[82]

CHAPTER – IV

DATA ANALYSIS,

RESULTS AND DISCUSSION

In this chapter obtained results have been discussed in the light of relevant research

and relevant hypothesis.

4.1. Emotional Intelligence

Study of emotional intelligence has received greater attention in recent years (Law,

Wong and Song, 2004). The notion of Emotional Intelligence (EI) has become a

scientific construct for understanding implications of behaviour and adaptation of

the individual to his environment.

Emotional intelligence is 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

own thinking and action (Salovey and Mayer 1990). Regarding the present

emotional state of adolescents, Goleman (1995) cited that “there is a world-wide

trend for the present generation to be more troubled emotionally than the last; more

lonely and depressed; more angry and unruly; more impulsive and angry and more

nervous and prone to worry.”With the mushrooming of so many of multinational

companies with lucrative packages, the demand for individuals with soft skills like

the ability to communicate, promote teamwork, present ideas, solve problems and

manage projects and people has arisen. Now it is believed that within a person’s

soft-skills lies his true smartness and this smartness is defined as emotional

intelligence (EQ).

[83]

There is lack of scientific studies to understand the cultural notion of the

Emotional Intelligence in the Indian context. Also, the social and educational

implications of understanding characteristics of emotional Intelligence in students

are immense. In this context the present study explore the effect on caste and gender

on students’ emotional intelligence.

Table 4.1

Mean and SD for All Experimental Groups on Measure of Emotional Intelligence

(EIS)

------------------------------------------------------------------------------------

Experimental Group Mean SD

------------------------------------------------------------------------------------

A1 88.30 24.64

A2 93.91 26.87

B1 108.46 21.79

B2 73.75 16.17

A1B1 109.52 13.07

A1B2 67.08 11.72

A2B1 107.04 28.04

A2B2 80.42 17.33

------------------------------------------------------------------------------------

Where

A1 – Subjects belonging to scheduled caste

A2 – Subjects belonging to non-scheduled caste

[84]

B1 – Male subjects

B2 – Female subjects

A1B1 - Male subjects belonging to scheduled caste

A1B2 - Female subjects belonging to scheduled caste

A2B1- Male subjects belonging to non-scheduled caste

A2B2- Female subjects belonging to non-scheduled caste

Table 4.2

Summary of Analysis of Variance for Emotional Intelligence Scale (EIS) in 2X2

Factorial Designs

----------------------------------------------------------------------------------------------------

Source df SS MS F

----------------------------------------------------------------------------------------------------

Main Effect

Caste (A) 1 1573.605 1573.605 4.51*

Gender (B) 1 48609.62 48609.62 172.7**

Interaction Effect

A*B 1 2987.645 2987.645 8.56**

--------------------------------------------------------------------------------------------------

Error 196 68352.34 348.7364

Total 199 133152.8 669.1095

--------------------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

[85]

A glance at above result table illustrates the F values for caste and

gender on measure of emotional intelligence of the subjects. Table shows the main

effect for both variables as well as effect of the interaction between them on

subjects’ emotional intelligence level. The computed F values were found to be

significant for both variables (caste and gender) as well as for their interaction also,

which revealed that subjects belongs to scheduled and non-scheduled caste

significantly differ on their level of emotional intelligence. Further the present

findings also revealed that male and female subjects are not parallel on their level of

emotional intelligence. As F value for interaction between caste and gender was also

found to be significant it can be concluded that difference in level of emotional

intelligence between male and female significantly differ according to their caste

which they belong.

[86]

4.1.1. Emotional Intelligence and Caste

Hypothesis (a)

“Students belonging to scheduled caste will be significantly low in their level of

emotional intelligence as compare to those students who belong to non-scheduled

caste”.

Table 4.3

Mean, SD and F value for caste on Emotional Intelligence Measure (EIS)

----------------------------------------------------------------------------------------

Caste Score on EIS F value

----------------------------------------------------------------------------------------

Scheduled caste

Mean 88.30

SD 24.64

Non-scheduled caste 4.51*

Mean 93.91

SD 26.87

---------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

[87]

Figure 4.1

Bar Diagram Showing Mean Difference for Caste on Emotional Intelligence

Measure (EIS)

Above result table 4.3 and respective figure shows the mean score of

students belonging to scheduled and non-scheduled caste on their measure of

emotional intelligence (EIS). It can be seen from the obtained results that students

belonging to non scheduled caste obtained higher score on Emotional Intelligence

Measure (EIS) as compared to those who belong to scheduled caste. As Computed F

value for caste was also found to be significant at .01 level of confidence it revealed

that the difference on level of emotional intelligence between scheduled and non-

scheduled caste is significant.

Emotional intelligence 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 actions (Salovery and Mayor (1990).

[88]

In the present finding scheduled caste students were found with less level of

emotional intelligence. The results can be attributed on their culture as a strong sense

of community belongingness in person and confinement to their cultural values and

norms may restrict them to get involved with the changing outside world. Another

reason for the poor level of emotional intelligence among the scheduled caste

students may be the distinctive lifestyle or socio-cultural characteristics of their

backward society. The lower socio-economic status and educational backwardness

may be some of the factors accounting for lower emotional intelligence among them

as these conditions do not provide stimulating environment to them to develop the

competent emotional skills in them.

On the basis of forgoing attributional facts it could be concluded that the

socio-cultural, economic and educational variables of scheduled caste students

operate as a limiting factor for adolescents to be emotionally intelligent.

The present results also supported by the study of Madhavi S. Waddar and

Vijayalaxmi A. Aminabhavi (2010) who have investigated whether PG students

differ significantly from each other in some of the important personality variables

such as self-efficacy and emotional intelligence? .They also explored the effect of

various demographic variables such as age, gender, order of birth, and caste on their

self-efficacy and emotional intelligence. The result revealed that demographic

variables such as age, gender, order of birth, and caste have significantly contributed

to the self-efficacy and emotional intelligence of PG students. Further Vinod Kumar

Shanwal (2003) also reported in same line that Socio-cultural factors have definitive

influence on the degree of Emotional Intelligence.

[89]

As scheduled and non-scheduled caste students found to be significantly

different on their level of emotional intelligence in the present investigation the

alternative hypothesis in this regard has been proven and hence accepted.

4.1.2 Emotional Intelligence and Gender

Hypothesis (b)

“There will be no significant difference between male and female on their level of

emotional intelligence”.

Table 4.4

Mean, SD and F value for Gender on Emotional Intelligence Measure (EIS)

----------------------------------------------------------------------------------------

Gender Score on EIS F value

----------------------------------------------------------------------------------------

Male

Mean 108.46

SD 21.79

Female 172.7**

Mean 73.75

SD 16.17

---------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

[90]

Figure 4.2

Bar Diagram Showing Mean Difference for Gender on Emotional Intelligence

Measure (EIS)

Above result table 4.4 and respective figure shows the mean score of male

and female subjects on measure of emotional intelligence (Emotional Intelligence

Scale). The obtained results indicate that male and female students are not equal in

their level of emotional intelligence. Computed F value which is found to be

significant, further support the above conclusion which was made on the basis of

difference in mean score for both groups. . On the basis of obtained results it can be

revealed that male are significantly higher in their emotional intelligence as

compared to female adolescents. The present results also indicate that biological

factor i.e. gender is more prominent for ones’ level of emotional intelligence.

As Individual difference appears to be significant for all psychological

characteristics, emotional intelligence was not found to be exceptional. Gender is

[91]

prominent among all factors which is responsible for this difference. Gender is the

single most salient individual variable in the socialization process, affecting not only

the way person behave towards various social situations but also their psychological

characteristics they posses as all psychological characteristics including emotional

intelligence of the students.

Differences between male and female in their level of emotional intelligence

can be attributed on their gender role on which their social interaction based which is

begin in infancy and influence them throughout the life span. During adolescence,

gender variable take on heightened significance and are frequently associated with

psychological characteristics including emotional intelligence in person.

It can also be seen that the mean scores of emotional intelligence of male are

comparatively higher than that of female. This may be due to the reason that in India

a social system is still dominant. The reason may be the socialization in the society.

The girls are less often exposed to an enhanced social climate (Henry and Mishra

2006) and thus their interpersonal skills get hampered. Boys in India are amongst the

advantageous member of the family as well as society. Girls are expected to do

household chores, cooking, cleaning and taking care of younger siblings and in

adolescence, they are usually confined in home. This also contributes to their lesser

awareness of their own potentialities, emotions and of others and thus lowers

emotional intelligence level.

If biological reasons are looked at, boys are able to control their emotions

and are able to express them in a socially approved manner. Boys have lesser

anxiety and that’s why they are free of emotional conflicts (Audichya 2005). These

[92]

differences in emotional aspects and better ability of boys to manage emotion make

them emotionally intelligent than girls.

If the school context is taken into account, the girls also take a backseat over

there. They participate less in the activities like educational and co-curricular in

school in comparison to boys. These activities provide an opportunity for self-

awareness, self-expression and fosters communication skills and awareness about

the world, which all contribute to emotional intelligence. As girls participate less in

these activities they lag behind in acquiring higher emotional intelligence.

The result also can be attributed on the fact that genetic makeup, time and rate of

maturity differs between boys and girls especially during adolescents. In Indian

society norms and perception are different for boys and girls. Hence the all

psychological characteristics of boys and girls will be different.

Consistent with the present result in study of Arya [2005] boys were found to

be more emotionally intelligent than girls and in study of Aleem and Sheema [2005]

a significant difference was obtained between the mean scores of male and female

students on emotional intelligence. In these previous studies obtained results was

found consistent with the present result.

The present finding revealed that there is significant effect of gender on

emotional intelligence of students. The null hypothesis regarding gender effect on

emotional intelligence has been proven wrong, hence rejected here.

[93]

4.1.3. Emotional Intelligence and Interaction Effect

Hypothesis (c)

“There will be no significant interaction between caste and gender in order to

affect emotional intelligence of the subjects”.

Table 4.5

F value for interaction effect between independent variable on Emotional

Intelligence Measure (EIS)

--------------------------------------------------------------------------------------------

Interaction F value

--------------------------------------------------------------------------------------------

Caste * Gender 8.56**

--------------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

Result of the present study [Table- 4.5] indicates that interaction effect of

Gender and students’ category according to their caste whether they belonging to

scheduled or non-scheduled was found significant on their emotional intelligence as

calculated F value depicted in above result table have been found significant at the

0.01 level of significance. The results revealed that level of emotional intelligence

between male and female subjects significantly differ in regard of their caste status

i.e. Scheduled and non-scheduled. To conclude level of emotional intelligence was

significantly and positively associated with interaction of gender and caste of

subjects.

[94]

Emotional intelligence considered as an ability to understand one’s own, or

others’ emotions or feelings, the ability to express one’s own emotions or feelings,

and the ability to regulate or control one’s own emotion or feeling. . Students are

found to be different in their level of emotional intelligence; it means that there are

some factors that help and the other factors that hinder the development of emotional

intelligence. These factors independently as well as interacting with other factors

and affect the students’ emotional intelligence. In this context the present results

revealed that cast and gender significantly interact with each other for ones’ level of

emotional intelligence.

To date no direct study was found to be consistent with the present results

but the study of Madhavi S. Waddar and Vijayalaxmi A. Aminabhavi (2010) was

found to be somewhat in line with the present results. They revealed that

demographic variables such as age, gender, order of birth, and caste have

significantly contributed to the self-efficacy and emotional intelligence of PG

students.

Further the present finding was also found to be somewhat consistent with

the study of Shobha Nandwana and Kushagra Joshi (2010) who have studied the

Emotional Intelligence of Tribal Adolescents of Udaipur: An Exploratory Study

ABSTRACT The study was conducted on 60 tribal adolescents (30 boys and 30

girls) of 16-18 years studying in senior secondary school of purposively selected

“Tidi” village of Udaipur. The level of emotional intelligence of the tribal

adolescents was assessed by administering a standardized emotional intelligence

inventory - MEII (2004) by S.K.Mangal and Shubhra Mangal. Percentages were

[95]

calculated to draw inferences and t-test was applied to assess the impact of gender

on emotional intelligence of tribal adolescents.

In summary on the basis of obtained results it can be concluded that difference in

male and females’ level of emotional intelligence depends upon their caste as

difference in both gender groups (male and female) are not similar in the groups

of scheduled and non-scheduled caste groups. As per obtained results the

considered null hypothesis regarding interaction effect of caste and gender for

emotional intelligence of the subjects was not proven and hence rejected here.

[96]

4.2. Achievement Motivation

Achievement motivation is relatively a new concept in the world of motivation

(Mangal 2000). It is now widely used and heard in the area of education. Sunita

Sharma (1998) pointed out that achievement motivation refers to the tendency to

strive for success or the attainment of desired end. According to Atkinson and

Feather (1966) “Achievement motivation is conceived as a talent disposition which

is manifested in overt striving only when the individual perceives performance as

instrumental to a sense of personal accomplishment.” Individuals high in

achievement motivation are at their best when they can maintain a high level of

involvement in ensuring the excellence of activities under their coordination or

control.

Achievement motivation or the need for achievements the psychological

drive to excel, a social form of motivation to perform at a high level of competence.

It is sometimes abbreviated to N Ach or n Ach. Need for Achievement (n-Ach) is a

social activity in specific areas, to overcome obstacles, and strive to accomplish

something possible to achieve success or the desire or trends. Atkinson (Atkinson)

that every person also has two conflicting motivation trends: One is the tendency to

succeed, one is the tendency to avoid failure, the level of achievement motivation is

the desire for success minus the fear of failure.

The nature of achievement motivation, the energization and direction of

competence-relevant behaviour, has captured the interest of researchers and theorists

since the beginning of this century. Early theoretical conceptualizations of

achievement motivation focused on individual differences in global motivational

[97]

tendencies as central determinants of achievement behaviour (McClelland, Atkinson,

Clark, & Lowell, 1953; Murray, 1938; Lewin, Dembo, Festinger, & Sears, 1944).

Table 4.6

Mean and SD for All Experimental Groups on Measure of Achievement

Motivation (n-Ach.)

------------------------------------------------------------------------------------

Experimental Group Mean SD

------------------------------------------------------------------------------------

A1 106.41 29.07

A2 120.47 28.74

B1 119.58 25.62

B2 107.3 32.22

A1B1 118.64 19.48

A1B2 94.18 31.97

A2B1 120.52 30.74

A2B2 120.42 26.91

------------------------------------------------------------------------------------

Where

A1 – Subjects belonging to scheduled caste

A2 – Subjects belonging to non-scheduled caste

B1 – Male subjects

B2 – Female subjects

[98]

A1B1 - Male subjects belonging to scheduled caste

A1B2 - Female subjects belonging to scheduled caste

A2B1- Male subjects belonging to non-scheduled caste

A2B2- Female subjects belonging to non-scheduled caste

Table 4.7

Summary of Analysis of Variance for Achievement Motivation Measure (n-Ach.)

in 2X2 Factorial Designs

----------------------------------------------------------------------------------------------------

Source df SS MS F

----------------------------------------------------------------------------------------------------

Main Effect

Caste (A) 1 9884.18 9884.18 12.87**

Gender (B) 1 7539.92 7539.92 9.82**

Interaction Effect

A*B 1 7417.62 7417.62 9.66**

--------------------------------------------------------------------------------------------------

Error 196 150447.6 767.5896

Total 199 175289.3 880.8507

--------------------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

A glance at above results table illustrates the F values for caste and gender on

achievement motivation of the subjects. Table shows the main effect for both

variables (caste and gender) as well as effect of the interaction between them on

subjects’ achievement motivation level. The computed F values were found to be

significant for caste and gender which revealed that scheduled and non scheduled

caste students as well as male and female students differ significantly on their level

of achievement Motivation (n-Ach.).

[99]

As far as f values for interaction between caste and gender is concerned it

was also found to be significant which revealed that difference in level of

achievement motivation of male and female students significantly differ according to

their caste from which they belongs.

4.2.1. Achievement Motivation and Caste

Hypothesis (d)

“Students belonging to non-scheduled caste will be significantly higher on their

achievement motivation as compare to students who belong to scheduled caste.”

Table 4.8

Mean, SD and F value for caste on Achievement Motivation Measure (n-Ach.)

----------------------------------------------------------------------------------------

Caste Score on EIS F value

----------------------------------------------------------------------------------------

Scheduled caste

Mean 106.41

SD 29.07

Non-scheduled caste 12.87**

Mean 120.47

SD 28.74

---------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

[100]

Figure 4.3

Bar Diagram Showing Mean Difference for Caste on Achievement Motivation

Measure (n-Ach.)

Above result table 4.8 and respective figure shows that students belonging to

non-scheduled caste obtained higher score on achievement motivation Measure (n-

Ach.) as compared to those who belonging to scheduled caste which indicate that

subjects who belonging to non-scheduled caste are higher in their motivation

regarding achievement as compared to those students who comes from scheduled

caste. Further computed F value for caste also support the above conclusion as it was

also found to be significant at .01 level of confidence .

As per obtained result it can be said that caste plays a crucial role in

determining the level of achievement motivation. The probably reason behind is the

fact that different castes have different environment, culture, norms and economic

[101]

background which affect various psychological characteristics of persons. It is well

known that economic background is one of the most important dimensions of SES.

Economic background strongly affects children’s cognitive and social development,

which in turn influence children’s achievement motivation and other abilities.

Kuppuswamy (1980) considered that education, occupation and income of parents

are the important factors of socioeconomic status of family. Higher and middle

socioeconomic status families provide better facilities such as better residential

areas, good home library, periodicals, newspapers etc. to their children which lead to

high achievement motivation. Low socioeconomic status families cannot provide

such type of facilities, which leads to low level of achievement motivation.

Further in line with the present finding R.K. Adsul and Vikas Kamble(2008)

also investigated the effects of gender, economic background and caste differences

on achievement motivation possessed by college students on the basis of societal

transformation . The results revealed that there is a significant difference between

scheduled caste and Nomadic tribes, scheduled caste and other backward caste

students and between male and female students. Forward caste and scheduled caste

group students having a high achievement motivation while other backward and

nomadic tribes group students having an average level achievement motivation. As

well as male students having a high achievement motivation while female students

having a below average level of achievement motivation. The most important

finding is that the computed F ratio of interaction was found to be not significant

which indicates that caste, gender and economic background of family does not

jointly affect on achievement motivation of college students. Similarly Sandra

[102]

Graham (1994) also reported difference of caste on their level of achievement

motivation in her study.

As scheduled and non-scheduled caste students found to be significantly

different on their level of achievement motivation in the present investigation, the

alternative hypothesis in this regard has been proven and hence accepted.

4.2.2. Achievement Motivation and Gender

Hypothesis (e)

“There will be no significant effect of gender on students’ Achievement

motivation.”

Table 4.9

Mean, SD and F value for Gender on Achievement Motivation Measure (n-Ach.)

----------------------------------------------------------------------------------------

Gender Score on EIS F value

----------------------------------------------------------------------------------------

Male

Mean 119.58

SD 25.62

Female 9.82**

Mean 107.3

SD 32.22

---------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

[103]

Figure 4.4

Bar Diagram Showing Mean Difference for Gender on Achievement Motivation

Measure (n-Ach.)

Above result table 4.9 and respective figure shows that male subjects

obtained higher score on Achievement Motivation Scale (n-Ach.) as compared to

female subjects. The results revealed that both male and female are not equal in

their level of Achievement Motivation. Obtained F value which is found to be

significant, further support the above conclusion which was made on the basis of

difference in mean score for both groups. The present results indicate that biological

factor i.e. gender is major factor for ones’ level of motivation regarding

achievement. On the basis of obtained results it can be concluded that male are

[104]

significantly higher in their level of achievement motivation as compare to female

adolescents.

Achievement motivation perceived as a relatively stable predisposition of an

individual is an important factor of achievement. In the present investigation the

contribution focuses on the investigation into the influence of gender on students’

achievement motivation. The present results in which In order to measure level of

achievement motivation among college students, means were separately calculated

for male and female students. Results revealed that on measure of achievement

motivation males score was significantly higher than females.

Following empirical studies were found to be in favour of present finding;

LU Gen-shu,ZHANG Xiao-lei (2008) conducted a survey of college students, on

An Empirical Investigation on Achievement Motivation, Self-efficiency and

Occupation Value of University Students . He has compared the different gender in

achievement motivation. Results revealed that men and women college students in

self-efficacy, achievement motivation and occupational values were significantly

different. Male are more likely to succeed in the achievement motivation, while girls

tend to avoid failure are more achievement motivation,

Beata Žitniaková-Gurgová (2007) performed on the sample of 213 university

students, out of whom 102 were women and 111 men. The research method was

achievement motivation inventory (AMI), which diagnoses the achievement motive,

anxiety hindering achievement and anxiety supporting achievement. The research

findings have confirmed assumptions about gender differences in all the measured

variables.

[105]

JERATH, J. M. (1979) find out the relationship between fantasy measures and

academic achievement among males and females in his study. The findings revealed

that Males scored higher than females on n-achievement.

Contradictory to the present finding Nagarathanamma and Rao (2007) designed a

study to see the difference between adolescent boys and girls on achievement

motivation. They found that there was no significant difference between boys and

girls with regard to achievement motivation level. Kaushik and Rani (2005) also

confirmed the findings that there was no significant gender difference on

achievement motivation in students of four educational streams.

Various research studies which concern to the gender difference in level of

achievement motivation have different finding some are in line and other are

found to with contrast result, but as far as result of the present research is

concerned gender difference was found to be significant in students’ achievement

motivation. Thus the considered null hypothesis has been proven wrong and hence

rejected here.

[106]

4.2.3. Achievement Motivation and interaction effect

Hypothesis (f)

“There will be no significant interaction effect between caste and gender in order

to affect students’ level of achievement motivation”

Table 4.10

F value for interaction effect between independent variable on of achievement

motivation Measure (n- Ach.)

--------------------------------------------------------------------------------------------

Interaction F value

--------------------------------------------------------------------------------------------

Caste * Gender 9.66**

--------------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

The above result table 4.10 presents the computed F value for interaction of

caste with gender on subjects’ Achievement Motivation. It is evident from the

results that level of achievement motivation between male and female subjects

significantly differ in regard of their caste whether they belonging to scheduled or

non-scheduled caste. To conclude achievement motivation score was significantly

and positively associated with interaction of caste with gender.

The present finding was found in line with the study of R.K. Adsul and Vikas

Kamble (2008) has investigated the effects of gender, economic background and

caste differences on achievement motivation possessed by college students on the

basis of societal transformation .An exploratory method of research was employed

[107]

by adopting 2X3X4 factorial design. The study was based on one hundred and

ninety two under graduate students of various colleges from Sangli city of

Maharashtra, was selected by random sampling procedure. As per research plan 48

subjects from each caste group i.e. forward castes, other backward castes, Scheduled

castes and Nomadic tribes were selected on the basis of male - female ratio was 1:1 ,

and three levels of economic background of family. Achievement Motivation Test

(ACMT) developed by Bhargave was used to collect the data from the sample. ‘t’

test, Duncan’s Multiple Range test and three way ANOVA were calculated for

deriving the results. The results show that there is a significant difference between

scheduled caste and Nomadic tribes, scheduled caste and other backward caste

students and between male and female students. Forward caste and scheduled caste

group students having a high achievement motivation while other backward and

nomadic tribes group students having an average level achievement motivation. As

well as male students having a high achievement motivation while female students

having a below average level of achievement motivation. The most important

finding is that the computed F ratio of interaction was found to be not significant

which indicates that caste, gender and economic background of family does not

jointly affect on achievement motivation of college students.

On the basis of present results as well as aforementioned research study it

can be concluded that caste and gender work together to determine students’ level

of achievement motivation here so null hypothesis in this regard has been rejected

in the present investigation.

[108]

4.3. Personality

Interest in personality is as old as civilization. Ancient philosophers and poets often

speculated about why individuals were unique and why they differed from each

other in so many ways.

In reference of personality extroversion-introversion traits is a central

dimension of human personality. Extroverts (also spelled extraverts) tend to be

gregarious, assertive, and interested in seeking out excitement. Introverts, in

contrast, tend to be more reserved, less outgoing, and less sociable. They are not

necessarily loners but they tend to be satisfied with having fewer friends.

Introversion does not describe social discomfort but rather social preference: an

introvert may not be shy but may merely prefer less social activities. Ambiversion is

a balance of extrovert and introvert characteristics.

The terms introversion and extroversion were first popularized by Carl Jung.

Virtually all comprehensive models of personality include these concepts. Examples

include Jung's analytical psychology, Eysenck's three-factor model, Cattell's 16

personality factors, the Big Five personality traits, the four temperaments, the

Minnesota Multiphasic Personality Inventory, the Myers Briggs Type Indicator, and

Socionics.

Extroversion and introversion are typically viewed as a single continuum.

Thus, to be high on one is necessarily to be low on the other. Carl Jung and the

authors of the Myers-Briggs provide a different perspective and suggest that

everyone has both an extroverted side and an introverted side, with one being more

[109]

dominant than the other. In any case, people fluctuate in their behaviour all the time,

and even extreme introverts and extroverts do not always act according to their type.

In sphere of personality the present investigation was carried out to make a

comparative study of personality pattern in relation to adolescents’ caste and gender.

Table 4.11

Mean and SD for All Experimental Groups on Measure of Extrovert/Introvert

Personality (MPI)

------------------------------------------------------------------------------------

Experimental Group Mean SD

------------------------------------------------------------------------------------

A1 24.49 6.18

A2 29.84 6.70

B1 30.36 7.06

B2 23.97 5.21

A1B1 26.54 5.90

A1B2 22.44 5.81

A2B1 34.18 6.00

A2B2 25.50 4.03

------------------------------------------------------------------------------------

Where

A1 – Subjects belonging to scheduled caste

B2 – Subjects belonging to non-scheduled caste

[110]

B1 – Male subjects

B2 – Female subjects

A1B1 - Male subjects belonging to scheduled caste

A1B2 - Female subjects belonging to scheduled caste

A2B1- Male subjects belonging to non-scheduled caste

A2B2- Female subjects belonging to non-scheduled caste

Table 4.12

Summary of Analysis of Variance for Extrovert/Introvert Personality (MPI) in

2X2 Factorial Designs

----------------------------------------------------------------------------------------------------

Source df SS MS F

----------------------------------------------------------------------------------------------------

Main Effect

Caste (A) 1 1431.12 1431.12 47.3**

Gender (B) 1 2041.6 2041.6 67.56**

Interaction Effect

A*B 1 262.205 262.205 8.67**

--------------------------------------------------------------------------------------------------

Error 196 5922.62 30.21

Total 199 9657.5 48.53

--------------------------------------------------------------------------------------------------

** Significant at .01 level, * significant at .05 level and NS Not significant

[111]

A glance at above results table illustrates the F values for caste and gender on

subjects’ personality namely introvert/extrovert (MPI). Results table shows the

main effect for both variables as well as effect of the interaction between them on

subjects’ personality (Extrovert/Introvert). The computed F values were found to be

significant for both variables ie. caste and gender as well as for their interaction. On

the basis of obtained results it can be revealed that caste has significant role to

determine ones’ personality characteristics. Further as F value for gender on

personality dimension namely Introvert/extrovert revealed that male and female

subjects are significantly different on their Introvert/extrovert dimension of

personality.

Further F value for the interaction between caste and gender was also found to be

significant it can be concluded that persons’ biological characteristics ie. gender

interact with his or her social factor ie. caste to influence his or her personality

(Introvert/Extrovert).

[112]

4.3.1. Personality and Caste

Hypothesis (g)

“Students belonging to scheduled and non-scheduled caste will be significantly

different in their personality (Introvert/Extrovert).”

Table 4.13

Mean, SD and F value for caste on Extrovert/Introvert Personality (MPI))

----------------------------------------------------------------------------------------

Caste Score on MPI F value

----------------------------------------------------------------------------------------

Scheduled caste

Mean 24.49

SD 6.18

Non-scheduled caste 47.3**

Mean 29.84

SD 6.70

---------------------------------------------------------------------------------------

** Significant at .01 level, *Significant at .05 level and NS Not Significant

[113]

Figure 4.5

Bar Diagram Showing Mean Difference for Caste on

Extrovert/Introvert Personality (MPI)

Above results table and respective figure shows the mean score of students

belonging to scheduled and non-scheduled caste on their measure of

introvert/extrovert personality (MPI). It is evident from the above results table and

respective figure that students belonging to non-scheduled caste obtained higher

score on measure of introvert/extrovert personality (MPI) as compared to those who

belonging to scheduled caste. As the F value for their difference on personality

found to be significant it can be revealed that students belonging to non-scheduled

caste are more decline towards extrovert traits in their personality whereas students

who belonging to scheduled caste possess introvert traits in their personality as

higher score on MPI indicate right polar characteristic and low score indicating left

polar characteristic of given dimension of personality.

[114]

Allport (1937) has defined personality as “a dynamic organization within the

individual of those psychophysical systems that determines his unique adjustment to

his environment”. It is well known that personality plays an important role in

determining not only the behaviour of an individual but also his overall success and

prosperity in life.

In development of personality not only the genetic and family environment

but also the society and the culture in which the children are brought up becomes all

too important. In every culture and society children and adolescents are subjected to

various kinds of pressures, both personal and social. These pressures exert great

influence on the personality development of the children. In other words, society

influences and nurtures the personality of an individual.

Caste effect on personality can be explained in a way that Indian society and

culture is unique, and has the credit of being one of the oldest civilizations of the

world. It has developed a social system, which is unique in the world. The “Varna

Vyavastha” of ‘Vedic’ times produced a caste division determined by birth and was

an important aspect of Hindu Dharma. The divisions persisted through the ages,

ossified and became rigid. With the passage of time, society as a whole not only

started losing flexibility but also it obstructed the progress of the scheduled castes

(SC) and scheduled tribes (ST) in innumerable ways. In the medieval period the

caste system became a tool of discrimination and oppression against the scheduled

castes (SC) and scheduled tribes (ST). This tendency not only blocked the

development of the society as a whole but also impeded the overall personality

development of children belonging to scheduled castes (SC) and scheduled tribes

(ST). Ultimately , it lead to the evolution of various stereotypes pertaining to these

[115]

classes, further reinforcing the prejudices about the personality characteristics of

these scheduled castes (SC) and scheduled tribes(ST). The socio-cultural and

economic challenges that individuals of schedule caste society have and had to face

over the years have made a deep impact on their personalities.

Apart from the forgoing enlightenment the obtained results found to be consistent

with the following empirical studies like-

R.C. JILOHA & JUGAL KISHORE (1998) compared the Scheduled Caste (SC)

& Scheduled Tribe (ST) students with general students regarding their school and

family background on their personality profile and personal problems. a stratified

systematic sample of 261 medical students was taken who filled up their individual

set of questionnaires consisting of semi structured socio demographic pro-forma,

Personality Trait Inventory (PTI) and Students Personal Problems Index.

Statistically significant differences were observed when schooling, family income,

parents’ education and occupation and academic performance of general, SC and ST

students were compared. Although no statistical differences on personality trait were

observed, on activity and cyclothymic personality trait SC and ST students scored

less, whereas, they scored more on depressive tendency, emotional instability and

social desirability personality traits. The personal problems were different in three

groups and also the number of attempts made to pass their professional

examinations. Intervention measures have been suggested.

Manju Mehta, Prachi Maheshwari and V. Vineeth kumar (2008) also compared the

personality patterns of SC, ST and non–backward higher secondary boys. The

prolonged social discrimination has produced an adverse impact on the development

[116]

of the personality of these downtrodden, which is a severe stumbling block in

providing ‘social justice’ and ‘social equality’ to the masses. Results revealed

significant differences in personality patterns among SC, ST and non-backward

boys. Further he revelled that these differences were more prominent in rural areas

in comparison to urban areas. By making a comparative study, the differences in

personality patterns between backward and non-backward classes were highlighted

which shows that not only the economical but also the educational, social and

political backwardness of the society work to determine their personality pattern.

Overall as the present findings indicate that differences in personality

patterns are present in students belonging to scheduled and non-scheduled caste.

The considered alternative hypothesis in this regard has been proven and hence

accepted here.

To be more specific, students belonging to scheduled caste were found to

be more introvert and non-scheduled caste students were found more extrovert in

their personality.

[117]

4.3.2. Personality and Gender

Hypothesis (h)

“Male and female students will be significantly different in their personality

(Extrovert/Introvert).”

Table 4.14

Mean, SD and F value for Gender on Extrovert/Introvert Personality (MPI)

----------------------------------------------------------------------------------------

Gender Score on MPI F value

----------------------------------------------------------------------------------------

Male

Mean 30.36

SD 7.06

Female 67.56**

Mean 23.97

SD 5.21

---------------------------------------------------------------------------------------

** Significant at .01 level, * Significant at .05 level and NS Not Significant

Figure 4.6

Bar Diagram Showing Mean Difference for Gender on Extrovert/Introvert

Personality (MPI)

[118]

As shown in above results table group of male students obtained higher

score in I/E dimension than female students which revealed that female possess

more introvert personality within them whereas male person decline toward

extrovert criteria in their personality as higher score on MPI indicate right polar

characteristic and low score indicating left polar characteristic of given dimension of

personality.

Personality is a concept to be used to recognize stability and consistency of

behaviour across different situations, uniqueness of the person and individual

differences. Do men and women different in personality characteristics? Research on

gender differences was begun by scientists who believed that individual differences

in traits were biologically determined, and that findings of gender differences

supported their view (Fausto-Sterling, 1985; Feingold, 1992; Shields, 1975).

Further with reference to gender role in personality present results is best

explained by the biological models which address the proximal causes of sex

differences in relation to personality traits.

The biological model posits that observed gender differences in personality

test scores reflect innate temperamental differences between the sexes.

Contemporary research has suggested that there is a strong biological basis

underlying individual differences in personality traits. Much of this work has

consisted of (a) twins studies on the heritability of personality traits and (b) studies

correlating personality traits with hormonal-chemical substances or physiological

measures (Eysenck, 1992; Zuckerman, 1991). Zuckerman has suggested that gender

[119]

differences in the traits of personality may be caused by biological sex differences in

gonadal hormones.

The present result also found to be consistent with the study of Alan

Feingold (1994). He has employed meta-analyses to examine gender differences in

personality in the literature (1958-1992). In her study males were found to be more

assertive and had slightly higher self-esteem than females and females were found

higher than males in extraversion, anxiety, trust, and, especially, tender-mindedness

(e.g., nurturance). Overall the finding of the present investigation revealed that male

and female are different on their personality dimensions.

Aforementioned, research studies as well as findings of the present

investigation revealed that male and female are different on their personality

dimensions, thus the considered alternative hypothesis in this regard has been

proven and hence accepted here.

To be more specific, females were found to be more introvert and males

were found to be more extroverts in their personality.

[120]

4.3.3. Personality and Interaction effect

Hypothesis (i)

“There will be no significant interaction effect between personality type (Introvert

/Extrovert) and gender.”

Table 4.15

F value for interaction effect between independent variable on Introvert/Extrovert

Personality (MPI)

--------------------------------------------------------------------------------------------

Interaction F value

--------------------------------------------------------------------------------------------

Caste * Gender 8.67**

--------------------------------------------------------------------------------------------

** Significant at .01 level, * Significant at .05 level and NS Not Significant

The above results table presents the computed F values for interaction of

caste with gender on subjects’ personality (Introvert/Extrovert). As the F value was

found to be significant it can be revealed that students belonging to scheduled and

non-scheduled caste significantly different in their introvert/extrovert personality in

relation to their gender. On the basis of obtained results it can be concluded that

gender and students’ category according to their caste whether they belonging to

scheduled and non-scheduled interact with each other in order to determine their

personality (introvert/extrovert).

According to Cattell (1950) “the personality of an individual is that which

enables us to predict what he will do in a given situation.” Mischel and Shoda (1995)

[121]

identified personal styles or strategies of individuals in dealing with the situations

and found that these styles or strategies remain consistent over the years and they in

turn become a kind of behavioural signature of their personalities. These personality

patterns or styles are determined largely by experiences of an individual, which

develop within a socio-cultural world. The surroundings and the various interacting

factor in which gender is prominent one determine the dynamics of personality.

Personality is a criterion reference for knowing, understanding or evaluating

any person. Differences in behaviour and personality characteristics are, at least in

part, due to genetic, cultural or social factors. Personality of an individual is strongly

determined by the genetics factors but the environmental factors cannot be ignored.

There is a striking inequality in personality pattern in terms of gender and caste. In

this reference Adler (1934) postulated that human society is crucial not simply for

the development of individual personality but also for the orientation of all behavior

and emotions in a person’s life. He further observed that there is an urge in human

nature to adopt oneself to the conditions of the social environment. Similarly Erich

Fromm (1955) also emphasized the role that society plays in structuring, shaping

and limiting personality. Further gender affects many aspects of life, including

access to resources, methods of coping with stress, styles of interacting with others,

self-evaluation, spirituality, and personality or to conclude overall persons’ psychic

world either positively or negatively.

For ages person-situation interaction has played an important role in the

development of an individual’s personality. Pertaining to the interaction between

gender and caste it is well known that each caste or cultural group has established

behavioural patterns appropriate for the members of two sexes (male and female).

[122]

Within these culturally approved confine each individual is expected to develop a

basic confirming personality pattern. This personality pattern is the specific traits or

a group of related or consistent reactions which characterize the individuals’ typical

manner of personal and social adjustment.

Interaction between caste and gender in order to determine personality also

explained by gender roles concept which refer to the set of social and behavioural

norms that are considered to be socially appropriate for individuals of a specific sex

(male and female) in the context of a specific culture, which different widely

between cultures and over time.

The present result is best explained by the biosocial models which address

the causes of sex differences in relation to personality traits. biosocial model posits

that men and women are initially perceived differently because of observable male-

female differences in behaviours that are linked to innate temperamental sex

differences, men and women may be treated differently because of stereotypes that

results from these differences in behaviour. If social treatment also affects

personality development, social factors may augment inherent gender differences. In

genetics terminology, phenotypical gender differences may exceed corresponding

genotypical gender differences, with the phenotypical sex differences a product of

both biological and environmental factors.

Though there is lake of empirical studies which directly relate to the present

finding but the study of Chhonkar, M.S (2002) somewhat found to be consistent

with the present results. He studied the personality characteristics of scheduled and

non-scheduled male and female caste primary teachers. .The results revealed that the

[123]

non-scheduled caste male primary teachers were having significantly higher mean

scores on personality factors A, E, and G in comparison to scheduled caste male

teachers and for the rest of the personality factors, there was no significant

difference between both the groups. Pertaining to personality factor L, the non-

scheduled caste female primary teachers were found to possess significantly higher

mean score as compared to scheduled caste female teachers. For rest of personality

factors, there was no significant difference between both the groups.

As per obtained results, the considered null hypothesis regarding

interaction effect of caste and gender for personality type of the subjects was not

proven and hence rejected here.

֍֍֍