performance.
One of the objectives of Prasad’s (1986) study was to find out the
relationship between social stratification variables like educational
achievement, education aspiration, morale, education adjustment and
educational values. A sample of 800 students representing 16 intermediate
colleges situated in Allahabad was selected. Tools selected were SES
urban scale by Kapoor, AES rural scale by Jaiswal et al. test of Moral by
Bhatnagar, Adjustment Inventory for College students by Singh and
Shinha, Educational Balue Sclale by Agrawal, and intelligence test by
Jalota. The study revealed that the socioeconomic status of rural students
was positively related to aspiration and values, while their parents’
occupation was related positively related to aspiration and educational
adjustment better adjustment than BC students of urban schools.
The main objective of the study conducted by Sunita (1986) was to
find out the relationship of motor ability of adolescents with the emotional
adjustment. Sample consisted of 200 boys and girls belonging to schools
and colleges of Haryana. The tools administered were the Bell’s
Adjustment Inventory and the Scott motor ability test. Major findings were,
boys who performed better on motor ability test. Major findings were , boys
72
who performed better on motor ability also had better adjustment. Boys
were more socially adjusted and emotionally adjusted than girls.
Chaddha (1988) attempted to study the self concept of teachers and
their emotional adjustment. Dutt Chaddha self concept scale and
Emotional Adjustment inventory were adopted by the investigator were
administered to 400 teachers of Haryana state and 350 responses were
received. Results showed no difference between self concept scores of
male and female, rural urban sub groups of teachers. No difference was
observed between emotional adjustments of various sub groups of
teachers. The coefficient of correlation for the self concept and a emotional
adjustment scores has not been found to be significant except for male
teachers. To find out the effect of family climate on adjustment,
achievement motivation and level of aspiration of adolescents, Anshu
(1988) conducted a study. Using multistage stratified random sampling
technique 1000 adolescent students in the age of 14 to 17 were selected.
Tools administered were, Family Climate Scale, SES Scale, Intelligence
Scale, level of aspiration Scale, Achievement motivation scale and
Adjustment Inventory. Major findings were, family climate was an effective
determinant of home adjustment of the adolescents. But its influence was
found to be more prominent in the case of urban and male adolescents
family climate failed to be an influential determinant of home adjustment of
73
the adolescents. But its influence was found to be more prominent in the
case of urban and male adolescents family climate failed to be an
influential determinant of home adjustment. Family climate was adolescent
irrespective of their locality and sex.
Verma and Swain (1991) conducted a study to find out the
differences in personality adjustment of adolescent students possessing
high, average and low levels of self concept. Sample consisted of 100
male and 100 female adolescent students studying in class XII in college
of Roorkee. Adjustment Inventory by Asthana and self concept Inventory
by Mohsin were administered. Result indicated that adolescent students
with high level of self concept showed better personality adjustment than
the adolescent students with average and low self concept. But adolescent
students with average and low self concept were alike in their personality
adjustment. Male adolescents students possessing high self concept had
significantly better personality adjustment than male adolescent students
having low self concept group did not show any significant difference in
their personality adjustment. Female adolescents with high self concept
showed significantly better personality adjustment than their female with
average and long self concept.
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Sundararajan and Mary (1992) conducted a study on the adjustment
problems of high school pupils as related to certain variables. One of the
objectives was to find out the difference between boys and girls in respect
of their adjustment problems in emotional, social and educational area.
Using the Adjustment Inventory for High School Student by Singh and
Sinha five hundred IX standard students were measured. Results showed
that in the area of social adjustment large number of students does not
have a satisfactory level of adjustment. Government school pupils have
more social adjustment problems than private school pupils. Private school
pupils have more problems of adjustment than the government school
pupils.
Similarly study on the “Influence of self concept, sex, area and
parents’ education on student’s adjustment problems” was carried out by
Alexander,J .E and Rajendran .K (1992). The sample consisted of 671
students. Mooney problem checklist was administered to assess the
adjustment and found females better adjusted than the males. The results
also revealed that urban students to be better adjusted than the rural
students. In relation to the parents’ education, the adjustment was found to
be associated. Students of well educated parents were better adjusted
than students of poorly educated parents.
75
Individual are assessed by their socio-economic status. It affects the
outcome of the individual by interacting in his/her life situations. The results
of the study conducted by Ray and Yadav (1993) on 251 boys and 250
girls from grades 9 to 12th of two urban and two rural higher secondary
schools revealed that mental health and socio-economic status were
positively and significantly correlated.
Another study by Xiaojia Ge and Conger (1999) on Adjustment
Problems and Emerging Personality Characteristics from Early to Late
Adolescence was done. The study extended earlier findings of contextual
influences on adolescent adjustment problems by examining relationships
between adolescent emotional and behavioral problems and late
adolescent personality among more than 400 youths who were followed
from 7th grade to the last year of high school. Results suggest that
psychological distress and behavioral problems experienced during the
adolescent years are significantly related to personality structure.
Psychological distress in adolescence was primarily related to the multi
dimensional Personality Questionnaire (MPQ) super factors of negative
and positive emotionality, whereas delinquency and substance use
problems were primarily related to the MPQ super factor of constraint
these relationships remained significant even when personality
characteristics in 9th grade were taken into account. That is, emotional and
76
behavioral problems predicted change in personality traits during the
adolescent years.
Mayer, Salovery and Caruso (2000) studied the relationship
between personality traits as measured by 16 PF and Emotional
Intelligence and found a positive correlation between emotional intelligence
warmth, social boldness and emotional stability negative correlation was
seen between emotional intelligence and sensitivity, apprehension and
openness to change. He also determined the relationship between
Fundamental Interpersonal Relationship Orientation – Behaviour (FIRO-B)
and emotional intelligence which were significantly and positively
correlated.
In a U.S., a study done by Lopes, P. N., Salovey, P., and Straus, R.
(2003), which used tests such as the MSCEIT, evidence has been found
concerning the relationship between Emotional Intelligence and quality of
social relationships. Students who score high in emotional intelligence
were more satisfied in their relationships with friends and had more
positive interactions; perceived greater parental support; and reported less
conflict with their closest friends, even when monitored for personality traits
and intelligence. The authors then extended these results by asking friends
of those evaluated about their friendship relationships; they observed that
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those who scored higher on the emotional intelligence dimension related
with emotion management had a more positive interaction with friends.
Furthermore, the friends stated that their friendship with these students
were characterized by greater emotional support, a greater number of
positive interactions and fewer negative interactions, even when monitored
for personality traits as important as extraversion or neuroticism.
Paulo, L (2004) found positive relationships between the ability to
manage emotions and the quality of social interactions, supporting the
predictive and incremental validity of ability measure of emotional
Intelligence, The Mayer Salovey Caruso Emotional Intelligence Test
(MSCEIT). In a sample of 118 American college students (Study 1), higher
scores on the managing emotions subscale of the MSCEIT were positively
related to the quality of interactions with friends, evaluated separately by
participants and two friends. In a diary study of social interaction with 103
German college students, managing emotions scores were positively
related to the perceived quality of interactions with opposite sex individuals.
Scores on this subscale were also positively related to perceived success
in impression management in social interactions with individuals of the
opposite sex.
78
Williams. Connolly, Pepler, and Craig (2004) explored the link
between sexual orientation and adjustment in a community. Sample of 97
sexual minority (gay male, lesbian, bisexual, and questioning) high school
students were taken into account their experiences of peer victimization
and social support within peer and family contexts. Adolescents were
identified in a large-scale survey study conducted at 5 high schools. They
were matched to a comparison sample of their heterosexual peers. Sexual
minority adolescents reported more externalizing behaviors and
depression symptoms than heterosexual youth. Compared to their
heterosexual peers, sexual minority youth reported more sexual
harassment, more bullying, less closeness with their mothers and less
companionship with their best friends. There were no significant
differences between gay male, lesbian, bisexual, and questioning
adolescents. Overall, both victimization and social support mediated the
link between sexual orientation and psychosocial symptoms. Among
sexual minority youth, the link between social support and externalizing
was mediated by experiences of peer victimization. These findings
highlight the contextual risk and protective factors associated with non-
heterosexual sexual orientation in accounting for the emotional and
behavioral problems in this population.
79
Crick, Ostrov, and Werner (2005) made a study on Relational
Aggression, Physical Aggression, and Children’s Social–Psychological
Adjustment. This study addressed this issue by identifying and assessing
groups of relationally aggressive, physically aggressive, relationally plus
physically aggressive (co-morbid), and non aggressive children during their
third grade year in elementary school and then reassessing them a year
later, during fourth grade(N = 224, 113 girls). Two aspects of social–
psychological adjustment were assessed during both assessment periods
including internalizing difficulties (i.e., withdrawal, depression/anxiety, and
somatic complaints) and externalizing problems (i.e., aggressive behavior,
delinquency). It was revealed that the strongest predictor of future social–
psychological adjustment problems and increases in these problems from
third to fourth was the combination of relational and physical aggression.
Relational aggression also contributed unique information, relative to
physical aggression, in the prediction of future maladjustment. Implications
of these findings for future research and prevention efforts, particularly for
aggressive girls, are discussed.
Mohanraj and Latha (2005) made a study on perceived family
environment in relation to adjustment and academic achievement to
investigate the relationship between family environment, home adjustment,
and academic achievement in adolescents. The adolescents (106 Boys
80
and 86 girls) were assessed by using the Moos and Moos Family
Environment Scale and Bell’s adjustment inventory. Academic scores were
taken from the school records. Family environment appeared to influence
home adjustment as well as academic performance. The majority of the
sample perceived their family as cohesive, organized, achievement
oriented and emphasizing on moral – religious issue with minimal conflict.
Cohesion, conflict, control, intellectual – cultural orientation and
independence in the family environment influenced home adjustment. The
independence and conflict domains of family environment significantly
influenced Academic performance.
Adeyemo (2006) made a study on the buffering effect of emotional
intelligence on the adjustment of secondary school students in transition.
Participants in this study were 200 fresh secondary school students
randomly selected and the emotional intelligence questionnaire and
section J of Adolescent Personal Data Inventory were used to assess the
emotional intelligence and adjustment of the students. The Pearson
Product Moment Correlation and analysis of variance were employed to
analyse the data. The result indicated that the level of emotional
intelligence is significantly related to adjustment of the participants.
81
Namdar H, Sahebihagh M, Ebrahimi H, and Rahmani A (2008)
assessed emotional intelligence and its relationship with demographic
factors of nursing students. This was a descriptive correlation study. The
study population included all the nursing students in Tabriz School of
nursing and midwifery (144) selected by sample using census method. To
assess the emotional intelligence, they used Bar on Emotional Quotient
Inventory. There was no significant relation between emotional intelligence
score and sex, education, and students' interest in nursing. However, there
was a significant relation between emotional intelligence score and the
students' satisfaction of their family socio-economic status.
Chaudhari and Patel (2009) made a study about marital adjustment
among female of urban and rural. This study was based on purposive
random sampling technique sample size was 360 in which 180 from urban
and 180 from villages of Mehsana. Mehsana is a northern part of Gujarat
state. Standardize P.Kumar marital adjustment scale was used for
collecting data. Interview schedule method was used for personal meeting
with respondents. Data was analyzed by score and‘t’ test. Result found
non-significant and proved that place of residence and working status was
not influence opinions to words marriage and marital adjustment. The
marriage is an universal concept for all and developed system cannot be
affected by any other.
82
Hashmi, Khurshid, and Hassan (2006) made a study aimed at
exploring the relationship between marital adjustment, stress, and
depression. Sample of the study consisted of 150 working and non-
working married women. Their age ranged between 18 to 50 years. Their
education was at least gradation and above. They belong to middle and
high socio-economic status. Urdu Translation of Dyadic Adjustment Scale,
Beck Depression Inventory, and Stress Scale were used. Results indicated
highly significant relationship between marital adjustment, depression and
stress. The findings of the results also show that working married women
have to face more problems in their married life as compared to non-
working married women. The results further show that highly educated
working and non-working married women can perform well in their married
life, they are free from depression as compared to educated working, and
non-working married women.
The result of the study by Thirugnasambadam (1990) revealed a
significant relationship among the caste where forward caste students
were found better adjusted. Similarly Sinha and Singh (1998) conducted a
study on parent’s affection and competence on the home adjustment on a
sample of 80 students ( 40 forward castes and 40 backward castes) with
age 11 to 14 years. The tool used for the study were parent-child relations
questionnaire by Tiwari (1980) and modified version of bell’s (1963)
83
adjustment inventory by Jehan (1987). They reported that students
belonging to forward caste were better adjusted than students belonging to
backward caste.
Bajpai (2001) conducted study on 371 high school girls (176 general
caste, 61 backward caste and 134 schedule tribe) at three districts of
Madhya Prasdesh. They administered sharma’s adoption of Bell’s
adjustment inventory. The results indicated that scheduled tribe girls were
found to be significantly least adjusted group in home, health, social and
overall adjustment and is concluded that forward caste adolescent were
better adjusted.
2.3 Summary
A close review of the related literature enlightened about various
dimensions of adjustment problems of working women and their emotional
intelligence, family environment and self-concept. Thus, the review of
related literature provided a good poetical prospective to verify the study
under investigation.
84
CHAPTER – III
NEED FOR THE STUDY
3.1 Statement of Problems
The study of adjustment problems of working women is important
because working women have to face many social and psychological
problems while they are working in different situation. Working women are
characterized generally by quick tempered since they have to balance their
family and organization. Women often wanted to prove their excellence
and hence they experience stress. It is obvious that the working women’s
reaction to situation differ in a almost infinite variety of ways. Some of them
meet the problems boldly and successfully, since their adjustments attitude
is positive and some others meet the problems; it could not make
successful. Some others avoid personal and social problems owing to
some other reasons. It is pertinent to ask the questions why there are
differences among working women in meeting the problems. Since women
come from different environmental background, they differ in meeting their
daily problems. The type of experience they gain from their family varies
and dealing with problems also differs. Women, most of them are tender
minded and hence they are inconsistent in dealing with problems. Their
self-concept also plays a vital role in preparing them to meet their daily
85
problems. The present study tries to find out the relationship among their
adjustment, self-concept, emotional intelligence, and family environment.
In our society no one is free from problems, yet working women’s
adjustment problems are viewed as critical. Working women normally play
a dual role and maintain balance. Once they meet failure in their life that
spoils their ideas about themselves. They desist themselves from others
and experience more problems.
The organization in which they are working make them to respond to
events differently. Their adjustment mostly depend on their self-concept,
emotional intelligence, and family environment. The present investigation
seeks to answer the questions if there is a significant influence on self-
concept, emotional intelligence and family environment on their adjustment
problems.
With this background, an attempt is undertaken to study the
adjustment problems of working women in relation to their self-concept,
emotional intelligence, and family environment.
86
3.2 Objectives of the Study
1. To know the difference in adjustments of working women.
2. To find out the relationship between the adjustment problems of
working women and their emotional intelligence.
3. To find out the relationship between the adjustment problems of
working women and their family environment.
4. To find out the relationship between the adjustment problems of
working women and their self-concept.
5. To find out the influence of working women’s demographic variables
like age, religion, the area of residence, marital status, types of
family, income, health condition, occupation and educational
qualifications, organization, community, and stay.
Based on these objectives certain hypotheses were formulated to be
tested in this study.
3.3 Hypotheses
1. There is a significant difference in the adjustments of working
women.
2. There is a significant relationship between adjustment problems of
working women and their emotional intelligence.
3. There is a significant relationship between adjustment problems of
working women and their family environment.
87
4. There is a significant relatioship between adjustment problems of
working women and their self-concept.
5. Working women’s age influences their adjustment problems.
6. Working women belonging to various religions significantly differ in
their adjustment problems.
7. Working women from rural and urban areas differ significantly in
their adjustment problems.
8. There is a significant difference in adjustment problems of married
and unmarried working women.
9. There exists a significant difference in adjustment problems of
working women belonging to nuclear family and joint family.
10. There is a significant difference in adjustment problems of working
women from different income groups.
11. Working women’s health condition significantly influences their
adjustment problems.
12. There is a significant difference in adjustment problems of working
women belonging to different occupations.
13. Working women’s educational qualification influences their
adjustment problems.
14. There is a significant difference in adjustment problems of working
women belonging to government and private organisations.
15.There is a significant difference in adjustment problems of working
88
women belonging to different communities.
16. There is a significant difference in the adjustment problems of
working women coming from hostel and home.
3.4 Summary
Adjustment is inseparably bound up with the nature of human being
and is distinctively a personal affair. Several factors are influencing the
adjustment of working women. The present study explores few objectives
and based on those objectives certain hypotheses were formulated. The
next chapter explains the method and materials used in this study to test
the hypotheses
89
CHAPTER – IV
RESEARCH METHOD
4.1 Introduction
The present chapter is a descriptive account of the methods and
materials used in the study. This chapter describes the variables used,
psychological tools used to assess the variables, procedure followed,
sampling technique followed.Tests of Reliability and Validity of various
tests are given. In addition to that chapter presents the profiles of the
Districts wherein the samples were collected and it also detail the
statistical technique used in this study.
4.2 Variables
The study is designed to understand adjustment problems of working
women. The dependent variable of the study is the adjustment problems of
working women. Emotional intelligence, Family environment and self
concept are the independent variables. The other independent variables
used in this study are age, religion, rural and urban background, monthly
income, type of family, marital status, occupational status, community, type
of organization, educational qualification, stay, and their health condition.
90
4.3 Tools
Four standardized questionnaires were used. They were.
Questionnaire I : Bell’s Adjustment Inventory Adult Form
Questionnaire II : Emotional Quotient Inventory
Questionnaire III : Family Environment Scale
Questionnaire IV : Self-concept Scale
In addition to these questionnaires, the investigator prepared a
personal data sheet to collect data pertaining to their personal factors. The
questionnaires were printed and bound in a booklet form. 750 copies of the
printed questionnaires-booklets were distributed to women working in ten
major textile industries in Coimbatore and Tiruppur Districts of Tamil Nadu.
Questionnaire- I: - Bell’s Adjustment Inventory Adult Form
The scale was developed by Bell, H.M. (1962) in order to measure
the adjustment problems of the working women. The scale gives an
estimate of adjustment problems in various areas like home, health, social,
emotional, occupational and adjustment in general. The adjustment
problems of working women are measured by 160 questions. The
respondents were instructed to answer each question by drawing a circle
around the “yes” or “No”, or use “?” mark only when the question can not
be answered. There is no time limit but asked to work rapidly. After all the
questions had been answered, they were collected. Scores under the
91
areas of adjustment are home adjustment, health adjustment, social
adjustment, emotional adjustment, occupational adjustment and total score
are calculated. Scoring is according to manual. The low score indicates
excellent adjustment and the high score indicate very unsatisfactory
adjustment in home, health, emotional and occupational areas of
adjustment. Whereas for social adjustment the high score indicates very
aggressive and low score indicates very retiring.
Questionnaire- II: - Emotional Quotient Inventory
Emotional Quotient Inventory developed by Bar-on R. (1997). This
inventory consists of series of 66 statements. It measures ten different
areas of emotional intelligence viz. self-regard, interpersonal relationship,
impulse control, problem solving, emotional self-awareness, flexibility,
reality testing, stress tolerance, assertiveness, and empathy. There are
five response categories and they are not true, seldom true. Sometimes
true, often true, and true. The respondents were asked to indicate by
circling the corresponding number. There is no right or wrong answer and
there is no time limit: but asked to work rapidly and give immediate
response to each statement. High score indicates high emotional
intelligence whereas low score indicates low emotional intelligence.
92
Questionnaire - III: - Family Environment Scale
This scale was developed by Bhattia H. and Chadha N.K.(1993). This
scale contains 69 statements. These statements are about families and
respondents were asked to decide which of these statements were
applicable to their family and which were not. Alongside the statements
have five cells labeled strongly- agree, agree, neutral, disagree, strongly-
disagree. If strongly agreed, the respondent were asked to mark √ under
the cell labeled strongly agree. If strongly disagree with a statement, they
were asked to mark (√ ) under cell labeled strongly disagree. For in
between preferences, asked to mark (√) accordingly agree, neutral or
disagree. There is no right or wrong responses to any statement. Though
there is no time limit, still they are asked to work rapidly. Score for
response are calculated as per manual. High score indicates good family
environment whereas low score indicates poor family environment except
the factor ‘conflict’. For that area the low score indicates good family
environment while its high score indicates poor family environment.
Questionnaire - IV : - Self-concept Scale
Self concept scale by Rastogi M.R (1987) was used. The scale
contains 51 statements. Below each statement are given five responses
(Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree).The
respondents asked to respond to the statements by marking a (√) tick mark
93
on any one of the five responses given. Example: If the respondent
strongly agrees with the statement is asked to make tick mark on strongly
agree response. If the respondent’s score is equal to or higher than the
norm, it is positive. If it is lower, self concept is negative. High score
indicates a high self-concept.
Reliability co efficient and significance of various Tests
Though the tests were already found to be reliable and valid, the
investigator has seen the reliability and validity of the tests. These four
tests were given to 100 respondents and were asked to give the scores.
The reliability values of these four tests were calculated using split – half
method. These values were meant for half of the test and hence the
reliability for the whole test was calculated using Spearman Brown
Prophecy formula. The reliability score are given in the following table.
Sl. No Name of the test N Reliability Level of
Significant
1 Bell Adjustment
Inventory Adult Form 100 0.74 0.01
2 Emotional Quotient
Inventory 100 0.81 0.01
3 Family Environment 100 0.69 0.01
4 Self – Concept Scale 100 0.76 0.01
94
Validity and significance of various Tests
Sl. No Name of the test N Validity Level of
Significant
1 Bell Adjustment
Inventory Adult Form 100 0.86 0.01
2 Emotional Quotient
Inventory 100 0.9 0.01
3 Family Environment
100 0.83 0.01
4 Self – Concept Scale
100 0.76 0.01
The validity scores of all the four tests are calculated using intrinsic
validity procedure. Following are the validity.
4.4 Procedure
Before the tests were administered to the selected samples. The
investigator met the administer of the selected organizations and got
permission. The investigator met the selected samples in person and a
convenient date was fixed so as to conduct the tests. On fixed date the
investigator met them in person and instructions relating to how to go
through the items, method of giving responses to each item in all the
questinaires were given. The investigator personally distributed the
questionnaires to the selected mill workers and was with them till they
were completed the task. The subjects were requested to answer the items
in the booklet as per the instructions provided at the beginning of each
95
questionnaire.Confidentiality of response was assured. The questionnaires
were scored as per the scoring keys of the respective tool.
4.5 Sampling Technique
The present study was conducted among women working in various
textile mills of Coimbatore district and Tiruppur District. Coimbatore and
Tiruppur are the capitals of Coimbatore district and Tiruppur district
respectively. Thousands of women from nearby rural and urban areas
were working in the textile mills of these districts. When the investigation
was conducted, there were several sick mills in these areas, ten major
mills which were considered to be proper were selected for this study.
Districts’ Profile
COMIBATORE
The third largest city of the state, Coimbatore, is one of the most
industrialized cities in Tamil Nadu. It is known as the textile capital of South
India or the Manchester of the South India. The city is situated on the
banks of the river Noyyal. Coimbatore district is one of the biggest districts
in Tamil Nadu. There are three Revenue Divisons and Nine Taluks
consisting of 482 Revenue villages in this district. The nine taluks are:
Pollachi, Coimbatore (North), Avanashi, Palladam, Udumalpettai, Tiruppur,
Valparai, Coimbatore (South) and Mettupalayam.
96
In spite of it's prominence as a bustling industrial city, Coimbatore
still remains one of the most pollution free cities in India. Covering an area
of 23.5 square kilometers, the city houses some of the biggest names in
Indian Industry. The major industries include textiles, textile machinery,
automobile spares, motors, electronics, steel and aluminium foundries.
DISTRICT MAP
97
TIRUPPUR
Tiruppur popularly known as “Banian City” of the South India is
located 60 kms away from Coimbatore city. It has come a long way from a
small cotton-marketing centre with a few ginning factories to become a
prominent cluster of small and medium manufacturing enterprises gainfully
engaged in the production and export of a range of knitted apparels. The
nearby areas of Tiruppur like Somanur, Avinashi, Palladam and
Koduvaiare actively involved in Textile industry. The first three places have
lot of power-looms and Koduvai focuses on handloom.
Coimbatore district has an area of 4644 sq km with a population of
42,71,856. In which the number of textile mill workers was 1,18,089.
Tiruppur district, recently bifurcated from Coimbatore district, has area of
5183.42 sq.km. with a population of 24,71,222. Out of total population, the
workers in textile mills was 1,13,073. In both districts, total no. of women
working in the selected top ten textile mills and the total no. of working
women selected and their percentages were given below.
98
There were about 95 major textile industries in Coimbatore and
Tiruppur, Tamil Nadu. Out of them 10 industries (10%) were selected
through lottery method. Each industry is considered as a cluster and the
workers roll register were obtained from the respective industry. There are
about 7000 workers in theses industries and 750 working women were
selected with the help of Fishers Table of Random numbers. Finally 714
samples were selected and the rest of them were rejected because they
were not completed properly. Women from various age groups were
included in the study and is given in the following table.
S.No. Textile Mills selected No of
working women
No of working women selected
Percentage
1 Cambodia Mills (NTC) 400 161 40
2 Hindustan Spinners 150 61 40
3 Sangeeth Textiles Ltd 165 68 41
4 KPR Textile Ltd 185 64 35
5 Premier Fine Yarn Ltd 185 66 35
6 Super Spinning Mills 190 68 35
7 Precot Mills Ltd 240 65 27
8 ARC Spinning Mills 220 64 29
9 Best Cotton Mills 212 66 31
10 Sri Mugambikai
Textiles 215 66 30
99
Table 4.1 Shows the distribution of working women from different age
groups and their percentage
S.No Age group No. of women Percentage
1 Below 30 215 30
2 31-40 225 32
3 41-45 173 24
4 Above 45 101 14
Total 714 100
Working women belonging to Hindu, Christain, and Muslim religions
were selected and their distribution is given in the following table.
Table 4.2 Shows the distribution of working women from different
religion group and the percentage
S.No Religion group No. of women Percentage
1 Hindu 487 68
2 Christian 168 24
3 Muslim 59 8
Total 714 100
Working women from rural and urban areas were selected for the
study and their distribution is given in the following table.
100
Table 4.3 Shows the distribution of working women from different
place of residence and the percentage
S.No Place of
residence- group No. of women Percentage
1 Urban 389 54
2 Rural 325 46
Total 714 100
The sample includes Working women having various educational
qualifications. The distribution of working women having various
educational qualifications are given under.
Table 4.4 Shows the distribution of working women from different
educational qualifications and the percentage
S.No Education group No. of women Percentage
1 H.Sc 243 34
2 Graduate 193 27
3 Post-Graduate 227 32
4 Others 51 7
Total 714 100
Working women from government and private organizations were
selected for the study and their distributions is given under the following
table.
101
Table 4.5 Shows the distribution of working women from different
organizations and the percentage
S.No Organization
group No. of women Percentage
1 Government 161 22
2 Private 553 78
Total 714 100
4.7 Summary
This chapter described the variables used in the study, standardized
psychological tools used to assess the variables, procedure and sampling
technique. The succeeding chapter the describes analysis of data
collected from the working women.
102
CHAPTER – V
RESULTS AND DISCUSSION
5.1 Introduction
The present chapter deals with statistical analyses of the data
collected. Various areas of adjustment problems of working women was
measured. Product moment correlation of coefficient was carried out to
find out the relationship between working women’s adjustment problems
and their emotional intelligence, family environment and self-concept..
Mean, S.D., S.E.m, ANOVA, and t- test were carried out to find out the
influence of personal variables of working women on their adjustment
problems.
5.2 Results and discussion Table 5.1 Showing the number of working women in all the areas of
adjustment and their percentage.
Unsatisfactory Average Good Adjustment
N % N % N %
Home 212 29.69 276 38.65 226 31.66
Health 108 15.13 291 40.76 315 44.11
Social 193 27.04 265 37.11 256 35.85
Emotional 321 44.96 238 33.33 155 21.71
Occupational 306 42.86 219 30.67 189 26.47
Total 229 32.07 257 35.99 228 31.94
103
Table 5.1 shows the total number of working women in all five areas
of adjustment and their percentage. There are 212 working women
expressed unsatisfactory adjustment in the area of home and their
percentage is 29.69. In the area of health, 108 working women showed
unsatisfactory adjustment and their percentage is 15.13. There are 193
working women showed unsatisfactory adjustment in the area of social
adjustment and their percentage is 27.04. There are 321 working women
who have shown unsatisfactory adjustment in the area of emotional
adjustment and their percentage is 44.96. In the area of occupational
adjustment, 306 working women have expressed unsatisfactory
adjustment and the percentage is 42.86.
There are 276 working women who have expressed average
adjustment in the area of home adjustment and their percentage is 38.65.
Health is another area of adjustment wherein 291 working women showed
average adjustment and their percentage is 40.76. There are 265 working
women showed average adjustment in the area of social adjustment and
their percentage is 37.11. There are 238 working women who have
expressed average adjustment in the area of emotional adjustment and
their percentage is 33.33. In the area of occupational adjustment, there are
104
219 working women who showed average adjustment and their
percentage is 30.67.
There are 226 working women who showed good adjustment in the
area of home adjustment and their percentage is 31.66. In the area of
health, 315 working women showed good adjustment and their percentage
is 44.11. There are 256 working women showed good adjustment in the
area of social adjustment and their percentage is 35.85. There are 155
working women who have shown good adjustment in the area of emotional
adjustment and their percentage is 21.71. In the area of occupational
adjustment, 189 working women have expressed good adjustment and
their percentage is 26.47.
In total areas of adjustment, there are 229 working women showed
unsatisfactory adjustment and their percentage is 32.07. There are 257
working women expressed average adjustment in total areas of adjustment
and their percentage is 35.99. In total areas of adjustment, 228 working
women have expressed good adjustment and their percentage is 31.94.
The result shows that the working women differ in their adjustments and
majority of the working women show average adjustments. So the
hypothesis that there is a significant difference in the adjustments of
working women is accepted.
105
Table 5.2 Showing coefficient of correlation between adjustment and
emotional Intelligence of working women.
Name of the tests Subjects r Significance Adjustment and
Self-Regard -0.828
.01
Adjustment and Interpersonal Relationship
-0.846
.01 Adjustment and Impulse Control
-0.834
.01 Adjustment and
Problem Solving -0.818
.01
Adjustment and Emotional Self-Awareness
-0.871
.01 Adjustment and
Flexibility -0.922
.01
Adjustment and Reality Testing
-0.859
.01 Adjustment and
Stress Tolerance -0.894
.01
Adjustment and Assertiveness
-0.860
.01 Adjustment and
Empathy -0.915
.01
Adjustment and Total Emotional Intelligence
714
- 0.890 .01
Table 5.2 Shows coefficient of correlations between working
women’s adjustment and self regard is (- 0.828).This negative correlation
is statistically significant. This inverse relationship indicates that working
women adjustment is related to their self-regard. The coefficient of
correlation between working women’s adjustment and interpersonal
relationship area of their emotional intelligence is -0.846. The coefficient of
106
correlation between working women’s adjustment and impulse control is -
0.834. The relationship between working women’s adjustment and problem
solving is - 0.818. Similarly, the coefficient of correlation (- 0.871) between
the adjustment of working women and emotional self-awareness area of
their emotional intelligence is also negative and significant. The coefficient
of correlation between adjustment of working women and flexibility is -
0.922. The coefficient of correlation between adjustment of working women
and reality testing is - 0.859. The coefficient of correlation (- 0.894)
between adjustment of working women and stress tolerance is negative
and statistically significant. The relationship between adjustment of
working women and assertiveness is - 0.860. It is also seen from the table
that correlation between working women’s adjustment and empathy is
0.915. The total score indicates that there is a significant inverse
relationship between working women’s adjustment and their emotional
intelligence. In all the areas of emotional intelligence, the values are
statistically significant. This indicates that working women adjustment
depends upon their emotional intelligence. Hence the empirical hypothesis
a negative correlation which is statistically significant and the result
indicates that the relationship between adjustment problems of women is
indirectly proportional to empathy area of their emotional intelligence.
Hence, the hypothesis that there is a significant relationship between
working women’s adjustment and emotional intelligence is accepted.
107
Table 5.3. Showing coefficient of correlation between working
women’s adjustment and their family environment .
Name of the test Subjects r Significance
Adjustment and Cohesion
- 0.814 .01
Adjustment and Expressiveness
- 0.832 .01
Adjustment and Conflict
0.804 .01
Adjustment and Accepting and Caring
- 0.828 .01
Adjustment and Independence
- 0.743 .01
Adjustment and Active Recreational
Orientional - 0.778 .01
Adjustment and Organization
- 0.638 .01
Adjustment and Control
714
- 0.642 .01
Table 5.3 shows the coefficient of correlation (-0.814) between
working women’s adjustment and cohesion is statistically significant and
the relationship is inverse. It is seen from the table that the correlation
108
between working women’s adjustment and expressiveness is – 0.832. and
is negative and statistically significant. The coefficient of correlation
between working women’s adjustment and conflict is 0.804. This is a
positive correlation and is statistically significant. This reveals that when
conflict in the family increases that obviously deteriorelate their usual
adjustment.The coefficient of correlation between working women’s
adjustment and accepting and caring is - .828 and this negative correlation
is statistically significant. Similarly, the coefficient of correlation between
adjustment of working women and independence in their family
environment is - 0.743. The relationship between adjustment of working
women and active recreational orientation is -.778. Table also indicates
that the coefficient of correlation between working women’s adjustment
and accepting and organization is (- 0.638). It is also revealed from the
table that the coefficient of correlation between working women’s
adjustment and their control is - .778. The results of the study indicate that
there is a inverse relationship between working women’s adjustment and
their family environment except in the area conflict. Therefore, the
hypothesis that there is a significant relationship between adjustment
problems of working women and their family environment is accepted.
109
Table 5.4. Showing the coefficient of correlation between adjustment
and Self-concept of working women.
Name of the tests Subjects r Significance
Adjustment
Self-Concept 714 0.329 .01
Table 5.4 shows the coefficient of correlation between adjustment
and self-concept of the working women. The correlation is 0.329 and this is
statistically significant. This indicates that adjustment of working women
depends upon their self-concept. Therefore, the hypothesis that there is a
significant relationship between adjustment problems of working women
and their self-concept is accepted.
110
Table 5.5. Showing Mean, S.D, S.E m and F-ratio of working women
from different age groups.
Group Age Subjects Mean S.D S.Em F – ratio Sig.
Below 30 215 67.17 17.784 0.804
31-40 225 58.61 9.449 0.630
41-45 173 60.70 10.345 0.789
Above 45 101 71.15 11.699 1.164
44.923 .01
Table 5.5 shows the mean, S.D, S.Em and F ratio of working
women’s adjustment in terms of their age. There are 215 working women
whose age is below 30 years. Their mean adjustment is 67.17, S.D is
17.784 and S.Em is 0.804. There are 225 working women whose age is 31
to 40 years. Their mean adjustment is 58.61. and the corresponding S.D is
9.449 and S.Em is 0.630. There are 173 working women whose age is 41
to 45 years. Their mean adjustment is 60.70 and S.D is 10.345 and S.Em
is 0.789. The number of working women whose age is above 45 years are
101 and their mean adjustment score is 71.15, S.D is 11.699 and S.Em is
1.164. The F ratio (44.92) indicates that working women belonging to
various age groups differ significantly in their adjustment problems.
111
Figure - 1 Mean adjustment value of working women from different
age groups.
112
Table 5.6. Showing ANOVA of working women from different age
groups.
Sum of
Squares df
Mean Square
F - ratio Sig.
Between Groups
15529.285 3 5176.428
Within Groups
81812.474 710 115.229
Total 97341.759 713
44.92 .01
Table 5.7. Showing Mean difference, S.E. difference and t-ratio of
working women from different age groups.
Group Age Subjects Mean
Difference
S.E.
difference T - ratio Significance
Upto30 215
31-40 225 8.56 0.174 8.419 .01
Upto 30 215
41-45 173 6.47 0.015 5.672 .01
Upto 30 215
Above 45 101 -3.98 -0.36 2.807 .01
31-40 225
41-45 173 -2.09 -0.159 2.095 .05
31-40 225
Above 45 101 -12.54 -0.534 10.264 .01
113
Table 5.7 shows mean difference, S.E difference and t-ratios of
different age groups of working women. The difference in the adjustment
problems of working women whose age is up to 30 years and 31 to 40
years is 8.419 and is statistically significant. The t-ratio 5.672 is the
difference in the adjustment problems of working women whose age is
upto 30 years and 41 to 45 years. The value is statistically significant.
These ratio indicates that working women of upto 30 years experience
more problems of adjustment than the other groups. While comparing
working women belonging to 31 to 40 years with that of 41 to 45 years, the
first group (31 to 40) shows better adjustment than the second group (41 to
45) since the t-ratio 2.095 is statistically significant. similarly working
women belonging to 41 to 45 years shows better adjustment than those
who are above 45 years. Since the t- ratio 10.264 is statistically significant.
Hence, the hypothesis that working women’s age influences their
adjustment problems is accepted.
114
Table 5.8 Showing Mean, S.D, S.E m and F-ratio of working women
from different religion.
Group Religion
Subjects Mean S.D S.Em F-
ratio Significance
Hindu 487 63.60 11.653 0.528
Christian 168 63.17 11.719 0.904
Muslim 59 63.47 12.025 1.566
.098 N.S.
Figure – 2 Mean adjustment value of working women from
different religion.
115
Table 5.9. Showing ANOVA of working women from different religion.
Table 5.8 shows the mean, S.D, S.Em and F-ratio of working
women’s adjustment in terms of their religion. There are 487 working
women who belong to Hindu and their mean adjustment is 63.60, S.D is
11.65, and S.Em is 0.528. There are 168 working women belonging to
Christian and their mean adjustment is 63.17, S.D. is 11.72, and S.Em is
0.90. The number of working women who belong to Muslim religion is 59
and their mean adjustment is 63.47, S.D. is 12.03, and S.Em is 1.566. The
F ratio (.098) is not significant and it indicates that these groups do not
differ significantly in their adjustment problems. So, the hypothesis that
working women belonging to various religions significantly differ in their
adjustment problems is not accepted.
Sum of
Squares df
Mean Square
F- ratio Sig.
Between Groups
26.828 2 13.414
Within Groups 97314.931 711 136.871
Total 97341.759 713
.098 N.S
116
Table 5.10. Showing Mean, S.D, S.E m and t-ratio of working women
belonging to rural and urban areas.
Area Subjects Mean S.D S.Em t - ratio Significance
Rural 389 67.40 11.551 0.586
Urban 325 58.76 9.995 0.554 10.570 .01
Table 5.10 shows the mean, adjustment scores, S.D, S.Em and t-
ratio adjustment of working women from rural and urban areas. There are
389 working women belonging to rural area and their mean adjustment is
67.40, S.D is 11.551 and S.Em is 0.586. There are 325 working women
belonging to urban area and their mean adjustment is 58.76, S.D is 9.995,
and S.Em is 0.554. The t-ratio (10.570) indicates that these two groups
differ in their adjustment problems. Since the t- ratio statistically significant.
Working women from rural area show more problems of adjustment than
working from urban area. Hence the empirical hypothesis that working
women from rural and urban area differ significantly in their adjustment
problems is accepted.
117
Figure – 3 Mean adjustment value of working women belonging to
rural and urban areas.
118
Table 5.11 Showing Mean, S.D, S.E m and t-ratio of married and
unmarried working women.
Marital
Group Subjects Mean S.D S.Em t - ratio Significance
Married 431 67.76 10.253 0.494
Unmarried 283 56.94 10.676 0.675
13.569
.01
Table 5.11 shows the mean, S.D, S.Em and t-ratio of adjustment of
married and unmarried working women. There are 431 working women
who are married and their mean adjustment score is 67.76, S.D is 10.253
and S.Em is 0.494. The number of unmarried working women are 283.and
their mean adjustment score is 56.94, S.D is 10.676 and S.Em is 0.675.
The t- ratio (13.569) is statistically significant which indicates married
working women experience more problems of adjustment than the
unmarried working women. Therefore, the hypothesis that there is a
significant difference in adjustment problems of married and unmarried
working women is accepted.
119
Figure – 4 Mean adjustment value of married and unmarried
working women.
120
Table 5.12 Showing Mean, S.D, S.E m and t-ratio of working women
from nuclear family and joint family.
Type of Family
Subjects Mean S.D S.Em t-ratio Significance
Nuclear Family
467 65.02 11.279 0.522
Joint Family
247 60.53 11.894 0.757
13.569 .01
Table 5.12 shows the mean, S.D, S.Em and t ratio of adjustment of
working women from nuclear family and joint family. There are 467 working
women belonging to nuclear family and their mean adjustment score is
65.02, S.D is 11.279 and S.Em is 0.522. The total number of working
women belonging to joint family are 247 and their mean adjustment score
is 60.53, S.D is 11.894 and S.Em is 0.757. The t- ratio (13.569) is
statistically significant and this reveals that married and unmarried working
women significantly differ in their adjustment problems. Working women
from joint family show better adjustment than working women from nuclear
family. Hence, the empirical hypothesis that there exists a significant
difference in adjustment problems of working women belonging to nuclear
family and joint family is accepted.
121
Figure – 5 Mean adjustment value of working women belonging to
Nuclear family and joint family.
122
Table 5.13. Showing Mean, S.D, S.E m and F-ratio of working women
from different income groups.
Income (monthly)
Group Subjects Mean S.D S.Em F-ratio Significance
Below 10000 360 66.53 9.962 0.525
10001 To 20000 247 64.77 10.835 0.689
Above 20000 107 50.17 9.767 0.944
108.231 .01
Figure – 6 Mean adjustment value of working women from
different income groups.
123
Table 5.14. Showing ANOVA of working women from different income
groups.
Sum of
Squares df
Mean Square
F-ratio Sig.
Between Groups 22718.743 2 11359.371
Within Groups 74623.016 711 104.955
Total 97341.759 713
108.231 .01
Table 5.15. Showing Mean difference, S.E difference and t-ratio of
working women from different income groups.
Group (monthly) Income
Subjects Mean difference
S.E. difference
t -ratio Sig.
Below 10000 360
10001 to 20000 247 1.76 1.64 2.069 .05
Below 10000 360
Above 20000 107 16.36 4.19 14.983 .01
10001 to 20000 247
Above 20000 107 14.60 2.55 11.983 .01
Table 5.13 shows the mean S.D, S.Em and F ratio of adjustment of
working women from different income groups . There are 360 working
women whose income is below Rs.10000 and their mean adjustment is
66.53, S.D is 9.96, and S.Em is 0.525. There are 247 working women
124
whose income is between Rs.10001 to Rs.20000 and their mean
adjustment is 64.77, S.D is 10.84, and S.Em is 0.689. The number of
working women whose income is above Rs 40000 is 107 and their mean
adjustment is 50.17, S.D is 9.77, and S.Em is 0.944. The F- ratio (108.231)
indicates that these three groups differ significantly in their adjustment
problems. Table 5.14 shows ANOVA of working women from different
income groups.
Table 5.15 shows the mean difference, S.E difference and the t-
ratio of working women different income groups. Working women whose
income is below Rs.10000 and working women between Rs.10001 to
Rs.20000 is statistically significant, since the t-ratio 2.069 is statistically
significant. Similarly when working women whose income is below
Rs.10000 compared with the adjustment problems of working women
whose income is above Rs.20000 and above the second group (Rs 20000
and above) shows better adjustment than the first group (below
Rs.10000).while comparing the adjustment problems of working women
belonging to Rs.10001 to 20000 with the working women belonging to the
other group Rs.20000 and above, the second group (Rs.20000 and above)
shows a better adjustment than the first group (Rs 10001 to 20000) since
the t-ratio (11.983) is significant. Hence, the hypothesis that there is a
125
significant difference in adjustment problems of working women from
different income groups is accepted.
Table 5.16 Showing Mean, S.D, S.E m and F-ratio of working women
belonging to different health condition.
Group Health
Condition Subjects Mean S.D S.Em F-ratio Significance
Normal 456 62.09 11.114 0.520
Sickness 191 64.85 11.418 0.826
Handicapped 67 63.93 14.107 1.723
12.193 .01
Figure – 7 Mean adjustment value of working women belonging to
different health condition.
126
Table 5.17 Showing ANOVA of working women belonging to different
health condition.
Sum of
Squares df
Mean Square
F - ratio Sig.
Between Groups
3228.044 2 1614.022
Within Groups
94113.715 711 132.368
Total 97341.759 713
12.193 .01
Table 5.18 Showing Mean difference, S.E difference and t-ratio of
working women belonging to different health condition.
Group Health
condition Subjects
Mean difference
S.E difference
t – ratio Sig.
Normal 456
Sickness 191 2.76 0.306 2.858 .01
Normal 456
Handicapped 67 1.84 1.20 4.530 .01
Sickness 191
Handicapped 67 0.92 0.897 2.360 .05
Table 5.16 shows the mean adjustment scores ,S.D,S.Em and F-
ratio of adjustment of working women who fall in different health condition.
There are 456 working women whose health condition is normal and their
127
mean adjustment is 62.09, S.D is 11.11, and S.Em is 0.520. There are 191
working women who experience various in illness and their mean
adjustment is 62.09, S.D is 11.42, and S.Em is 0.826. The number of
working women who are handicapped are 67 and their mean adjustment is
63.93, S.D is 14.11, and S.Em is 1.723. The F ratio (12.193) of these
groups of working women indicates that there is a significant difference in
their adjustment problems. Table 5.17 shows ANOVA of working women
from different health condition.
There is a difference in the adjustment problems of working women
who are normal and sick since the t-ratio (2.858) is statistically significant.
working women who do not show any specific sickness shows better
adjustments than those who experience sickness. Similarly, sick working
women experience more problems of adjustment than the handicapped
working women since the t-ratio (2.36) is statistically significant. Hence, the
empirical hypothesis that working women’s health condition influences
their adjustment problems.
128
Table 5.19. Showing Mean, S.D, S.E m and F ratio of working women
belonging to different occupational groups.
Figure – 8 Mean adjustment value of working women from
different occupational groups.
Group Occupation
Subjects Mean S.D S.Em F-ratio Significance
Adm.Assistant 228 70.25 10.025 0.664
Manager 68 67.13 10.754 1.304
Labour 338 60.62 10.170 0.553
Supervisor 80 53.08 10.751 1.202
72.354
.01
129
Table 5.20 Showing ANOVA of working women from different
occupational groups.
Sum of
Squares df
Mean Square
F-ratio Sig.
Between Groups 22791.650 3 7597.217
Within Groups 74550.109 710 105.000
Total 97341.759 713
72.354 .01
Table 5.21 Showing Mean difference, S.E difference and t-ratio of
working women from different occupational groups.
Group Occupation
Subjects Mean
difference S.E.
difference t -
ratio Sig.
Adm. Assistant 228
Manager 68 3.12 -0.64 2.213 .05
Adm. Assistant 228
Labour 338 9.63 0.111 11.118 .01
Adm. Assistant 228
Supervisor 80 17.17 -0.538 12.936 01
Manager 68
Labour 338 7.11 0.751 4.775 .01
Manager 68
Supervisor 80 14.05 0.102 7.926 .01
Labour 338
Supervisor 80 7.54 -0.649 5.898 0.1
Table 5.19 shows the mean adjustment scores, S.D, S.Em and F
ratio of working women belonging to different occupational gruops. There
130
are 228 working women who are Administrative Assistant (Adm. Assistant)
and their mean adjustment is 70.25, S.D is 10.03, S.Em is 0.664. There
are 68 working women who are in the position of Manager and their mean
adjustment is 67.13, S.D is 10.75, and S.Em is 1.304. There are 338
working women belonging to Labour category and their mean adjustment
score is 60.62, S.D is 10.170, and S.Em is 0.553. There are 80 working
women whose occupation is supervisor and their mean adjustment is
53.08, S.D is 10.75, and S.Em is 1.202. The F-ratio (72.352) indicates that
these different occupational groups of working women differ significantly in
their adjustment problems. Table 5.20 shows ANOVA of working women
from different occupation groups.
There is a difference in the adjustment of working women belonging
to administrative assistant and manager cadre (t-ratio 2.213). Working
women from the manager cadre show a better adjustment than those who
belong to administrative assistant. Working women who are in the
administrative assistant cadre show more problems of adjustment than
working women belonging to labour cadre and supervisor cadre (12.936),
since the t – ratios are statistically significant. working women who are
manager cadre show better adjustment than those who belong to labour
cadre (4.729) since the t-ratio are statistically significant. Working women
belong to labour cadre show better adjustment(t-ratio 5.898) than those
131
who fall in supervisor cadre. So, the hypothesis that there is a significant
difference in adjustment problems of working women belonging to different
occupations is accepted.
Table 5.22 Showing Mean, S.D, S.E m and F- ratio of working women
from different educational groups.
Group Education
Subjects Mean S.D S.Em F-ratio Sig.
H.Sc 243 72.45 9.693 0.622
Graduate 193 64.67 8.158 0.587
Post-Graduate
227 54.74 8.756 0.581
Higher degree
51 54.98 8.555 1.198
171.081 .01
132
Figure – 9 Mean adjustment value of working women from
different educational groups.
Table 5.23 Showing ANOVA of working women from different
educational groups.
Sum of
Squares df
Mean Square
F - ratio Sig.
Between Groups 40842.229 3 13614.076
Within Groups 56499.530 710 79.577
Total 97341.759 713
171.081 .01
133
Table 5.24. Showing Mean difference, S.E difference and t-ratio of
working women from different educational groups.
Group Occupation
Subjects Mean
difference S.E.
difference t –ratio Significance
H.Sc. 243
Graduate 193 7.78 .035 8.920 .01
H.Sc. 243
Post-Graduate 227 17.71 .041 20.735 .01
H.Sc. 243
Higher degree 51 17.47 .576 11.928 01
Graduate 193
Post-Graduate 227 9.95 .006 11.949 .01
Graduate 193
Higher degree 51 9.69 .611 7.466 .01
Post-Graduate 227
Higher degree 51 0.24 .617 0.178 N.S
Table 5.22 shows the mean adjustment scores, S.D, S.Em and t
ratio of working women from different educational groups . There are 243
working women whose educational qualification is H.Sc. and their mean
adjustment score is 72.45, S.D is 9.693, and S.Em is 0.622. There are 193
working women whose educational qualification is graduation and their
mean adjustment score is 64.67, S.D is 8.158, and S.Em is 0.587. The
number of working women belong to post-graduate category are 227 and
their mean adjustment score is 54.74, S.D is 8.76, and S.Em is 0.581.
There are 51 working women who possess higher degree and their mean
134
adjustment score is 54.98, S.D. is 8.56, and S.E.m. is 1.198. The F ratio
(171.08) indicates that these groups of working women having different
educational qualifications is significant and differ in their adjustment
problems. Table 5.23 shows ANOVA of working women from different
educational groups.
There is a difference in the adjustment of working women who have
got higher secondary qualifications and graduates (t-ratio 8.92). Graduate
working women show better adjustment than those who have got higher
secondary qualifications. Similarly, working women who have got higher
secondary experience more problems of adjustments than working women
who have got post-graduate degree (20.735) and other higher
degree(11.928). Graduate working women experience more problems of
adjustment than post-graduate working women ( t- ratio 7.446). However,
post-graduate working women experience more problems of adjustment
when they are compared with other categories of working women. It is
understood from the table that working women’s adjustment problems is
influenced by their educational qualifications. Hence, the empirical
hypothesis that working women’s educational qualification significantly
influences their adjustment problems is accepted.
135
Table 5.25 Showing Mean, S.D, S.E m and t-ratio of working women
from government and private organizations.
Type of organization
Subjects Mean S.D S.E.m t-ratio Significance
Government 161 63.17 16.51 1.3
Private 553 64.09 14.78 0.63 0.64 N.S.
Table 5.25 shows difference in the adjustment problems of working
women from government and private textile mills. There are 161 working
women from government organization whose adjustment score is 63.17
and 553 working women represent private organizations whose mean
adjustment score is 64.07. The t- ratio (0.64) indicates that working women
from these two organizations do not differ in their adjustment problems,
since the t-ratio is statistically not significant. Hence, the hypothesis that
there is a significant difference in adjustment problems of working women
belonging to government and private organizations is not accepted.
136
Figure – 10 Mean adjustment value of working women
from government and private organizations.
137
Table 5.26 Showing Mean, S.D, S.E m and F-ratio of working women
from different communities.
Group Community
Subjects Mean S.D S.E.m F-
ratio Significance
Forward 148 58.71 14.64 1.2
Backward 289 59.84 15.18 0.89
Scheduled 277 66.19 16.11 0.97
99.1
.01
Figure – 11 Mean adjustment value of working women
various communities.
138
Table 5.27 Showing ANOVA of working women from different
communities.
Sum of
Squares df
Mean Square
F ratio
Sig.
Between Groups 21220.346 2 10610.17
Within Groups 76121.413 711 107.06
Total 97341.759 713
99.1 .01
Table 5.28 Showing Mean difference, S.E difference and t-ratio of
working women from different communities.
Group Physical Status
Mean difference
S.E. difference
t- ratio
Significance
Forward
Backward 1.13 1.19 0.94 N.S.
Forward
Scheduled 7.48
1.43
5.23 .01
Backward
Scheduled 6.35 1.11 5.72 .01
Table 5.26, 5.27, and 5.28 show the difference in the adjustments of
working women from forward community, backward community, and
scheduled community. There are 148 working women who represent
forward community and their mean adjustment score is 58.71. Women
included in the backward community are 289 and their adjustment score is
59.84. There are 277 working women from scheduled community and their
mean adjustment score is 66.19. When compared in terms of their
adjustment problems, it is revealed from the table that the three groups of
working women differ in their adjustment problems since the F-ratio (99.1)
139
is statistically significant. While comparing the adjustment problems of
working women from forward community and backward community, the
table revealed that they do not differ in their adjustment problems since the
t-ratio (0.94) is not statistically significant. When working women from
forward community and scheduled community, it is understood from the
table that these two groups differ in their adjustment problems. Working
women from scheduled community experience more problems of
adjustment than working women from forward community since the t- ratio
(5.23) is statistically significant. Similarly when working women from
backward community and scheduled community are compared, working
women from scheduled community experience more problems of
adjustment than women from backward community since the t- ratio (5.07)
is statistically significant. Hence the empirical hypothesis that working
women belong to communities differ in their adjustment problems is
accepted.
140
Table 5.29 Showing Mean, S.D, S.E m and t-ratio of working women
who stay in the hostel and those who come from home.
Group
Stay Subjects Mean S.D S.E.m
t - ratio
Significance
Hostel 73 65.69 13.47 1.57
Home 641 60.18 12.86 0.51 3.34 .01
Figure – 12 Mean adjustment value of working women who stay in the
hostels and those who come from their home.
141
Table 5.29 shows difference in the adjustment problems of working
women who come to organization from the hostel and home. There are 73
working women come from the hostel, their mean adjustment score is
65.69 and those who come from home are 641, and their mean adjustment
score is 60.18. it seems from the table 5.29 that working women who come
from the hostel experience more problems of adjustment than those who
come form the home since the t-ratio (3.34) is statistically significant.
Hence, the empirical hypothesis that there is a significant difference in the
adjustment problems of working women coming from the hostel and home
is accepted.
5.3 Summary
Chapter V presented the results of the statistical analyses and
discussion on them. It also described the difference in adjustment
problems of working women and the relationship between adjustment
problems of working women and their emotional intelligence, family
environment, and self-concept. In addition, it also implied the significance
of influence of personal variables of working women on their adjustment
problems.
142
CHAPTER – VI
SUMMARY AND CONCLUSION
6.1 Introduction
The present chapter provides summary, conclusions, and
suggestions for further research. This investigation is an attempt to study
the adjustment problems of working women. It also tries to find out the
relationship between the adjustment with their emotional intelligence,
family environment, and self-concept. It also tries further to understand the
influence of personal factors like age, religion, area of residence, marital
status, types of family, monthly income, physical status, occupation,
educational qualification, types of organization, types of community, types
of stay on their adjustment.
6.2 SUMMARY
The study included 714 working women selected from ten major
textile mills situated in Coimbatore and Tiruppur districts of Tamil Nadu
with the help of Fisher’s Table of Random numbers.
Pearson Product moment coefficient correlation was carried out to
find out the relationship between adjustment problems and emotional
intelligence, family environment, and self-concept of working women.
143
Mean, S.D., one-way ANOVA, and t- test analyses were carried to find the
influence of personal factors on the adjustment problems of working
women and the findings of this study were summarised and concluded as
follows.
Results indicate that working women’s adjustment problems depond
upon their emotional intelligence. More particularly their adjustment is
related to self-regard, interpersonal relationship, impulse control, problem
solving, emotional self-awarness, flexibility, reality testing, stress tolerance,
assertiveness and empathy. Emotional self –awareness is something that
is related to an individuals’ ability to recognize one’s feelings. Any one who
could understand one’s own emotion and well aware of it will be able to
regulate his/ her behaviour. Assertiveness is an ability to express feelings,
belief and thoughts and defend one’s rights in a non self-regard. The
person will also have the ability to be aware, understand and appreciate
the feelings of others. A well adjusted person establishes good
interpersonal relationship because the person has got the ability to
establish and maintain mutually satisfying relationship that is characterized
by intimacy and by giving and receiving affection. A well adjusted person
obviously has got another quality of flexibilty. He/ she is the one who is
either autoplatic or aloplastic. Any one who has the power of tolerance will
be able to get around people nicely. Also a well adjusted person resists to
144
delay an impulse, drive or temtations. These qualities are desirable and
preferable qualities of a well adjusted person and relate to the qualities of
emotional intelligence and hence the relationship. The result of this study
is supported by findings of Adeyemo D.M (2006) and the result is also in
consonance with the result of study made by Sjoberg (2001) reveals his
findings demonstrated significant relationship between emotional
intelligence and life adjustment.
Working women’s family environment is significantly related to their
adjustment problems. When someone’s relationship in the family is
desirable, the person tend to behave nicely with people. Because people
accept each other, care each, cohesion prevails and conflict reduces.
Therefore a relationship between working women’s adjustment problems
and these four dimensions. In the same way, if one’s personal growth is
normal and the person is given freedom in the family the tend to move
nicely with people around. If a person’s behaviour is and organized one,
regulated one and controlled one, his/her behvaiour is accepted by people.
The person doesn’t develop misunderstanding with others, the person
doesn’t desist the company of others and trhe person maintains rapport
with people and hence the relaionship. The finding of the study made by
Mohanraj.R and Latha (2005) stating the relationship between adjustment
and family environment supports the results of the present study. The
145
result of this study is also in accordance with the findings of study made by
Enos and Handal (1985).
There is a significant relationship between working women’s self-
concept and adjustment. An individual who is having a high self-concept
obviously having high ideas, perceptions and feelings about who he is. He
is well aware of himself and ingrain self –relevant information. The person
is aware of the role he plays, the social indenties, his success and failure
and judge other people as effectively as possible. He perceives, judges
and acts in ways that will be consistent with all others and hence a
sifnificant relationship between adjustment and self concept. This result of
this study is supported by the study made by Arul, M.J.(1972). His study
revealed that one’s personal and social adjustment in life is positively
related to one’s overall self-concept. The studies made by Pandit (1985),
Arora (1985), and Sundrararajan et al. (1994) supported the result of the
present study.
Adjustments of working women were compared in terms of their age
The result shows that working women’s age influences their adjustment.
Working women belong to age of 31 to 40 years experience less
adjustment problems since their responsibility at home are less and that
age group feel comfort in the working environment too. In that stage, one
146
generally earns more, their commitments are not so stressful, and so they
are more adjusted than the other three groups. Similarly, working women
whose age is above 45 experience more adjustment problems. When one
attains above 45 years old, he/she is in summit of commitment to fulfill
their obligations and other responsibilities at home environment. Also when
one is in that stage, have much workload or will feel difficulty to discharge
their duties and in turn, one has to face more problems of adjustment. As
the age grows, health condition may also be affected and it might be
resulted into problems of adjustment and hence age influences their
adjustment problems of working women. The earlier findings of Almeida, J.
(2002),supported the result of this study. The study by Chaturvedi and
Purushothaman (2009) is contrary to findings of the present study
indicating that there is no significant difference in psycho- social problems
of women college of age above 35 years.
From the result, it is evident that working women belonging to
Hindu, Muslim and Christian religions show no significance. It is true that
every religion teaches people about the life values and moral. The religions
also preach how to know one and others. This guidance really help one
who belong to any religion to make his/her behaviour to assist others and
adjust with others and hence no difference in the problems of adjustment.
147
The study on the effect of religion on mental health made by Sirohi (2002)
is contrary to the present study.
Working women from rural area and urban area were compared in
terms of their adjustment. The result indicates there is a significant
difference in adjustment problems of working women. Working women
from rural area experienced more problems of adjustment than those who
belong to urban area. The reason would be that urban environment
provides more facilities and experiences that made an individual learn how
to get along with people around him/her. The urban area is open to
experience more than the rural people are and so people can make their
life less problematic. The result of the present study is supported by the
results of the study made by Alexander E.J and Rajendran.K (1992)
revealed that urban students are to be better adjusted than the rural
students.The result of this study is contrary to study by Bhagia (1966) that
rural working women are found to be more adjusted than urban women.
On basis of marital status, adjustment of married and unmarried
working women were compared. The findings of this study revealed that
unmarried working women are more adjusted than married working women.
Because married persons have to face more difficulties in their lives, as
they experience more stress and depressed and could not contribute
148
significantly for the well being of their family. Since married persons play
multiple role in their life causing depression and stress and so they are
less adjusted. Their life experience makes them have more adjustment
problems than unmarried working women. The result of this study is
supported by Hasmi H.A., Khurshid M., and Hassan I (2006) whose finding
revealed that the married working women have to face more problems in
their married life.
When the working women belong to joint family and nuclear family
are compared in terms of their adjustment, the result shows difference in
their adjustment problems. It is revealed that a person belongs to joint
family are more adjusted than nuclear family, because the elders in the
family shape the behaviour of him/her. The person also learns well the art
of adjusting with others, since their elders corrected him/her to live
problems free. The nuclear family member does not have any such
experience and are less adjusted and hence it is evident that there a
significant influence of type of family on problems of adjustment. The result
of the study conducted by Bhatnagar (1984), in accordance with this result,
revealed that there is an influence of type of family.
Another finding of this study indicates that there is a significant
difference in adjustment problems when the various income groups of
149
working women were compared. Working women who get high income are
more adjusted than women whose income is low. If a person’s income is
more, he/ she is economically saturated, content and they try to establish
more rapport with others thereby they experienced less adjustment
problems. Hence, there is a significant difference in working women’s
adjustment problems. The result of the study is supported by the findings
of the studies made by Tulpule (1977) and by Krishnan (1976).
Adjustment problems of working women were compared in terms of
their health conditons. Working women in normal health conditons
experiences less adjustment problems while the other two groups. The
handicapped persons show more adjustment problems since their health
condition doesn’t suit to get along with others easily as the normal persons
do. As a person with sickness or handicapped is always stressful and
depressed and is less adjusted. Hence, working women with sickness or
handicapped working women have more adjustment problems than the
working women in normal health condition. The findings of the current
study is supported by findings of the study by Maritnez.W., Carter J.S., and
Legato L.J (2011) on social competence in children with chronic illness. At
the same time, the result was contradicted with the findings of the study
made by Wallender J.L., Feldman W.S., and Varni J.W. (1987). They
investigated the relationship between the physical status and psychological
150
adjustment of chronically physically handicapped children with differing
degrees of physical problems and disability did not differ significantly in
their psychosocial adjustment.
Adjustment problems of working women who belong to various
occupation were compared in terms of their adjustment problems. Results
revealed that working a woman belonging to groups of manages are more
adjusted than the other three occupational groups of working women.
Working women in the administrative assistant cadre show more problems
of adjustment than manager group, suprvisor group, and lablour group. It is
also evident a person of higher status occupation (manager) is most
adjusted since he /she feel comfort and is authority in his/her profession
and experience more how to deal with different type of people. Get along
tendency is less with a person in the lower grade of occupation and so
his/her tendency of not adjusting with others is developed in him/her. The
reason being that a person who occupy high status occupation is more
experienced and have high socio economic status, so much of life
experiences, acquired practical knowledge and hence he/she is well
adjusted Hence, there is a significant difference in adjustment problems of
working women who are in the cadre of manager, supervisor,
administrative assistant and labour. The result of the study made by Ray
and Yadav (1993) supported the result of the current study.
151
Another objective of this study was to find out the influence of
educational qualification of working women on their adjustment. The result
shows that working women who got post-graduate educational qualification
have less adjustment problems than the other three educational groups of
working women. working women with more adjustment problems are those
whose educational qualification is higher secondary. The knowledge and
experience acquired through educational qualification make person cope
up with other easily, learn more about their job, earn more, and know how
to deal with people around. Highly educated people are more adept in
handling others doing their jobs in technical way since their educational
qualification equip them in such a way to do things right and easily. Since
persons’ problems solving tendency is high, because of higher educational
qualification, their problems are resolved by them easily and build up
interpersonal relation better. It is also observed that the highly educated
person occupy high status of occupation and socio-economic status.
Hence there is a significant influence of working women’s educational
qualifications on their adjustment problems. This result of the study is
suppoted by the findings of study by Reddy (1966).
Working women from government organization and private
oraganizations were compared in terms of their adjustment problems. The
152
result shows that adjustment problems of working women who belong to
private organization are more than those who employed in government
organization. Generally, persons working in government organization feel
secured of their jobs and earn more money and be confirmed of pension
pay with other fringe benefits and are adjusted. In private organizations,
the pressure of working condition, low salary, insecurity of job make the
employees of private organization make them experience more disturbed
and stressed and so they might meet with more psychosocial problematic
situations. Hence, there is an influence of type of organization on
adjustment problems of working women. The result of this study that
working women from government organization are more adjusted than
working women from the private organization, is supported by the study
result of Mythili et al. (2004).
In order to see the difference in adjustment problems of working
women belonging to various communities. Working women belong to
forward community, backward community, and scheduled community were
included in the study. And the finding of the study revealed that the
working women who belong to forward community are more adjustable
than those who belong to scheduled community. Scheduled community
people feel less comfort to move with other community people. Person
belong to scheduled community have to face communal problems in the
153
society and experience more problems and so there is a nature adjustment
problems. The result of this study is supported by the findings of the
studies made by Thirugnanasambadam (1990), Bajpai (2001) indicating
that scheduled tribe girls were found to be significantly least adjusted
group in overall adjustment than the general caste girls.
Working women who stay in hostel and those who come from home
were compared in terms of their adjustment problems. The result observed
a significant difference in adjustment problems of working who stay in
hostel and those who come from their home. Working women who stay in
hostel experience more adjustment problems than those who come from
home. The hostel atmosphere doesn’t give as much freedom as home
environment do give. Also the member from a person’s home help and
guide him/her in love and affection, since it is so, they feel happy,
protected and supportive. This tendency make a person feel more comfort
and problems free. Hence, there is a significant difference in adjustment
problems of working women. The result of the study is supported by the
findings of study made by Nihiral et al., (1985) has revealed significant
influences of changes in home environment on adjustment.
154
6.3 CONCLUSIONS
1. Working women differe in their adjustment problems and majority of
them show average adjustment in all the five areas of adjustment
and in the total adjustment .
2. There is a significant relationship between adjustment of working
women and various areas of their emotional intelligence of working
women.
3. There exists a significant inverse relationship between working
women and all areas of their family environment expect in the area
of conflict.
4. The adjustment problems of working women depend upon their self-
concept and their relationship significant.
5. Working women whose age is above 45 years have more
adjustment problems.
6. Working women who belong to age group 31 to 40 years experience
less adjustment problems.
7. In general, there is a significant difference in adjustment problems of
working women from different age groups.
8. There is no difference in adjustment problems of working women
belonging to Hindu, Christian, and Muslim.
155
9. Working women belonging to rural area have more adjustment
problems than those working women who belonging to urban area.
10. Married working women have more adjustment problems than the
unmarried working women.
11. Working women belonging to nuclear family have more adjustment
problems than those working women who belonging to joint family.
12. Working women whose monthly income is above 20000 have less
adjustment problems.
13. Working women whose monthly income is below 10000 have more
adjustment than the other two income groups.
14. Working women in normal health condition have least adjustment
problems of all the three health condition groups of working women.
15. Handicapped working women have more adjustment problems than
other two health condition groups of working women do.
16. Working women with sickness have less adjustment problems than
the handicapped working women have; but they have more
adjustment problems than the normal health condition group of
working women.
17. Working women belong to administrative adjustment group have
more adjustment problems.
156
18. Working women belong to administrative assistant group have more
adjustment problems than the other three occupational groups of
working women.
19. Working women belonging to manager group have least adjustment
problems.
20. There is a significant influence of type of occupation of working
women on their adjustment problems.
21. working women who got post-graduate educational qualification
have least adjustment problems.
22. Working who got higher secondary educational qualification have
more adjustment problems.
23. There is a significant influence of educational qualification of working
women influences on their adjustment problems.
24. Working women belonging to private organization have more
adjustment problems than those women working in government
organization
25. Working women belonging to forward community group is the most
adjusted one and those working women who belong to Scheduled
community have more adjustment problems.
26. Working women who belong to backward community experience
more adjustment problems; but not so much as the scheduled
community groups do.
157
27. working women who stay at hostel have more adjustment problems
than those working women who come from home.
6.4 SUGGESTION FOR FURTHER RESEARCH The chapter VI is a summarization of the findings and concluded that
there is a significant relationship between adjustment problems of working
women and their emotional intelligence, family environment, and self-
concept. The influences of personal factors of working women on their
adjustment are also reported. Further research can be conducted on a
large number of sample from different areas with more psychological and
demographical variables. The study on adjustment can also be extended
to other field. Adjustment problems, for example, of business people, and
unions of different occupations can also be considered.
158
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VINAYAKA MISSIONS UNIVERSITY RESEARCH WING – PSYCHOLOGY
Respected Madam,
An investigation on “Adjustment Problems of Working women
in relation to their emotional intelligence, family environment, and self-
concept” is conducted. In this connection, I seek your kind co-operation.
Please be frank and sincere in giving your responses. I admit that
your responses will be kept confidential and do not leave any question
unanswered. Your responses will be used only for our research purpose.
Thanking you,
R.Murugesan
Ph.D. Research Scholar
Personal Data
Please furnish the following information Name Occupation Manager/Adm.Assistant Age Educational Qualification Graduate/Post-graduate/others Religion Hindu/Muslim/Christian Community Forward/ Backward/Scheduled Marital Status Married / Unmarried Monthly Income Area of residence Rural/Urban Type of family Joint family/ Nuclear family Place of Staying Home/ Hostel Organization Government/Private Physical condition Normal/Illness/Handicapped
2
APPENDICES
THE ADJUSTMENT INVENTORY
Adult form
By Hygh. M. Bell
Name Sex Occupation
Married or Single Education Date
(High –school, Graduate, etc.)
Direction
Are you interested in knowing more about your own personality? if you will answer honestly and thoughtfully all of the question on the pages that follow, it will be possible for you to obtain a better understanding of yourself. These questions have been carefully selected, and then given to a large number of persons. By comparing your answers with the answers of the group, you will secure a more accurate notion of your own characteristics. The value of this to you will be in proportion to the care and honesty with which you answer each question.
Your answers to the questions will be treated in the strictest confidence, therefore, feel free to give candid replies, there are no right or wrong answers. Indicate your answer to each question by drawing a circle around the ‘Yes’, the’ No’, or the ‘?’. Use the question mark only when you are certain that you cannot answer ‘Yes’, or’ No’. There is no time limit but work rapidly.
If you are not employed now answer the occupational questions with reference to the last position which you held. Housewives who are not employed outside the home should omit the questions referring to working conditions.
3
1a Yes No? Does the place in which you live now in any way
interfere with you obtaining the social life which
you would like to enjoy?
2b Yes No? Do you have ups and downs in moved without cause ?
3a Yes No? Do you have ups and downs in mood without cause ?
4a Yes No? Do you feel self conscious when you have to ask
an employer for work?
5a Yes No? Do you sometimes get badly flustered and ‘jittery’ in your present job?
6a Yes No? Have you had any trouble with your heart or
your kidneys or your lungs?
7a Yes No? Do you like to participate in festival gatherings
and lively parties?
8c Yes No? Do you like to participate in festival gatherings and
lively parties ?
9c Yes No? Do you think you made the wrong selection of
your occupation ?
10d Yes No? Have you ever been extremely afraid of something
which you knew could do you knew harm ?
11a Yes No? Is any member of your present home very nervous ?
12e Yes No? Does your present work allow you time off
each year falls on vaccation ?
4
13b Yes No? Have you ever been animic lacking red blood carpuscles ?
14d Yes No? Do you worry to long over humiliating experiences ?
15c Yes No? Do you find it difficult to start a conversation
with a stranger ?
16a Yes No? Did you disagree with your parents about type of
occupation you should enter ?
17c YesNo? Does it upset you considerably to have someone ask you speak when you have had no time to prepare your talk?
18a Yes No? Does some particular useless thought keep coming
into your mind to bother you ?
19b Yes No? Do you take cold rather easily from other people ?
20e Yes No? Do you think you must ‘play politics’ to get promotion or an increase In pay in present job ?
21c Yes No? Do you keep in the background on social occasion ?
22a Yes No? Have you had unpleasant disagreement oversuch matter
as religion, politics or sex with the person or persons
with whom you live ?
23p Yes No? Do you get upset easily ?
24b Yes No? Do you find it necessary to watch your health carefully ?
25a Yes No? Has their ever been a diverse amount any members of
your immediate family ?
26e Yes No? Has your employer always treated you fairly ?
27b Yes No? Do you frequently come to your meals with really
being hungry ?
5
28d Yes No? Are you often in a state of excitement ?
29c Yes No? Do you feel embarrassment if you have to
ask for permission to leave a group of people ?
30e Yes No? Do you think that you have to work to long
hours on your present job ?
31a Yes No? Have any of the members of your present home
made you unhappy by criticizing your personal
appearance ?
32c Yes No? Do you find that you tend to have a few close friends
rather than many casual acquaintances ?
33c Yes No? Have you had an illness from which you feel that
you have not completely recovered ?
34d Yes No? Does criticiwm disturb you greatly ?
35a Yes No? Are you happy and contended in your present
home environment ?
36e Yes No? Would you like to secure some other job than the
one you now hold ?
37c Yes No? Are you often the centre of favorable attention
at a party ?
38b Yes No? Do you frequently have shooting pains
in the head ?
39d Yes No? Are you troubled with the idea that people are
watching you on the street ?
40a Yes No? Do you feel a lack of affection and love
in your present home ?
6
41e Yes No? Do you have considerable difficulty in knowing
just where you stand with your present employer ?
42b Yes No? Do you suffer from sinusitis ?
43d Yes No? Are you bothered by the felling that people are
reading your thoughts ?
44c Yes No? Do you make friends readily?
45e Yes No? Do you feel that your present employer or
boss holds a personal dislike or grudge toward you
46a Yes No? Do the person persons with whom your now
live understand you and sympathize with you ?
47d Yes No? Do you day-dream frequently ?
48b Yes No? Has any illness you have had resulted in a
permanent injury to your health
49e Yes No? Do you have to work on your present job with
certain people whom you dislike ?
50c Yes No? Do you hestitate to enter a room by yourself when a
group of people are sitting around talking together?
51a Yes No? Do you feel that your friends have happier home
environments than you
52c Yes No? Do you often hesitate to speak out in a group lest
you say and do the wrong thing
53b Yes No? Do you have difficulty getting rid ofcold
54d Yes No? Do ideas often run through your head so that
you cannot sleep
55a Yes No? Does any person with whom you live now become
7
angry at you very easily
56e Yes No? ? Are you getting enough pay on your present job
to support those who are dependent upon you?
57b Yes No? Are you troubled with too high or too low
blood pressure
58d Yes No? Do you worry over possible misfortunes?
59c Yes No? If you come late to a meeting, would you rather
stand or leave than take a front seat?
60e Yes No? Is your present boss or employer an individual
whom you feel you can always trust?
61b Yes No? Are you subject to hay fever of asthma?
62a Yes No? Are the members of your present home congenial
and will-suited to each other?
63c Yes No? At a reception or a tea, do you seek to meet
the important person present?
64e Yes No? Do you feel that your employer is paying you
a fair salary?
65d Yes No? Are your feelings easily hurt?
66b Yes No? Are you troubled much with constipation?
67a Yes No? Do you dislike intensely certain people with
whom you live now?
68c Yes No? Are you sometimes the leader at a social affair?
69e Yes No? Do you like all the people with whom you work
on your present job
70d Yes No? Are you bothered by thr feeling that thing are not real?
8
71a Yes No? Do you occasionally have conflicting moods of love
and hate for members of your immediate family
72c Yes No? Do you feel very self-conscious in the presence
of people whom you greatly admire but with
whom you are not will acquainted
73b Yes No? Do you frequently experience nausea or
vomiting or diarrhea
74d Yes No? Do you blush easily?
75a Yes No? Have the actions of any person with whom you now
live frequently caused you to feel blue and depressed?
76e Yes No? Have you frequently changed jobs during the
last five years?
77e Yes No? Do you ever cross the street to avoid meeting
somebody?
78b Yes No? Are you subject to tonsillitis or other throat ailments?
79d Yes No? Do you often feel self –conscious because of your
personal appearance?
80e Yes No? Does your present job fatigue you greatly?
81a Yes No? Is the home where you live now often in a
state of turmoil and dissension?
82d Yes No? Do you consider yourself rather a vervous person?
83c Yes No? Do you greatly enjoy social dancing?
84b Yes No? Are you subject to attacks of indigestion?
85a Yes No? Did either of your parents frequently find fault
with your conduct when youy lived with them?
9
86e Yes No? Do you feel that you have adequate opportunities to
expresss your own ideas in your present job?
87c Yes No? Do you find it very difficult to speak in public ?
88b Yes No? Do you feel tired most of the time?
89e Yes No? Is the pay in your present work so low that
you worry lest you be unable to meet your financial
Are you troubled with feelings of inferiority?
90d Yes No? Do the personal habits of some of the people
with whom you now live irritate you?
91a Yes No? Do the personal habits ofsome of the people with
whom you now live irritate you?
92 dYes No? Do you often feel just miserable?
93 bYes No? Has it been necessary for you to have frequent
medical attention?
94 cYes No? Have you had a number of experiences in
appearing before public gathering?
95e Yes No? Have you been able to get the promotions you
desire in your present job?
96a Yes No? Does any member ofyour present home try to
dominate you?
97b Yes No? Do you often feel fatigued when you get up
in the morning ?
98e Yes No? Do any of the people with whom you work have
personal habits and characteristics which irritate you?
10
99c Yes No? Does it frighten you to be alone in the dark?
100d Yes No? Did your parents tend to supervise you too closely
when you lived with them?
101a Yes No? Did your parents tend to supervise you too closely
when you lived with them?
102c Yes No? Have you found it easy to make friendly contacts
with members of the opposite sex?
103b Yes No? Are you considerably underweight ?
104e Yes No? Does your preseht job force you to hurry a great deal?
105d Yes No? Have you ever when you were on a
high place been afraid that you might jump off?
106a Yes No? Do you find it easy to get along with the person or
persons with whom you live now?
107c Yes No? Do you have difficulty starting conversation with
a person to whom you have just introduced?
108b Yes No Do you frequently have spells of dizziness ?
109d Yes No? Are you often sorry for the things you do?
110e Yes No? Does your present employer or boss take all the credit
for a piece of work which you have done yourself?
111a Yes No? Do you have frequent disagreements with the individual or individuals where you live now concerning the way things are to be done about the house?
112d Yes No? Do you get discouraged easily?
113d Yes No? Had have you had considerable illness during
the last ten years?
11
114c Yes No? Have you had experience in making plans for and
directing the actions of other people such as
committee chairman, leader of a group, etc?
115e Yes No? Do you feel you are just a cog in an inhuman
machine in your present job?
116a Yes No? Does any person in the place you now live frequently
object to the companions and friends with whom you
like to associate?
117b Yes No? Are you subject to attacks of influenza?
118e Yes No? Does your present wmployer or boss praise you
for work which you do well?
119c Yes No? Would you feel very selfconscious if you had to
volunteer an idea to start a discussion among
a group of people?
120d Yes No? Have you frequently been depressed because of
the unkind things others have said about you?
121a Yes No? Are any of the members of your present
household very easily irretated?
122b Yes No? Do you have many colds?
123d Yes No? Are you easily frightebed by lightening?
124c Yes No? Are you troubled with shyness?
125e Yes No? Did you enter your present job because
you yourself really wanted to go into it ?
126b Yes No? Have you ever had a major surgical operation?
127a Yes No? At home, did your parents frequently object
12
to the kind of companions you went around with?
128c Yes No? Do you find it easy to ask others for help?
129e Yes No? Do you get discouraged in your present work?
130d Yes No? Do things often go wrong for you for
no fault of your own?
131a Yes No? Would you like very much to move from the place
where you now live so that you might have more
personal independence?
132c Yes No? When you want womething from a person
with whom you are not very well acquainted,
would you prefer to write a note or letter to the individual
than go and ask him or her personally?
133b Yes No? Have you ever been seriously infured in
any kind of an accident?
134d Yes No? Do you dread the sight of a snake/
135e Yes No? Do you feel that your work is supervised
by too many different bosses?
136b Yes No? Have you lost considerable weight recently/
137a Yes No? Does the lack of money tend to make
your present home life unhappy?
138c Yes No? Would it be difficult for you to give
an oral report before a group of people?
139e Yes No? Is your present job very monotonous
140d Yes No? Are you easily moved to tears/
13
141b Yes No? Do you frequently feel very tired toward
the end of the day.
142a Yes No? When you lived with your parents, did either of them
frequently criticize you unjustly?
143d Yes No? Does the thought of an earthquake or a fire frighten you?
144c Yes No? Do you feel embarrassed when you have to
enter a public assembly by yourself
after everyone else has been seated?
145e Yes No? Do you find that you little real interest in
your present job?
146b Yes No? Do you sometimes have difficulty getting
you sleep even when there are no noises to disturb you/
147a Yes No? Is there anyone at the place where you live now
who insists on your obeying him or her regardless of
whether or not the request is reasonable?
148c Yes No? Did you ever take the lead to enliven a dull party/
149e Yes No? Do you feel that your immediate superior or
boss lacks sympathy and understanding in dealing
with you as an employee?
150d Yes No? Do you often feel lonesome when you are with people/
151a Yes No? As a youth did you ever have a strong desire to
run away from home ?
152c Yes No? Do your have many headaches?
153b Yes No? Have you ever felt that someone was hypnotizing
14
you and making you act against your will?
154c Yes No? Do you often have much difficulty in
thinking of an appropriateremarkto make in
group conversation?
155e Yes No? Do you sometimes feel that your employer
does not show real appreciation of your attempt to do
your job in superior manner ?
156b Yes No? Have you ever had scarlet fever of diphtheria?
157a Yes No? Do you sometimes feel thjat you haave been
a disappointment to your parents?
158c Yes No? Do you take responsibility for introducing people
at a party?
159e Yes No? Do you experience a fear of losing your present job?
160d Yes No? Do you frequently have spells of the blues?
15
EMOTIONAL QUOTIENT INVERNTORY
This inventory consists of a series of statements which follows five
response categories.
1. Not True
2.Seldom True
3.Sometimes True
4. Often True
5. True
Read each sentence carefully and decide how it describes you in the
given five – point scale and indicate your choice by circling the
corresponding number. There is no right or wrong answer and there is no
time limit. Work rapidly and give your immediate response to each item.
1. My approach in overcoming difficulties is to move step by step. 1 2 3 4 5
2. I know how to deal with upsetting problems. 1 2 3 4 5
3. It’s fairly easy for me to express feeling 1 2 3 4 5
4. I try to see things as they really are, without fantasizing or
daydreaming about them. 1 2 3 4 5
5. I am in touch with my emotions. 1 2 3 4 5
6. I feel sure of myself in most situations. 1 2 3 4 5
7. It is a problem controlling my anger. 1 2 3 4 5
8. It’s difficult for me to begin new things. 1 2 3 4 5
9. When faced with a difficult situation, I like to collect all the
information about it that I can. 1 2 3 4 5
10. I believe that I can stay on top of tough situations. 1 2 3 4 5
11. It’s hard for me to share my deep feeling with others. 1 2 3 4 5
16
12. I lack self-confidence. 1 2 3 4 5
13. It’s hard for me to make adjustment in general. 1 2 3 4 5
14. I like to get an over view of a problem before trying to solve it. 1 2 3 4 5
15. I’m fairly a cheerful person. 1 2 3 4 5
16. I can handle stress, without getting too nervous. 1 2 3 4 5
17. It’s hard for me to understand the way I feel. 1 2 3 4 5
18. When I am angry with others, I can tell them about it. 1 2 3 4 5
19. I have had strange experiences that I can’t be explained. 1 2 3 4 5
20. It’s easy for me to make friends. 1 2 3 4 5
21. I have good self- respect. 1 2 3 4 5
22. It’s difficult for me to change my opinion about things. 1 2 3 4 5
23. When facing a problem, the first thing I do is stop and think. 1 2 3 4 5
24. I don’t hold up well under stress. 1 2 3 4 5
25. I don’t get to express my intimate feelings. 1 2 3 4 5
26. People don’t understand the way I think. 1 2 3 4 5
27. It’s easy for me to adjust to new conditions. 1 2 3 4 5
28. It’s easy for me to adjust to new conditions. 1 2 3 4 5
29. When trying to solve a problem, I look at each possibility and
then decide on the best way. 1 2 3 4 5
30. I would stop and help a crying child find his or her parents,
even if I had to be somewhere else at this time. 1 2 3 4 5
31. I’m fun to be with. 1 2 3 4 5
32. I feel that it’s hard for me to control my anxiety. 1 2 3 4 5
33. When I disagree with someone, I’m unable to say so. 1 2 3 4 5
34. I tend to fade out and lose contact with what happens around me.1 2 3 4 5
35. I don’t get along well with others. 1 2 3 4 5
36. It’s hard for me to accept myself just the way I am 1 2 3 4 5
17
37. I care what happens to other people. 1 2 3 4 5
38. I’m impatient. 1 2 3 4 5
39. I’m able to change old habits. 1 2 3 4 5
40. I know how to keep calm in difficult situations. 1 2 3 4 5
41. It’s hard for me to say ‘no’ when I want to. 1 2 3 4 5
42. I get carried away with my imagination and fantasies. 1 2 3 4 5
43. I’m happy with the type of person I am. 1 2 3 4 5
44. I have strong impulses that are hard to control. 1 2 3 4 5
45. It’s generally hard for me to make changes in my daily life. 1 2 3 4 5
46. In handling situations that arise,
I try to think of as many approaches as I can. 1 2 3 4 5
47. It’s fairly easy for me to tell people what I think. 1 2 3 4 5
48. I tend to exaggerate. 1 2 3 4 5
49. I’m sensitive to the feeling of others. 1 2 3 4 5
50. I have good relations with others. 1 2 3 4 5
51. I feel comfortable with my body. 1 2 3 4 5
52. It’s hard form me to change my ways. 1 2 3 4 5
53. I believe in my ability to handle most upsetting problems. 1 2 3 4 5
54. Others think that I lack assertiveness. 1 2 3 4 5
55. People think that I’m sociable. 1 2 3 4 5
56. I’m happy with the way I look. 1 2 3 4 5
57. It’s hard for me to decide my feelings. 1 2 3 4 5
58. I’ve got a bad temper. 1 2 3 4 5
59. It’s hard for me to see people suffer. 1 2 3 4 5
60. I get anxious. 1 2 3 4 5
61. I have avoided hurting other people’s feelings. 1 2 3 4 5
62. It’s difficult for me to stand up for my rights. 1 2 3 4 5
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63. I don’t keep in touch with friend. 1 2 3 4 5
64. Looking at both my good points and bad points, I feel good
about my self. 1 2 3 4 5
65. I tend to explode with anger easily. 1 2 3 4 5
66. It would be hard for me to adjust if I were forced
to leave my home. 1 2 3 4 5
19
FAMILY ENVIRONMENT SCALE (FES)
BY
Dr.Harpreet Bhatta and N.K. Chadha
Name
Age Sex Family income
This booklet contains some statement. These statements are about
families, you have to decide which of these statements are applicable to
you about your family and which are not. Alongside the statements have
FIVE cells . If you strongly agree with the statement, mark tick ( ) under
the cell labeled ‘Strongly Agree’. If you strongly disagree with the
statement, mark a tick under the cell labeled ‘Strongly Disagree’. For in
between preferences, mark accordingly Agree, Neutral or Disagree.
Give your general impression of your family. There are no right or
wrong answers to any statement. Your responses will be kipt strict
confidence and will be used only for research purposes.
Please respond to each statement and do not leave any statement
unanswered.
1. We enjoy doing things together
2. Family members often do not express their
feelings
3. Breaking things in anger is quite common
in our society.
20
4. Making decisions independently is strongly
encouraged in our family
5. In our family, everyone is encouraged to
play and interact with neighbours
6. Responsibilities are not taken seriously in
our family.
7. All members of the family are expected to
be together for atleast one meal in a day.
8. Affection is expressed openly, quite often in our family.
9. Together is the basic feeling of our family.
10. Our feelings of happiness and shared
openly with others in our family.
11. Beating up people in anger is not seen
in our family.
12. There are a lot of restrictions in our family.
13. Friends and guests are welcome in our family
14. Everyone in our family is well aware of their
responsibilities.
15. Nobody in our family is bothered about
rules of any kind.
16. Everyone in our family listens to what each
of us has to say.
17. Whenever any work comes up, everyone
tries to get out of the situation.
18. It is difficult to express ourselves openly for
fear of someone reacting to it angrily.
21
19. Everyone tries to sort things out, if there is a
disagreement in the family.
20. Thinking for ourselves is not encouraged in
our family.
21. We often go out together for movies
in our family.
22. Going for programme without informing
at home is not accepted in our family.
23. Nobody bothers to look after anyone else
in our family.
24. Any new situation that arises is discussed
openly in the family in order to get ideas
and suggestions from everybody.
25.We talk about our personal problems to each
other in our family.
26. When members are angry, they do not talk to
each other for days together.
27. In our family, members ask for what
they need quite openly.
28. Having hobbies is encouraged in our family.
29. Quite often members of our family stay out
without informing at home.
30. Only when we do something well we get
praise and attention from others in our family.
31. Family members do not get along
with each other.
32. Complaining about something that we don’t like
22
is not accepted in our family.
33. Finding fault with each other is quite common
in our family.
34. It is difficult to do something on your own
in our family, without someone feeling
rejected or left out.
35. Watching T.V. is only form of entertainment.
36. There is plenty of time and attention per
everyone in our family.
37. Every one comes together to sort out any new
situation that may arise in our family.
38. At home we feel free to do anything we want to.
39. Shouting in anger is not common in our family.
40. Everyone is expected to accept all decision made
in the family, whether they like it or not.
41. Our family members are just confined to
either work or school.
42. We are careful not to hurt anyone in the family
by making thoughtless remarks.
43. Whenever something needs to be done
in the house,everyone joins in happily.
44. When any member is feeling upset,
he /she talk to someone in our family.
45. Members of the family constantly keep
bickering over small matters.
46. Whenever a marriage takes place in our family,
the person concerned is asked his/her views.
23
47. We go out often to visit friends or relataions.
48. In our family any one accept,
there is always someone to comfort them.
49. There is no sense of closeness in our family.
50. Family members often keep their
feelings to themselves.
51. Whenever any one in our family is angry with
another member he/she makes sure to sort out
things with him/her.
52. The decision to take on or continue a particular
job is taken by the familymembers concerned
in consultation with other family members.
53. Joking and laughing is not encouraged
in our family.
54. When things get tough, there is always someone
in our family whom we can turn to.
55. When someone is sick in our family, everyone
participate in looking after the person.
56. Expressing an opinion about matters at home
is strongly encouraged in our family.
57. Whenever a family member does something
well, the other members feel upset about it.
58. All major decision in our family are taken by
elders in our family, without asking anyone
else’s opinion.
59. There is lot of affection amongst our family.
24
60. When a family vocation is planned, we all
give our suggestion.
61. Our family believes is not letting differences
continue unsorted out.
62. If any member gets into trouble, he/she gets
help and sympathy from other family members.
63. When in trouble, all of us standup for our
family members.
64. Quite often members of our family fail to
arrive at a mutually acceptable solution.
65. When anyone makes a mistake, the
other members ridicule him/her.
66. In our family, we enjoy sitting together and
talking to each other.
67. Showing anger by banging doors is rarely
seen in our family.
68. Members of our family are very critical of
each other.
69. All of us participate together in family function/
programmes.
25
SELF- CONCEPT SCALE
Dr. (Miss.) Mukta Rani Rastogi
Instruction
Here are given fifty one statements. Below each statement are given five
responses (Strongly Agree, Agree, Undecided, Disagree and Strongly
Disagree). Please read each statement carefully and respond to it by marking
a tick (√) on any of the five responses given. If you really strongly agree
with the statement, mark (√) on ‘Strongly Agree’ If you only agree with the
statement mark (√) on ‘Agree’ and so on.
Example
(√)
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
Here the individual ‘X’ agrees with statement and therefore has marked (√)
response ‘Agree’.
There is no right or wrong response,. Try to give your response according
to what you feel about yourself in reference to that statement. Your answers
will be kept confidential.
1. In General, I believe, I am a fairly worthwhile person.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
2. I like and feel pretty good towards myself.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
3. I worry over humiliation situations more than most people.
26
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
4. I can perform my best in a vocation or job against an opponent who is
much superior to me.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
5. I often feel that my movements are clumsy.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
6. I think I have an attractive personality.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
7. If given a chance, I could do something that would be of much benefit
to the world.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
8. I tend to be quick and certain in my actions,
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
9. I think of myself as a successful person.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
10. At times I am uncharitable to those who love me.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
11. Sometimes I feel depressed for no apparent reason at all.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
12. I frequently feel thwarted because I am unable to do as I desire.
27
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
13. I often feel I get blamed or punished when I don’t desere it.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
14. I find hard to continue to work when I do not get enough
encouragement.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
15. When upset emotionally, I take much time to recover.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
16. I find it hard to do my best when people are watching
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
17. At times I indulge in false excuses to get out of things.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
18. I prefer no to spend much time dwelling on the past.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
19. I am unwanted by those, I feel, are important to me.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
20. I am satisfied to a large extent about my sex matters.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
21. I become upset by criticism even if it is good or meant well.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
28
22. I look forward to prepare myself to attend what I intended to.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
23. My greatest weakness is that I find it difficult my work without
assistance from others.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
24. It is my conviction that people in general tend to grow more
conservative after age of forty.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
25. I am as good as anyone else.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
26. If I were young again, I would try to do the things which I could do
earlier.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
27. The members of my family often take advice and suggestion from me
for overall matter.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
28. When things go wrong, I pity or blame myself.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
29. I sometimes think or imagine of performing sexual act that many
people consider unnatural.
29
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
30. I certainly feel useless at times.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
31. I spend much of the time worrying over the future.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
32. I find it difficult to control my weight.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
33. I can always hear and see things as well as most other people.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
34. I don’t get invited out by friends as often as I would really like to.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
35. At times, I brag about my qualities before others.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
36. I am fairly able to recall the significant event of my early childhood.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
37. I can recover easily and quickly from social blenders.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
38. I frequently failed to recollect several things which I am to do.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
30
39. I have several times given up doing a thing because I thought too
little of my ability.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
40. I see it is a bad mistake to spend most of my time worrying for the
future, instead I prepare to try to find some pressure in every present
moment.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
41. I am often in low sprit.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
42. It is very important to me to feel that what I am doing is very
worthwhile or meaningful.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
43. I enjoy mixing with people.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
44. I tackle new situation with reasonable degree of assurance.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
45. At times I feel a painful sense of loneliness and want very much to
share an experienced with someone else.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
46. I can almost always go to sleep at night with out any difficulty.
31
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
47. When luck turns against me I pray God to make it in favour of me.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
48. Sometimes I would become a respectable person of society.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
49. I believe that everyone is responsible for what he is as for what he
does. Strongly Agree, Agree, Undecided, Disagree and Strongly
Disagree
50. I deserve severe punishment for my sins.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree
51. I usually prefer to do things in tried way rather than experimenting
new and different ways.
Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree