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

v

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

vii

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

viii

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

ix

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

6

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

8

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.

9

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.

14

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

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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

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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.

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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.

70

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)

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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.

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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

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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.

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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