Appendix-A Questionnaire & Interview...
Transcript of Appendix-A Questionnaire & Interview...
204
Appendix-A
Questionnaire & Interview Guide
205
lwfpr lgefr
fiz; fe=]
esjk uke ftrsUnz dqekj dq”kokgk gS vkSj eS VkVk lkekftd foKku laLFkku]
eqEcbZ esa ih-,p-Mh- “kks/kkFkhZ gw¡A eSa Hkkjrh; vk;qZfoKku vuqla/kku ifj’kn ls twfu;j
“kks/k o`fRr izkIr dj jgk gw¡ rFkk izksQslj th-th- oku[ksMs ds ekxZn”kZu esa “kks/kdk;Z
dj jgk gw ¡A bl “kks/k ds vUrZxr eSa mPp f”k{kk ds nkSjku HksnHkko dh otg ls gksus
okyh ruko rFkk ekufld LokLF; ls tqMh leL;kvksa dk xgu v/;;u djuk
pkgrk gw¡A ;g “kks/kdk;Z ih-,p-Mh- fMxzh ds vkf”kad t:jrksa dks iwjk djus dk ,d
vge Hkkx gSaaaA
tSlk fd vki tkurs gSa fd mPp f”k{kk lEiw.kZ fodkl ds fy, vR;Ur
vko”;d gSA ijUrq mPp f”k{kk izkIr djuk vklku dke ugh gS D;ksafd bl ekxZ esa
Nk=ksa dks dbZ dfBukb;ksa dk lkeuk djuk iMrk gSA fo”ks’kdj ds mu yksxksa dks tks
lkekftd&vkfFkZd :i ls leiUu ugh gSaA bl izdkj dh dfBukb;¡k Nk=ksa esa ruko
rFkk ekufld LokLF; ls tqMh leL;kvksa dks c<krh gSA
blfy, bl iz”ukoyh esa Nk=ksa dks gksus okys ruko rFkk ekufld LokLF; dh
leL;k,¡] muds eu esa vkus okyh Hkkouk,¡] muds }kjk fofHkUu izdkj ds y{k.kksa dk
vuqHko vkSj muds eu esa vkus okys fopkjksa ls lEcaf/kr dqN iz”u gSaA d`i;k
/;kuiwoZd iz”uksa rFkk funsZ”kksa dks if<+, vkSj fQj mRrj nhft,A vki mRrj nsussa ds
fy, iw.kZ :i ls Lora= gSaA vkidk ;g Hkh vf/kdkj gS fd fdlh Hkh le; vki
mRrj nsus ls euk dj ldrs gSaA vkids }kjk iznku dh xbZ lwpuk xksiuh; j[kh
tk;sxh vkSj flQZ v/;;u@”kks/k dk;Z esa gh mi;ksx dh tk;sxhA
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
eSa ;g ?kks’k.kk djrk@djrh gw¡ fd eS miZ;qDr “kks/k ds mÌs”;ksa dks vPNh rjg le>
x;k gw¡@x;h gw¡ vkSj eq>s blds mRrj nsus es dksbZ ijs”kkuh ugh gSA
izfroknh ds gLrk{kj%
fnukad%
LFkku%
206
iz”ukoyh
Øela[;k----------------------
1-O;fDrxr :ijs[kk%
Ukke%
fyax% efgyk iq:’k vk;q ¼o’kZ esa½%
leqnk;Ӂ% v- i- l- /keZ
µ % fg- eq- bZ- v-
fo’k;% fo”ofo|ky;%
yEckbZ ¼lsUVhehVj½% otu ¼fØ-xzk-½%
jDrpki% LFkk;h vkokl% “kgjh xzkeh.k
rRdky vkokl% Nk=kokl ekrk&firk ds lkFk fdjk, ij vU;
2- “kS{kf.kd :ijs[kk%
d{kk fo|ky; dk
LFkku
fo|ky; dk izdkj funsZ”k dk
ek/;e
iw.kZ djus
esa fy,
x, iz;kl
mRrhZ.k
djus
dk
o’kZ
izkIr
vadks dk
izfr”kr
xzkeh.k “kgj O;fDrxr ljdkjh fgUnh vaxzsth
gkbZLdwy
b.VjehfM,V
Lukrd
LukrdksRrj& I
3- ikfjokfjd :ijs[kk%
Ø- la- izfroknh ds lkFk lEca/k mez ¼o’kZ esa½ f”k{kk O;olk; ekfld vk; ¼#½
1 firk
2 ekrk
3
4
ifjokj esa lnL;ksa dh la[;k %
Ӂ
v- & vuqlwfpr tkfr] i-& fiNMh oxZ] l-& lkekU; oxZ
µ fg-& fgUnw] eq-& eqlyeku] bZ-& bZlkbZ] v-& vU;
207
funsZ”k % fuEu fn, x, lwph esa dqN lkekU; leL;k,¡ nh x;h gS tks fd Nk=ks ds }kjk mPp
f”k{kk ds nkSjku vuqHko dh tkrh gSA bl izdkj dk vuqHko fofHkUu izdkj dh ruko ;qDr
ifjfLFkfr;ksa ds dkj.k gksrk gS ftldk vuqHko yxHkx gj Nk=@Nk=k dks gksrk gSA blfy,
vkils fuosnu gS fd mu leL;kvksa dks crkb, ftudk vuqHko vki fiNys dqN fnuksa ls dj jgs
gSaA
^v*
Ø-
la-
oDr gk¡ uk dz-
la-
oDr gk¡ uk
1 vk¡[kks esa ruko o tyu gk¡ uk 2 xnZu@dU/ksa esa tdMu gk¡ uk
3 ihB esa nnZ gksuk gk¡ uk 4 flj nnZ gksuk gk¡ uk
5 ekalisf”k;ksa esa ,sBu gksuk gk¡ uk 6 Nkrh esa tdMu gksuk gk¡ uk
7 ân; rhoz xfr ls /kMduk gk¡ uk 8 mPp jDrpki gksuk ¼High B.P.) gk¡ uk
9 tYnh&tYnh lk¡l ysuk gk¡ uk 10 gFksyh rFkk ryos esa ilhuk
vkuk
gk¡ uk
11 pDdj vkuk gk¡ uk 12 isVnnZ gksuk@xSl gksuk@dCt
gksuk
gk¡ uk
13 isV xMcM gksuk gk¡ uk 14 cspSuh gksuk gk¡ uk
15 Tofyr Mdkj vkuk gk¡ uk 16 tYnh&tYnh fcekj iMuk gk¡ uk
17 tYnh Fkd tkuk@”kfDrghu
gksuk
gk¡ uk 18 Hkw[k dk u yxuk gk¡ uk
19 vfuanzk ¼uhan uk yxuk½ gk¡ uk
^c*
1 ,dkxzrk dh deh gk¡ uk 2 ¼foLe`fr½ Hkwyus dh leL;k gk¡ uk
3 Hkze esa iMuk gk¡ uk 4 fooj.k tkuus dk tquwu gk¡ uk
5 ^^D;k vxj** esa vR;f/kd /;ku
nsuk
gk¡ uk 6 vrhr es jguk ^dsoy ;fn*
rFkk ^eq>s pkfg,* ds ckjs esa
lkspuk
gk¡ uk
7 vleatl esa iMuk gk¡ uk 8 vkRe&vkykspuk djuk gk¡ uk
9 vkRe&lansg djuk gk¡ uk 10 cgqr lkjs fopkj ,d gh le; gk¡ uk
208
esa vkuk
11 mnkl gksuk gk¡ uk 12 mRlkg dh deh gksuk gk¡ uk
13 fpUrk djuk (Worry) gk¡ uk 14 vleFkZ eglwl djuk gk¡ uk
15 dq.Bk gksuk@fujk”k gksuk gk¡ uk 16 fpMfpMkiu@cslczh gksuk gk¡ uk
17 vlko/kku gksuk gk¡ uk 18 ?kcjkgV gksuk gk¡ uk
19 mRdaBk gksuk (Anxiety) gk¡ uk 20 dzksf/kr gksuk gk¡ uk
21 vR;f/kd laosnu”khy gksuk gk¡ uk 22 gkL; dh Hkkouk es deh gksuk gk¡ uk
23 ikfjokfjd leL;k,¡ gk¡ uk 24 izkFkfedrk,a fu/kkZfjr djus es
ijs”kkuh
gk¡ uk
^l*
1 cgqr vf/kd ;k cgqr de uhan
vkuk
gk¡ uk 2 flxjsV ;k chMh ihuk “kq:
djuk
gk¡ uk
3 “kjkc ihus esa fyIr gksuk gk¡ uk 4 cgqr de ;k cgqr T;knk Hkw[k
yxuk
gk¡ uk
5 cspSuh dh otg ls iSjksa dks
Bksduk] maxfy;ksa dks Bksduk
;k uk[kwu pckuk
gk¡ uk 6 cksyus esa yM[kMkuk@vkokt
esa dEiu gksuk
gk¡ uk
7 yksxksa ls vyxko j[kuk@cpuk gk¡ uk 8 xqLls ls ikxy gksuk gk¡ uk
9 ckj&ckj xyfr;¡k djuk gk¡ uk 10 d{kk esa i<us esa leL;k gk¡ uk
11 dke dks Vkyrs jgus dh vknr
;k foyEc djuk
gk¡ uk
209
Hkkoukvksa dk vuqHko
funsZ”k % uhps fn, x, dqN dFku mu Hkkoukvksa dks O;Dr djrs gSa tks Nk=ksa dks mPp f”k{kk ds
nkSjku vkrh gSaA d`i;k bu dFkuksa dks /;kuiwoZd if<, vkSj crkb, fd mDr dFku fdruh ek=k
esa vkidh Hkkouk dks O;Dr djrk gSA vkidks viuk mRrj uhps fn, x;s i¡kp vadks okys iSekus
ds }kjk r; djuk gS rFkk mi;qDr mÙkj okys vad ij ?ksjk cukuk gSA
1- dHkh ugh
2- U;wure ek=k esa lgh
3- dqN ek=k esa lgh
4- vR;f/kd ek=k esa lgh
5- ges”kk lgh
Ø-
la-
dFku mÙkj
1 bl fo”ofo|ky; ds Nk=ksa ds lkeus] eSa viuh leqnk; dh igpku
crkus esa viekfur eglwl djrk@djrh g¡wA
1 2 3 4 5
2 Nk=x.k esjs lkFk egRoiw.kZ fdrkcsa vkSj uksV~l dk ysu&nsu ilUn ugh
djrs gSaA
1 2 3 4 5
3 esjs ifjokj dh vkfFkZd fLFkfr dh otg ls eSa bl f”k{kk dks vPNs ls
izkIr djus esa vius vki dks nwljs yksxksa ls dkQh ihNs ikrk@ikrh g¡wA
1 2 3 4 5
4 eSa eglwl djrk@djrh g¡w fd tks yksx vPNs leqnk; ls lEcaf/kr gSa
oks yksx ,slk O;ogkj djrs gSa tSls fd oks yksx gels csgrj gSaA
1 2 3 4 5
5 eSa d{kk esa eglwl djrk@djrh g¡w fd esjs vkSj esjs lerqY;
lkekftd&vkfFkZd Lrj okys yksxksa ds lkFk misf{kr vkSj vuns[kk
O;ogkj fd;k tkrk gSA
1 2 3 4 5
6 eSa d{kk esa eglwl djrk@djrh g¡w fd dqN lewg ds Nk= ftles eSa Hkh
lEefyr g¡w ] mudh fuUnk] muds lkFk viekutud etkd vkSj
Vhdk&fVIi.kha dh tkrh gSA
1 2 3 4 5
7 esjh vaxzsth Hkk’kk [kjkc gksus ds dkj.k eSa vius vkidks v/;;u esa ihNs
ikrk@ikrh g¡wA
1 2 3 4 5
8 eSa eglwl djrk@djrh g¡w fd eSa vius fo’k; dh vPNh fdrkcsa ysus esa
leFkZ ugh g¡wA
1 2 3 4 5
9 eSa eglwl djrk@djrh g¡w fd Nk=x.k] ftldh vaxzsth Hkk’kk Bhd gS
oks vPNk vad izkIr djrs gSaA
1 2 3 4 5
10 eSa viekfur eglwl djrk@djrh g¡w tc dqN lewg ds Nk=] ftles eSa
Hkh lEefyr g¡w ] tkfr ds uke ls iqdkjs tkrs gSaA
1 2 3 4 5
11 eSa cqjk eglwl djrk@djrh g¡w tc eq>s vU; fØ;kdykiksa esa Hkkx ysus
dk volj ugh feyrk gSA
1 2 3 4 5
12 eSa d{kk dh igyh iafDr esa cSBus ls fgpfdpkrk@fgpfdpkrh g¡wA
1 2 3 4 5
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Nk=ksa }kjk fofHkUu y{k.kksa dk vuqHko
funsZ”k % mPp f”k{kk ds nkSjku Nk=ksa dks fofHkUu izdkj dh ruko;qDr ifjfLFkfr;ksa dk lkeuk
djuk iMrk gSA mues ls dqN lkekU; ifjfLFkfr;¡k gSa tSls& fyf[kr ijh{kk nsuk] izSfDVdy dke
dk iwjk u gksuk] ijh{kk dh iw.kZ rS;kjh u gksuk] d{kk esa lcds lkeus cksyuk] ekSf[kd ijh{kk dk
lkeuk djuk] izksQslj ¼v/;kidx.k½@iz”kklfud vf/kdkjh ds lkFk eqykdkr djuk] HksnHkko dh
Hkkouk vkfn vkfnA bu lc ifjfLFkfr;ksa ds pyrs Nk=ksa dks fofHkUu y{k.kksa dk vuqHko gks ldrk
gS] tks fd fuEufyf[kr lwph esa fn, x, gSaA d`i;k bu y{k.kksa dks /;kuiwoZd if<, rFkk crkb,
dh mDr y{k.k fdruh ek=k esa vkids vuqHko dks O;Dr djrk gSA mi;qDr mÙkj okys vad ds
Åij ?ksjk cukb,A
Ø-
la-
y{k.k mÙkj
dHkh
ugh
FkksMh ek=k
esa
dqN ek=k
esa
vf/kd ek=k
esa
1 >qu>quh gksuk 0 1 2 3
2 xehZ eglwl djuk 0 1 2 3
3 iSjkssa esa >qu>qukgV 0 1 2 3
4 vkjke djus esa rdyhQ 0 1 2 3
5 lcls cqjk gksus dk Hk; 0 1 2 3
6 pDdj vkuk 0 1 2 3
7 g`n; /kMdu c<uk@rst xfr ls
pyuk
0 1 2 3
8 vfLFkjrk eglwl djuk 0 1 2 3
9 vkrafdr gksuk 0 1 2 3
10 cspSu gksuk 0 1 2 3
11 xyk ?kqVuk eglwl djuk 0 1 2 3
12 gkFkksa esa dEiu 0 1 2 3
13 fgyuk@vfLFkjrk 0 1 2 3
14 fu;a=.k [kksus dk Hk; 0 1 2 3
15 l¡kl ysus esa leL;k 0 1 2 3
16 Hk;Hkhr gksuk 0 1 2 3
17 vip gksuk 0 1 2 3
18 ewfNZr gksuk@flj gYdk gksuk 0 1 2 3
19 psgjs dh lqf[kZ;ka mMuk 0 1 2 3
20 [email protected] ilhuk fudyuk 0 1 2 3
211
Nk=ksa dks vkus okys fopkj
funsZ”k % uhps dqN dFkuksa ds lewg fn, x;sa gSA ,d lewg ,d gh fopkj dks fofHkUu rhozrk ds
vuqlkj izdV+ djrk gS tks fd Nk=ksa }kjk mPp f”k{kk ds nkSjku vuqHko fd;k tk ldrk gSA
d`i;k dFkuksa ds lewg dks /;kuiwoZd if<, rFkk mDr dFku ds lkeus fy[ks vad ij ?ksjk
cukb, tks vkids vkus okys fopkj dks iw.kZ :i ls O;Dr djrk gSA
Ø-
la-
vkus okys fopkj
1 0- eSa nqf[kr eglwl ugh djrk g¡wA
1- eSa nqf[kr eglwl djrk g¡wA
2- eSa gj le; nqf[kr gksrk g¡w vkSj eSa blls mcj ugh ikrk g¡wA
3- eSa bruk T;knk nqf[kr vkSj vizlUu g¡w fd bldks lgu ugh dj ldrkA
2 0- eSa fo”ks’kdj Hkfo’; ds ckjs esa grksRlkfgr ugh g¡wA
1- eSa Hkfo’; ds fy, grksRlkfgr eglwl djrk g¡wA
2- eSa eglwl djrk g¡w fd esjs ikl vkxs djus dks dqN ugh gSA
3- eSa eglwl djrk g¡w fd Hkfo’; fujk”kktud gS vkSj phTksa lq/kj ugh ldrh gSaA
3 0- eSa vlQy eglwl ugh djrk g¡wA
1- eSa eglwl djrk g¡w fd eSa ,d vkSlr vkneh ls T;knk vlQy jgkA
2- tc eSa viuh fiNyh ftUnxh ns[krk g¡w rks mlesa cgqr lkjh vlQyrk,¡ ns[krk
g¡wA
3- eSa eglwl djrk g¡w fd eSa iw.kZ :i ls vlQy vkneh g¡wA
4 0- eSa oLrqvksa ls mruh gh larqf’V izkIr djrk g¡w ftruk fd igys djrk FkkA
1- eq>s oLrqvksa ls oSlk vkuUn ugh feyrk tSlk fd igys feyrk FkkA
2- eSa fdlh pht ls fdlh izdkj dh okLrfod larqf’V izkIr ugh djrk g¡wA
3- eSa lHkh phtksa ls vlarq’V rFkk Åc pqdk g¡wA
5 0- eSa vius vki esa fujk”kk eglwl ugh djrk g¡wA
1- eSa vius vki esa fujk”kk eglwl djrk g¡wA
2- eSa vius vkils fujk”k g¡wA
3- eSa vius vkils ?k`.kk djrk g¡wA
6 0- eSa ,slk eglwl ugh djrk fd eSa fdlh vkSj ls T;knk [kjkc g¡wA
1- eSa viuh dfe;ksa vkSj [kkfe;ksa ds ckjs esa vkykspukRed g¡wA
2- eSa gj le; vius vki dks viuh xyfr;ksa ds fy, nks’kh Bgjkrk g¡wA
3- eSa vius vkidks nks’kh Bgjkrk g¡w mu lcds fy,] tks dqN Hkh esjs lkFk cqjk gksrk
gSA
7 0- eSa tYnh jksrk ugh g¡wA
1- eSa vktdy tYnh jksus yxrk g¡w] igys dh vis{kkA
2- eSa vktdy gj le; jksrk jgrk g¡wA
3- eSa jksus ds fy, rRij g¡w ij eSa jks ugh ldrk] ;g¡k rd fd ,slk pkgus ij HkhA
8 0- eSa mruk T;knk fpMfpM+k ugh g¡w] tSlk fd igys FkkA
1- eSa vktdy igys ls T;knk fpMfpMk g¡wA
2- eSa vf/kdrj le; xqLls esa ;k fpMfpMsiu esa jgrk g¡wA
3- eSa gj le; fpMfpMk eglwl djrk g¡wA
212
9 0- eSa nwljs yksxksa ls feyus&tqyus dk vkuUn ugh [kks;k g¡wA
1- eSa igys dh vis{kk] nwljs yksxksa ls de feyrk&tqyrk g¡wA
2- eSa nwljs yksxksa ls feyus&tqyus dk vkuUn [kks pqdk g¡wA
3- eSa nwljs yksxksa ls feyus&tqyus dk vkuUn] iw.kZ:i ls [kks pqdk g¡wA
10 0- eSa oSlk gh fu.kZ; djrk g¡w tSlk igys djrk FkkA
1- eSa oSls fu.kZ; ysuk cUn dj fn;k g¡w tSlk fd igys djrk FkkA
2- eq>s fu.kZ; ysus esa] igys ls T;knk dfBukbZ dk lkeuk djuk iMrk gSA
3- vc ls eS fdlh izdkj dk fu.kZ; ugh ys ldrk g¡wA
11 0- eSa ,slk eglwl ugh djrk g¡w fd esjk :i igys ls T;knk [kjkc gSA
1- eSa fpfUrr g¡w fd eSa cq<~<k ;k cnlwjr fn[kk;h nsrk g¡wA
2- eSa eglwl djrk g¡w fd esjs psgjs ij LFkk;h ifjoZru gq, gS tks fd esjs :i dks
cnlwjr cukrs gSA
3- esjk fo”okl gS fd eSa cMk cnlwjr fn[krk g¡wA
12 0- eSa igys dh rjg dke dj ldrk g¡wA
1- eq>s dksbZ dke “kq: djus vkSj djrs jgus ds fy, vc T;knk iz;kl djuk iMrk
gSA
2- eq>s dksbZ Hkh dke djus ds fy, vius vki ls T;knk iz;kl djuk iMrk gSA
3- eSa dksbZ dke ugh dj ldrk g¡wA
13 0- eSa igys dh rjg vPNs ls lks ldrk g¡wA
1- eSa igys dh rjg vPNs ls lks ugh ikrk g¡wA
2- eSa ges”kk le; dh vis{kk ls 1&2 ?k.Vsa igys tx tkrk g¡w vkSj cgqr dfBukbZ ls
nqckjk uhan vkrh gSA
3- eSa ges”kk le; dh vis{kk ls dbZ ?k.Vsa igys tx tkrk g¡w vkSj fQj nqckjk ls
uhan ugh vkrh gSA
14 0- eSa Fkdku eglwl ugh djrk g¡wA
1- eSa igys dh vis{kk tYnh Fkd tkrk g¡wA
2- eSa dqN Hkh djus esa Fkdku eglwl djrk g¡wA
3- eSa bruk T;knk Fkdk gqvk g¡w fd dqN Hkh ugh dj ldrkA
15 0- ;fn ,slk dqN gS rks gky gh esa esjk otu de ugh gqvk gSA
1- esjk 2 fdyks otu ?kV+ x;k gSA
2- esjk 4 fdyks otu ?kV+ x;k gSA
3- esjk 7 fdyks otu ?kV+ x;k gSA
16 0- gky gh esa esjh ;kSu&fdz;k dh bPNk esa dksbZ ifjorZu ugh vk;k gSA
1- eSa igys dh vis{kk ;kSu&fdz;k ds fy, de bPNqd g¡wA
2- eSa ;kSu&fdz;k djus dh bPNk yxHkx [kks pqdk g¡wA
3- eSa ;kSu&fdz;k djus dh bPNk iwjh rjg ls [kks pqdk g¡wA
fnukad%
LFkku% “kks/kkFkhZ ds gLrk{kj%
213
Informed Consent
Dear Friend,
I am Jitendra Kumar Kushwaha, a PhD. Scholar at Tata Institute of Social Sciences,
Mumbai. I am awarded Indian Council of Medical Research-Junior Research Fellowship
and working under the guidance of Professor G.G. Wankhede. Under this research
exploration I would like to study deeply „stress and mental health related problems due to
discrimination during higher education‟. This exercise is a relevant part for fulfillment of
requirement of the PhD. Degree.
As you know, the higher education is important for the overall development. But
attaining higher education is not an easy task especially for those who are coming from
the poor socio-economic background and marginalized section of the society. Such type
of barriers, hurdles and background lacuna, induces stress and mental health related
problems among students during higher education.
Therefore, this questionnaire contains questions about stress and mental health related
problems, experiences of feelings, experiences of various symptoms by students and
thoughts occur to students during higher education. Kindly read questions and
instructions carefully and then respond to them. You are free to respond. You too deserve
the right to leave the questionnaire whenever you want. I assure you that the information
provided by you will be totally confidential and nowhere it will be used or reveal except
to research purpose.
I hereby declare that I agree with the objectives and terms of the research and I have no
objection to respond them.
Signature of Respondent
Date:
Place:
214
Questionnaire
Serial No-----------
I- Personal Profile:
Name:
Sex: Male [ ] Female [ ] Age (in years):
Community§§
: S [ ] O [ ] G [ ] Religion***
: H [ ] M [ ] C [ ] O [ ]
Course studying at present: Name of University
Height (in centimeter): Weight (in Kg):
Blood Pressure: Background†††
: Urban [ ] Rural [ ]
Current Residence: Hostel [ ] With Parents [ ] On Rent [ ] Others [ ]
II- Educational Profile:
Class Setting of
School
Type of
School
Medium of
Instruction
Attempts
taken to
complete
Year of
passing
% of
marks
obtained
Rura
l
Urb
an
Gover
nm
ent
Pri
vat
e
Hin
di
Engli
sh
High-school
Intermediate
Graduation
Post-
Graduation- I
III- Family Profile:
S. No Relationship
with
respondent
Age (in year) Education Occupation Monthly income in
Rs.
1 Father
2 Mother
3
4
Number of Family Member:
§§§§
S= SC, O= OBC, G= General ***
H= Hindu, M= Muslim, C=Christian, O= Others
215
Instructions:
In the list below you will find some common problems which are experienced by the
students during higher education. Therefore please tell me the appropriate problems
which you have experienced last few days.
„A‟
S.
N.
Items Yes No S.
N.
Items Yes No
1 Eye Strains Yes No 2 Tight neck or shoulder Yes No
3 Backache Yes No 4 Headache Yes No
5 Muscles twitches Yes No 6 Tightness in chest Yes No
7 Heart palpitation Yes No 8 High blood pressure Yes No
9 Rapid, Swallow breathing Yes No 10 Sweaty palm and feet Yes No
11 Dizziness Yes No 12 Abdominal cramps,
constipation
Yes No
13 Nervous Stomach Yes No 14 Restlessness Yes No
15 Indigestion, Heartburn Yes No 16 Frequent illness Yes No
17 Frequently feeling tired and run
down
Yes No 18 Anorexia (Loss of
appetite)
Yes No
19 Insomnia (Sleeplessness) Yes No
„B‟
1 Lack of Concentration Yes No 2 Forgetfulness Yes No
3 Confusion Yes No 4 Obsession with details Yes No
5 Concern with excessive “what
ifs”
Yes No 6 Being stuck in the past.
“If only” and “I should
Have”
Yes No
7 Indecision Yes No 8 Self-criticism Yes No
9 Self-doubts Yes No 10 Racing thoughts Yes No
11 Boredom Yes No 12 Loss of enthusiasm,
apathy
Yes No
216
13 Worry Yes No 14 Feeling Down Yes No
15 Frustration Yes No 16 Irritability, Impatience Yes No
17 Listlessness Yes No 18 Nervousness Yes No
19 Anxiety Yes No 20 Anger Yes No
21 Excessive sensitivity Yes No 22 Decrease in sense of
Humor
Yes No
23 Family problems Yes No 24 Yes No
25 Difficulty setting priorities or
saying “No”
Yes No
„C‟
1 Too much or too little sleep Yes No 2 Started cigarette/ biri
smoking
Yes No
3 Indulge in alcohol consumption Yes No 4 Loss or increase in appetite Yes No
5 Yes No 6 Nervous activity: Foot
tapping, finger tapping,
Nail biting etc.
Yes No
7 Stuttering or quivering voice Yes No 8 Withdrawing, Avoiding
people
Yes No
9 Angry Outbursts Yes No 10 Making Mistakes Yes No
11 Difficulty in classes Yes No 12 Procrastination / Postpone
of work
Yes No
217
Experiences of Feelings
Instructions: Following there are some statements. These statements express the feelings
of students during higher education. Please read these statements carefully and indicate
how true each of them is for you. Provide you answer based on five point scale and circle
the appropriate choice
1- Never True
2- Slightly True
3- Sometimes True
4- Highly True
5- Always True
S.
No
Statements Your Choice
1 I feel offended to disclose my identity as belonging to a
particular community among the students of this university.
1 2 3 4 5
2 Students do not want to share notes and important books with
me
1 2 3 4 5
3 Because of economic background of my family I am lagging
behind other students to access higher education properly.
1 2 3 4 5
4 I feel that students belonging to well off community act as if
they are better than me.
1 2 3 4 5
5 I feel that in the class, I and other students who are socio-
economically equal to me are being ignored and overlooked.
1 2 3 4 5
6 I feel that some sections of students including me are being
insulted, told offensive jokes or comments.
1 2 3 4 5
7 My English language is poor that is why I am lagging behind
in the study
1 2 3 4 5
8 I feel bad about not able to afford good books of my course.
1 2 3 4 5
9 I feel that students good in English are getting good marks.
1 2 3 4 5
10 I feel offended when some sections of students including me
are being called by caste names.
1 2 3 4 5
11 I feel bad not to get chance to participate in extra-curricular
activities.
1 2 3 4 5
12 I hesitate to sit in the front row of the classroom.
1 2 3 4 5
218
Symptoms Experienced by Students
Instructions: While taking higher education students may confront various stressors and
certain tense situations. Some of these situations are- taking written exams, not completed
practical work, not well prepared for exams, making presentation in the class, facing
viva, meeting with professors and administrative officers, feeling of discrimination etc.
Because of these situations students come across the experiences of various symptoms
which are enlisted below. Read these symptoms carefully and how much you have been
bothered each of the symptoms and circle the corresponding number in each column.
S. No. Symptoms Your Ratings
Not At All Mildly Moderately Severely
1 Numbness or tingling 0 1 2 3
2 Feeling hot 0 1 2 3
3 Wobbliness in legs 0 1 2 3
4 Unable to relax 0 1 2 3
5 Fear of worst happening 0 1 2 3
6 Dizzy 0 1 2 3
7 Heart pounding / racing 0 1 2 3
8 Unsteady 0 1 2 3
9 Terrified or afraid 0 1 2 3
10 Nervous 0 1 2 3
11 Feeling of chocking 0 1 2 3
12 Hands trembling 0 1 2 3
13 Shaky / Unsteady 0 1 2 3
14 Fear of losing control 0 1 2 3
15 Difficulty in breathing 0 1 2 3
16 Scared 0 1 2 3
17 Indigestion 0 1 2 3
18 Faint / Lightheaded 0 1 2 3
19 Face flushed 0 1 2 3
20 Hot / cold sweat 0 1 2 3
219
Thoughts Occurs to Students
Instructions: Following are group of statements conveying the same thought in varying
degree of intensity, which are being experienced by students during higher. Read group
of statement carefully and encircle the digit provided before the statement which defines
your occurring thoughts completely.
S. No. One thoughts given varying degree of intensity
1 0- I do not feel sad.
1- I feel sad.
2- I am sad all the time and I can‟t snap out of it.
3- I am so sad and unhappy that I can‟t stand it.
2 0- I am not particularly discouraged about the future.
1- I feel discouraged about the future.
2- I feel I have nothing to look forward to.
3- I feel the future is hopeless and that things cannot improve.
3 0- I do not feel like a failure
1- I feel I have failed more than the average person
2- As I look back on my life, all I can see is a lot of failures
3- I feel I am a complete failure as a person
4 0- I get as much satisfaction out of things as I used to
1- I don‟t enjoy things the way I used to
2- I don‟t get real satisfaction out of anything anymore
3- I am dissatisfied or bored with everything
5 0- I don‟t feel disappointed in myself
1- I am disappointed in myself
2- I am disgusted with myself
3- I hate myself
6 0- I don‟t feel I am any worse than anybody else
1- I am critical of myself for my weaknesses or mistakes
2- I blame myself all the time for my faults
3- I blame myself for everything bad that happens
7 0- I don‟t cry any more than usual.
1- I cry more now than I used to.
2- I cry all the time now
3- I used to be able to cry, but now I can‟t cry even though I want to.
8 0- I am no more irritated by things than I ever was
1- I am slightly more irritated now than usual
2- I am quite annoyed or irritated a good deal of the time
3- I feel irritated all the time
220
9 0- I have not lost interest in other people
1- I am less interested in other people that I used to be
2- I have lost most of my interest in other people
3- I have lost all of my interest in other people
10 0- I make decision about as well as I ever could
1- I put off making decisions more than I used to
2- I have greater difficulty in making decisions more than I used to
3- I can‟t make decision at all anymore
11 0- I don‟t feel that I look any worse than I used to
1- I am worried that I am looking old or unattractive
2- I feel there are permanent changes in my appearance that make me look
unattractive
3- I believe that I look ugly
12 0- I can work about as well as before
1- It takes an extra effort to get started at doing something
2- I have to put myself very hard to do anything
3- I can‟t do any work at all.
13 0- I can sleep as well as usual
1- I don‟t sleep as well as I used to be
2- I wake up 1-2 hours earlier than usual and find it hard to get back to sleep
3- I wake up several hours earlier than I used to and cannot get back to sleep
14 0- I don‟t get more tired than usual
1- I get tired more easily than I used to.
2- I get tired from doing almost anything
3- I am too tired to do anything
15 0- I haven‟t lost much weight, if any, lately
1- I have lost more than two Kg.
2- I have lost more than four Kg.
3- I have lost more than seven Kg.
16 0- I have not noticed any recent change in my interest in sex.
1- I am less interested in sex than I used to be.
2- I have almost no interest in sex.
3- I have lost interest in sex completely
Date:
Place: Signature of Researcher
221
Interview Guide
1. Introduce yourself first, and tell me about your family background?
2. How did you decide to study in this course? What are reasons behind to select this
course?
3. Is there any gap in your study? If yes then why?
4. What are your opinions about the students who are coming from poor family
background, how do they find themselves or stand in the higher education?
5. According to you what will be their feelings and perceptions? Do they feel
confident, competent enough, significantly smart & satisfactory competitive or
they feel discriminated, being dominated, suppressed or oppressed & depressed?
6. What do you feel about yourself about the above mentioned things?
7. What do you think about the community-community groupism between teacher-
students and between students-students, in the class or in the hostel? Similarly
what about the teachers-students relations in the class during practical or in
providing important notes? Means Brahmin-Brahmin get together, SC-SC become
together, OBC-OBC is together or opposite of that if some teacher is Brahmin
then providing less marks to the SC or so? So what are your opinions on this issue
concerning this university?
8. What is your opinion about the higher authority persons of this university like
dean, administrative officer or head of departments, concerning the issue of
discrimination based on the community / caste belongingness?
9. Do you think that some section (lower community) students are being commented
by caste laden names or discarded in the class, in the group activity or in the
extra-curricular activities?
10. What do you feel about the participation of students of your community in extra-
curricular activities of this university? What do you think about the students who
come from poor-rural socio economic background, do they take participation fully
in the extra-curricular activities? For example do they participate in the sports
events, quiz competition or in the debate?
222
11. What do you feel about your living standard in the hostel? Do you feel any kind
of poor feelings or inferior feelings about your status?
12. Do you think that students share notes with you which are very important?
13. What is your opinion about your English language? Do you feel that because of
“my English language problems I am lagging behind other students? Do you feel
that students good in English language are getting good marks?
14. What is your opinion about the practice of untouchability in this university? It
could not be open or overt but what about the subtle form of practice of
untouchability?
15. Any discriminatory incidents which had happened with you or heard about the
same during higher education? It could be because of teacher‟s mistreatment,
misbehavior of administrative officer or because of student‟s misbehavior?
Anything which was very touchy and stressful to you during this higher
education?
16. Any extra information which you would like to share with me relevant for the
concerning issue?
17. Anything would you like to ask me? Please feel free.
223
Appendix-B
Development and Standardization of the Scales:
Before actual data collection, the perceived Discrimination Scale for Students is
constructed and to know the extent of mental health status, the Beck Depression
Inventory and Beck Anxiety inventory is translated in to Hindi and revalidated for the
population of students pursuing higher education. The common steps which are
involved for the development and standardization of scales are given below. The
description of each scale with its reliability and validity quotient is given
consecutively.
I. For the development and standardization of scales, first of all
the scales were developed into English language. Then after;
keeping in mind that the target population (students of Uttar
Pradesh studying at universities) will be Hindi speaking. Thus
all the scales were translated in to Hindi. In continuation to
check the validity of translated scales into Hindi, again all the
scales were given to three students to translate them from Hindi
to English. The students who have translated these scales were
well verse in Hindi as well as in English. The translation from
Hindi to English, which is done by the students, was quite
compatible with the original draft of English language.
II. After the translation exercise, randomly 22 students, studying
in M.A. courses at Tata Institute of Social Sciences and are
from Uttar Pradesh, are selected for providing their judgment
about the statements of Hindi Version Scales. All the students
are required to provide their judgment about the statements
whether statement is capable enough to assess the attribute
taken into concern or not. For the Perceived Discrimination
Scale which was renamed as „Experiences of Feelings‟, the
seven point judgment rating scale was provided which was
ranging from the „Most Incapable to Most Capable‟ with fourth
as a „Neutral‟ point. For the Beck Anxiety Inventory which was
renamed as „Symptoms Experienced by Students‟ and for the
224
Beck Depression Inventory which was renamed as „Thoughts
Occurs to Students‟, have five point judgment rating scale. This
rating scale was ranging from „Wrong to Right‟ with third point
as „Not Decided‟ judgment. The similar exercise is done, which
is mentioned above for the validation and standardization of
English Version scales. This time judgment is taken from 35
students. They are selected randomly from M.A. courses at
T.I.S.S. and are from different part of India with affinity to
differential socio-economic backgrounds.
III. After taking judgment the scale values of each statement is
calculated. Then after the scale values of Hindi version
statements are correlated with corresponding scale values of
English version statements to find out the validity of the scales.
IV. After the assessment of validity of these scale and inventories,
these are administered to the actual students‟ population. About
540 students are surveyed based on these measures. The
collected information about 540 students is fed into SPSS
(Statistical Package for Social Sciences) software for the further
statistical analysis. With the help of simple correlation the
validity of each scale has been calculated. The reliability of
each scale is evaluated by applying Cronbach Alpha analysis in
the SPSS.
Perceived Discrimination Scale (PDS):
The scale has 12 items intended to measure the extent of perceived discrimination
among the students of higher education. There are two sets of scales one is in Hindi
Language (H-PDS) and another one is in English Language (E-PDS). Both scales are
being developed by Jitendra Kumar Kushwaha & G.G. Wankhede and the statements
of one scale are the translation of another one. The statements of the scale are original
and constructed from the themes of an empirical research done on the population of
students. The reported as well as the analysed sources of perceived discrimination are
because of poor socio-economic background, English language, rural habitat, caste
and particular community belongingness. These items are intended to measure degree
of „General Perceived Discrimination‟ broadly because of poor socio-economic
225
family background, poor English language, unhealthy interaction with teachers and
students, and caste affiliation. The scale is designed to capture the extent of direct
perception of discrimination as well as perceived perception of students; as to how
other people have perception about them. The present scale is the by product of M.
Phil as well as PhD. Research exploration where the attempt is made to scientifically
study the intricate nexus between the Discrimination Perception and mental health of
students.
From the exercise of standardization and validation of scales, it is observed that
during the development of Perceived Discrimination Scale, earlier there were 23
statements intended to measure the degree of discrimination perception among
students. After taking the judgment from the students and calculation of the scale
values (Q50 the Inter--quartile) [The median of the distribution of judgment for each
statements) and the quartile deviation (Q), pave the path to eliminate almost half of
the statements from this scales. According to the experts on development of scales
and Edward Allen, L (1951), „the inter-quartile range is the measure of the spread of
the middle 50 percent of judgment‟. In other words the scale values (Inter-quartile) of
each statement must be greater than the midpoint of rating scales. However, when
there is good agreement among the judges in judging the degree of favourableness or
unfavourableness of a statement, Q (quartile deviation) will be small compared with
the value obtained when there is relatively little agreement among the judges. A large
Q value indicates disagreement among the judges as to the degree of the attribute
possessed by a statement. It is therefore taken as an indication that there is something
wrong with the statement. Thus, in the development of Perceived Discrimination
Scale, the above mentioned criterion is fallowed due to that almost half of the
statements are eliminated because some of them were either having lower scale values
or larger Q value. Finally there are twelve statements which have higher scale values
with smaller Q values. The Table- B1 and Table-B2 show the frequency distribution,
scale values and Q values of each statements of Perceived Discrimination Scale-
Table- B1 Hindi Perceived Discrimination Scale: Frequency Proportion and
Scale Values of items
Seven point scale for judgments (1-Most Incapable, 2-Some Extent Incapable, 3-
Least Incapable, 4-Neutral, 5- Least Capable, 6-Some Extent Capable, 7-Most
Capable)
226
New
S.N.
Judgment Ratings N. Scale
Values
1 2 3 4 5 6 7
1 f 1 0 1 2 2 4 12 22 6.57
P 0.05 00 0.05 0.09 0.09 0.18 0.55
Cp 0.05 .05 0.10 0.19 0.28 0.46 1.00
2 f 4 3 2 5 2 3 3 22 4.14
P 0.18 0.14 0.09 0.23 0.09 0.14 0.14
Cp 0.18 0.32 0.41 0.54 0.86 0.91 1.00
3 f 3 1 1 2 1 5 9 22 6.02
P 0.14 0.05 0.05 0.09 0.05 0.23 0.41
Cp 0.14 0.19 0.24 0.33 0.38 0.60 1.00
4 f 1 0 0 2 1 7 11 22 6.50
P 0.05 00 00 0.09 0.05 0.32 .50
Cp 0.05 0.05 0.05 0.14 0.19 0.50 1.00
5 f 1 2 5 2 7 2 3 22 4.63
P 0.05 0.09 0.23 0.09 032 0.09 0.14
Cp 0.09 0.14 0.37 0.46 0.78 0.86 1.00
6 f 2 1 0 3 2 5 3 22 4.38
P 0.09 0.05 00 0.41 0.09 0.23 0.14
Cp 0.09 0.14 0.14 0.55 0.64 0.87 1.00
7 f 1 1 0 0 0 6 14 22 6.70
P 0.05 0.05 00 00 00 0.27 0.64
Cp 0.05 0.10 0.10 0.10 0.10 0.37 1.00
8 f 2 1 0 9 3 2 5 22 4.38
P 0.09 0.05 00 0.41 0.14 0.09 0.23
Cp 0.09 0.14 0.14 0.55 0.69 0.78 1.00
9 f 1 0 2 0 3 7 9 22 6.19
P 0.05 00 0.09 00 .14 0.32 0.41
Cp 0.05 0.05 0.14 0.14 028 0.60 1.00
10 f 2 3 0 4 2 3 8 22 5.5
P 0.09 0.14 00 0.18 0.09 0.14 0.36
Cp 0.09 0.23 00 0.41 0.50 0.64 1.00
11 f 3 2 4 2 5 4 2 22 4.5
P 0.14 0.09 0.18 0.09 0.23 0.18 0.09
Cp 0.14 0.23 0.41 0.50 0.73 0.91 1.00
12 f 4 2 3 3 1 4 5 22 5.14
227
P 0.18 0.9 0.14 0.14 0.05 0.18 0.23
Cp 0.18 0.27 0.41 0.55 0.60 0.78 1.00
Table- B2 English Perceived Discrimination Scale: Frequency, Proportion and
Scale Values of items
New S.N. Judgment Ratings N. Scale Values
1 2 3 4 5 6 7
1 f 2 0 0 3 6 13 11 35 5.98
P 0.06 00 00 0.09 0.17 0.37 0.31
Cp 0.06 0.06 0.6 0.15 0.32 0.69 1.00
2 f 2 2 6 6 6 8 5 35 4.72
P 0.06 0.06 0.17 0.17 0.17 0.23 0.14
Cp 0.06 0.12 0.29 0.46 0.63 0.86 1.00
3 f 1 3 3 1 8 8 11 35 5.63
P 0.03 0.09 0.09 0.03 0.23 .23 0.31
Cp 0.03 0.12 0.21 0.24 0.47 0.70 1.00
4 f 1 0 3 9 3 8 11 35 5.63
P 0.03 00 0.09 0.26 0.09 0.23 0.31
Cp 0.03 0.03 0.12 0.38 0.47 0.70 1.00
5 f 1 1 3 5 6 9 10 35 5.65
P 0.03 0.03 0.09 0.14 0.17 0.26 0.29
Cp 0.03 0.06 0.15 0.29 0.46 0.72 1.00
6 f 1 2 3 2 8 9 10 35 5.62
P 0.03 0.06 0.09 0.06 0.23 0.26 0.29
Cp 0.03 0.09 0.18 0.24 0.47 0.73 1.00
7 f 4 1 4 4 3 11 8 35 5.66
P 0.11 0.03 0.11 0.11 0.09 0.31 0.23
Cp 0.11 0.14 0.25 0.36 0.45 0.76 1.00
8 f 0 6 1 8 4 8 8 35 5.13
P 00 0.17 0.03 0.23 0.11 0.23 0.23
Cp 00 0.17 0.20 0.43 0.54 0.77 1.00
9 f 3 3 1 5 3 8 12 35 5.76
P 0.09 0.09 0.03 0.14 0.03 0.23 0.34
Cp 0.09 0.18 0.21 0.35 0.44 0.67 1.00
10 f 0 2 1 4 4 9 15 35 6.23
P 00 0.06 0.03 0.11 0.11 0.26 0.43
Cp 00 0.06 0.09 0.20 0.31 0.57 1.00
228
11 f 1 2 3 11 3 8 7 35 4.61
P 0.03 0.06 0.09 0.31 0.09 0.23 0.20
Cp 0.03 0.09 0.18 0.49 0.58 0.81 1.00
12 f 6 1 2 1 5 12 8 35 5.77
P .17 0.03 .06 0.03 0.14 0.34 0.23
Cp .17 0.20 0.26 0.29 0.43 0.77 1.00
Table- B3 Scale Values of Items on Perceived Discrimination Scale (PDS)
Old S.
N.
New
S.N.
Hindi PDS
Scale Values
English PDS
Scale Values
Hindi PDS
„Q‟ Values
English PDS
„Q‟ Values
1 1 6.57 5.98 1.86 1.61
3 2 4.14 4.72 2.98 2.76
7 3 6.02 5.63 2.25 2.12
8 4 6.50 5.63 1.32 2.66
9 5 4.63 5.65 2.43 2.39
10 6 4.38 5.62 2.21 2.02
12 7 6.70 5.66 1.03 2.96
13 8 4.38 5.13 2.04 2.69
14 9 6.19 5.76 1.58 2.94
19 10 5.50 6.23 3.20 1.93
21 11 4.50 4.61 3.00 2.51
23 12 5.14 5.71 4.05 3.11
Table- B4 Correlations between Hindi PDS and English PDS Scale Values
Hindi
PDS
English
PDS
Hindi Version Discrimination perception
Scale
Pearson
Correlation
1 .616*
Sig. (2-tailed) .033
N 12 12
*. Correlation is significant at the 0.05 level (2-tailed).
To find out the validity of PDS, the correlation between the scale values of statements
from Hindi version and scale values of statements from English version is calculated.
The degree of correlation is 0.616 and also correlation is significant at 0.05 levels
(Table-B4). This degree of correlation is quite satisfactory for the assessment of
discrimination perception among the students studying at higher education. It reveals
that statements are valid for the assessment of discrimination.
Based on the data of 540 students, the internal consistency of the scale is assessed by
computing Cronbach Alpha Coefficient (Table-B5). It is evident that the coefficient is
229
.836 (approximately .84) which is reasonably high and suggesting higher internal
consistency of items of H-PDS. Each item is sufficiently correlated with other items
independently (Table-B6). Total inter-item correlation ranges from .36 to .60 and all
the items are statistically significant (Table-B7). From the table-B7, it is observed
that higher value of each item; in the column entitled „Cronbach‟s Alpha if Item
deleted‟, determines that each item is relatively significant for the degree of alpha. If
in case any item would be deleted then it would drag down the overall degree of
internal consistency from .84 to the lower degree of it. Item discrimination index for
each items of the scale are statistically significant (Table-B8).
Table-B5 Reliability Statistics of H-PDS
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.836 .839 12
Table-B6 Inter Item Correlation of H-PDS
Item
No. 1 2 3 4 5 6 7 8 9 10 11 12
1 1.00 .273 .354 .256 .371 .291 .304 .353 .130 .342 .217 .324
2 1.00 .289 .290 .231 .233 .271 .325 .174 .276 .266 .310
3 1.00 .344 .428 .255 .399 .593 .240 .290 .261 .341
4 1.00 .334 .364 .365 .342 .194 .294 .225 .213
5 1.00 .497 .346 .392 .181 .365 .236 .316
6 1.00 .347 .332 .204 .337 .227 .307
7 1.00 .454 .397 .259 .319 .339
8 1.00 .266 .326 .273 .298
9 1.00 .180 .271 .210
10 1.00 .393 .274
11 1.00 .235
12 1.00
230
Table-B7 Item-Total Statistics of H-PDS
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item Deleted
Item 1 23.19 79.091 .478 .263 .825
Item 2 22.98 79.681 .437 .212 .828
Item 3 22.82 75.564 .573 .439 .817
Item 4 22.27 75.861 .482 .262 .825
Item 5 22.80 75.764 .557 .387 .819
Item 6 22.84 76.738 .511 .341 .822
Item 7 22.49 74.314 .580 .378 .816
Item 8 22.78 74.847 .600 .448 .815
Item 9 21.92 77.822 .364 .193 .835
Item 10 22.65 74.669 .500 .299 .823
Item 11 22.41 76.696 .441 .239 .828
Item 12 23.06 78.387 .470 .249 .825
Table-B8 Item Discrimination Index for H-PDS
One Sample Test (Test Value = 0) 95% Confidence
Interval of the
Difference
t df
Sig. (2-
tailed)
Mean
Difference Lower Upper
Item 1 32.424 539 .000 1.559 1.46 1.65
Item 2 36.061 539 .000 1.765 1.67 1.86
Item 3 35.268 539 .000 1.930 1.82 2.04
Item 4 40.380 539 .000 2.474 2.35 2.59
Item 5 35.299 539 .000 1.948 1.84 2.06
Item 6 34.673 539 .000 1.909 1.80 2.02
Item 7 38.308 539 .000 2.252 2.14 2.37
Item 8 35.577 539 .000 1.967 1.86 2.08
Item 9 43.327 539 .000 2.822 2.69 2.95
Item 10 32.553 539 .000 2.096 1.97 2.22
Item 11 37.750 539 .000 2.333 2.21 2.45
Item 12 32.674 539 .000 1.691 1.59 1.79
231
Appendix-C
Re-Validation and Standardization of Beck Anxiety Inventory:
The Beck Anxiety Inventory (BAI) is the most useful and widely used measures for
assessing anxiety level and that is why several adaptations have been done in different
languages. The BAI is the well accepted self reported measures of anxiety in adults
and adolescent for the use in both; clinical and research settings. The BAI is created
by Dr. Aron T. Beck and colleagues in English language and it is a 21 items multiple
choice self reported inventory that measures the severity of anxiety in adults and
adolescents (Beck et al. 1988). Items in the BAI describe the emotional, physiological
and cognitive symptoms of anxiety. However, each item is a simple description of
symptoms of anxiety in one of its four expressed aspects: A- Subjective (e.g. Unable
to Relax), B- Neurophysiologic (Numbness or tingling), C-Autonomic (Feeling hot)
and D- Panic related (e.g. Fear of losing control).
The Hindi Beck Anxiety inventory (H-BAI) consists of 20 items translated into Hindi
from the English version of Beck Anxiety Inventory. In the original BAI, there were
21 items whereas in H-BAI one item is eliminated because the scale value of that item
was found low and is found not applicable for the student‟s population by the process
of judgment rating. H-BAI intended to measure the severity of anxiety among the
students with somatic and cognitive symptoms of anxiety. Each item of the inventory
is the symptoms of anxiety and hence each symptoms item has four possible answer
choices: Not at All= 0, Mildly (It did not bother me much)= 1, Moderately (It was
very unpleasant but I could stand it)= 2, Severity (I could barely stand it)= 3. The
respondents are free to mark one of the four points against the item symptoms which
they are experiencing last few days. The values for each item are summed yielding
total score for an individual of 20 symptoms and that can range between 0 to 60
points. A total score of 0-6 is interpreted as a „Minimal level of anxiety‟, 7-14 as
„Mild‟, 15-24 as „Moderate‟, and 25-60 as „Severe level of Anxiety‟.
Fallowing the same procedure as it had done for the perceived discrimination scale;
the standardisation of anxiety inventory is done by taking judgement from the
students of TISS on its both versions (Hindi and English). Similarly to validate and
standardize the Beck Anxiety Inventory; in Indian culture for the students of higher
232
education, the judgments from students are taken and for the each statement the scale
value is calculated. On the basis of higher scale value the selection of statements are
done. Interestingly out of 21 statements, 20 statements are selected for the H-BAI
because all of them have higher scale values (Table-C1 & C2) which is higher than
the midpoint of the rating scale.
Table- C1 Hindi Beck Anxiety Inventory (H-BAI): Frequency, Proportion and
Scale Values of Items
Judgment Rating Scale (1- Wrong, 2- Slightly Wrong, 3- Undecided, 4- Slightly
Right, 5- Right)
Item No. Judgment Ratings N Scale Values
1 2 3 4 5
1 f 1 5 4 10 2 22 3.59
P 0.05 0.23 0.18 0.45 0.2
Cp 0.05 0.28 0.46 0.91 1.00
2 f 2 2 7 6 5 22 3.50
P 0.09 0.09 0.32 0.27 0.23
Cp 0.09 0.18 0.50 0.77 1.00
3 f 3 3 7 6 3 22 3.19
P 0.14 0.14 0.32 0.27 0.14
Cp 0.14 0.28 0.60 0.87 1.00
4 f 2 2 3 8 7 22 4.00
P 0.09 0.09 0.14 0.36 0.32
Cp 0.09 0.18 0.32 0.68 1.00
5 f 3 2 1 11 5 22 4.10
P 0.14 0.09 0.05 0.20 0.23
Cp 0.14 0.23 0.28 0.78 1.00
6 f 2 5 2 6 7 22 3.83
P 0.09 0.23 0.09 0.27 0.32
Cp 0.09 0.32 0.41 .68 1.00
7 f 2 0 4 4 12 22 4.59
P 0.9 00 0.18 0.18 0.55
Cp 0.09 0.09 0.27 0.45 1.00
8 f 3 0 3 5 11 22 4.46
P 0.14 00 0.14 0.23 0.50
Cp 0.14 00 0.28 0.50 1.00
233
9 f 3 4 5 7 3 22 3.28
P 0.14 0.18 0.23 0.32 0.14
Cp 0.14 0.32 0.55 0.87 1.00
10 f 3 0 3 7 9 22 3.88
P 0.14 0.14 0.28 0.32 0.41
Cp 0.14 0.14 0.28 0.60 1.00
11 f 5 6 6 3 2 22 2.50
P 0.23 0.27 0.27 0.14 0.09
Cp 0.23 0.50 0.77 0.91 1.00
12 f 4 4 4 8 2 22 3.28
P 0.18 0.18 0.18 0.36 0.09
Cp 0.18 0.36 0.54 0.90 1.00
13 f 3 3 4 8 4 22 3.61
P 0.14 0.14 0.18 0.36 0.18
Cp 0.14 0.28 0.46 0.82 1.00
14 f 3 2 6 6 5 22 3.50
P 0.14 0.09 0.27 0.27 0.23
Cp 0.14 0.23 0.50 0.77 1.00
15 f 4 5 6 4 3 22 2.83
P 0.18 0.23 0.27 0.18 0.14
Cp 0.18 0.41 0.68 0.86 1.00
16 f 5 4 2 7 4 22 3.50
P .23 0.18 0.09 0.32 0.18
Cp 0.23 0.41 0.50 0.82 1.00
17 f 3 2 4 10 3 22 3.70
P 0.14 0.09 0.18 0.45 0.14
Cp 0.14 0.23 0.41 0.86 1.00
18 f 5 7 4 5 1 22 2.34
P 0.23 .32 0.18 0.23 .05
Cp 0.23 .55 0.73 0.96 1.00
19 f 1 1 6 10 4 22 3.79
P 0.05 0.05 0.27 0.45 0.18
Cp 0.05 0.10 0.37 0.82 1.00
20 f 4 3 1 8 6 22 3.86
P 0.18 0.14 0.05 0.36 0.27
Cp 0.18 0.32 0.37 0.73 1.00
234
Table-C2 English Version Anxiety Inventory (E-BAI): Frequency, Proportion
and Scale Value of each item
Item No Judgment Ratings N Scale Values
1 2 3 4 5
1 f 4 4 10 10 7 35 3.47
P 0.11 0.11 0.29 0.29 .20
Cp 0.11 0.22 0.51 0.80 1.00
2 f 6 3 11 9 6 35 3.27
P 0.17 0.09 0.31 0.26 0.17
Cp 0.17 0.26 0.57 0.83 1.00
3 f 5 2 10 13 5 35 3.53
P 0.14 0.06 0.29 0.37 0.14
Cp 0.14 0.20 0.49 0.86 1.00
4 f 1 1 4 12 17 35 4.18
P 0.03 0.03 0.11 0.34 .49
Cp 0.03 0.06 0.17 0.57 1.00
5 f 0 0 4 13 18 35 4.54
P 0 0 0.11 .37 .51
Cp 00 00 0.11 0.48 1.00
6 f 2 5 7 13 8 35 4.08
P 0.6 0.14 0.20 0.37 0.23
Cp 0.06 0.20 0.40 0.77 1.00
7 f 3 2 6 11 13 35 4.08
P 0.09 0.06 0.17 0.31 0.31
Cp 0.09 0.15 0.32 0.63 1.00
8 f 4 3 5 12 11 35 3.97
P 0.11 0.09 0.14 0.34 0.31
Cp 0.11 0.20 0.34 0.68 1.00
9 f 4 5 4 12 10 35 3.91
P 0.11 0.14 0.11 0.34 0.29
Cp 0.11 0.25 0.36 0.70 1.00
10 f 2 1 3 11 18 35 4.52
P 0.06 0.03 0.09 0.31 0.51
Cp 0.06 0.09 0.18 0.49 1.00
11 f 7 2 12 9 5 35 3.21
P 0.20 0.06 0.34 0.26 0.14
235
Cp 0.20 0.26 0.60 0.86 1.00
12 f 3 3 4 15 10 35 3.99
P 0.09 0.09 0.11 0.43 0.29
Cp 0.09 0.18 0.29 0.72 1.00
13 f 4 2 6 11 12 35 4.02
P 0.11 0.06 0.17 0.31 .34
Cp .11 0.17 0.34 0.65 1.00
14 f 2 2 6 15 10 35 3.99
P 0.06 0.06 0.17 0.43 0.29
Cp 0.06 .12 0.29 0.72 1.00
15 f 9 4 9 8 5 35 3.00
P 0.26 0.11 0.26 0.23 0.14
Cp 0.26 0.37 0.63 0.86 1.00
16 f 6 2 3 12 12 35 4.03
P 0.17 0.06 .09 0.34 0.34
Cp 0.17 0.23 0.32 0.66 1.00
17 f 8 6 6 6 9 35 3.09
P 0.23 0.17 0.17 0.17 0.26
Cp 0.23 0.40 0.57 0.74 1.00
18 f 5 4 10 9 7 35 3.36
P 0.14 0.11 0.29 0.26 0.20
Cp 0.14 0.25 0.54 0.80 1.00
19 f 4 5 6 14 6 35 3.70
P 0.11 0.14 0.17 .40 0.17
Cp 0.11 0.25 0.42 0.82 1.00
20 f 5 2 4 16 8 35 3.91
P 0.14 0.06 0.11 0.46 0.23
Cp 0.14 0.20 0.31 0.77 1.00
236
Table- C3 Validity of Anxiety Inventory (AI)
Old S.
N.
New S.
N.
Hindi AI
Scale Values
English AI
Scale Values
1 1 3.59 3.47
2 2 3.50 3.27
3 3 3.19 3.53
4 4 4.00 4.18
5 5 4.10 4.54
6 6 3.38 3.77
7 7 4.59 4.08
8 8 4.46 3.97
9 9 3.28 3.91
10 10 3.88 4.52
11 11 2.50 3.21
12 12 3.28 3.99
13 13 3.61 4.2
14 14 3.50 3.99
15 15 2.83 3.00
17 16 3.50 4.03
18 17 3.70 3.09
19 18 2.34 3.36
20 19 3.79 3.70
21 20 3.86 3.91
237
Table- C4 Correlations between the Scale Values of H-BAI and E-BAI
H-BAI E-BAI
H-BAI Pearson Correlation 1 .614**
Sig. (2-tailed) .004
N 20 20
**Correlation is significant on 0.01 levels
For the validity, the scale values of Hindi version statements are correlated with the
scale values of English version. It is found that the degree of association is 0.614 and
this correlation is significant at 0.01 levels (Table- C4). The degree of association
reveals that H-BAI is valid appropriately for the assessment of anxiety level among
the students of higher education
Table- C5 Mean and SD of the Items of H-BAI (N=540)
Item No Mean Std. Deviation N
Item 1 .60 .753 540
Item 2 1.10 1.036 540
Item 3 .71 .861 540
Item 4 .48 .788 540
Item 5 .77 1.012 540
Item 6 .46 .820 540
Item 7 .89 .995 540
Item 8 .65 .871 540
Item 9 .46 .787 540
Item 10 .77 .934 540
Item 11 .32 .730 540
Item 12 .53 .836 540
Item 13 .50 .821 540
Item 14 .59 .892 540
Item 15 .34 .707 540
Item 16 .61 .870 540
Item 17 .40 .735 540
Item 18 .37 .715 540
Item 19 .54 .840 540
Item 20 .51 .858 540
238
Similarly the analysis of internal consistency is done for the Anxiety inventory, where
it is found that the degree of reliability is 0.882 (Table-C8). The statistical analysis of
each item is given in Table-C5 and the summary of Items statistics of H-BAI is given
on the Table-C6. Inter item correlation matrix (Table-C7) reflect the sufficient
correlation between items. Item discrimination index for each item of inventory is
found statistically significant (Table-C10).
Table-C6 Summary Item Statistics of H-BAI
Mean Minimum Maximum Range
Maximum
/
Minimum Variance
N of
Items
Item Means .580 .317 1.104 .787 3.485 .038 20
Item
Variances
.720 .500 1.073 .573 2.147 .028 20
Inter-Item
Covariance
.196 -.024 .402 .425 -17.010 .007 20
Inter-Item
Correlations
.276 -.031 .538 .569 -17.211 .011 20
239
Table-C7 Inter-Item correlation Matrix of H-BAI
Item No.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 1.00 .451 .538 .247 .167 .198 .100 .159 .164 .169 .024 .153 .118 .183 .067 .149 .110 .086 .127 .227
2 1.00 .394 .176 .194 .090 .133 .104 .122 .136 -.031 .136 .062 .161 .114 .191 .128 .159 .163 .276
3 1.00 .286 .203 .176 .100 .149 .183 .178 .118 .225 .119 .145 .167 .168 .146 .181 .166 .242
4 1.00 .284 .231 .302 .264 .283 .273 .211 .171 .221 .227 .220 .273 .222 .219 .227 .173
5 1.00 .356 .368 .356 .346 .368 .172 .196 .251 .328 .160 .402 .178 .145 .289 .190
6 1.00 .370 .351 .380 .330 .266 .225 .223 .284 .262 .361 .260 .337 .284 .272
7 1.00 .463 .354 .360 .274 .305 .195 .303 .271 .438 .213 .254 .390 .284
8 1.00 .510 .485 .322 .327 .372 .377 .225 .383 .277 .267 .419 .270
9 1.00 .463 .414 .297 .382 .384 .277 .385 .350 .388 .437 .369
10 1.00 .457 .386 .350 .412 .194 .411 .257 .303 .382 .326
11 1.00 .401 .372 .232 .352 .258 .276 .328 .367 .302
12 1.00 .407 .374 .307 .335 .273 .337 .353 .301
13 1.00 .426 .274 .288 .324 .277 .392 .277
14 1.00 .387 .454 .290 .333 .378 .340
15 1.00 .408 .363 .296 .297 .236
16 1.00 .360 .336 .420 .324
17 1.00 .431 .353 .269
18 1.00 .441 .327
19 1.00 .394
20 1.00
240
Table-C8 Reliability Statistics of H-BAI
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.882 .884 20
Table- C9 Item-Total Statistics (Homogeneity Index) Reliability of H-BAI
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item Deleted
Item 1 10.99 83.709 .329 .394 .881
Item 2 10.49 82.254 .292 .301 .885
Item 3 10.88 82.422 .361 .373 .881
Item 4 11.11 82.149 .423 .224 .879
Item 5 10.82 79.278 .472 .324 .878
Item 6 11.13 80.857 .494 .308 .876
Item 7 10.70 78.664 .519 .381 .876
Item 8 10.94 79.082 .579 .433 .874
Item 9 11.14 79.572 .614 .442 .873
Item 10 10.82 78.153 .592 .445 .873
Item 11 11.27 82.036 .472 .405 .877
Item 12 11.06 80.397 .515 .343 .876
Item 13 11.09 80.832 .495 .356 .876
Item 14 11.00 79.004 .568 .410 .874
Item 15 11.25 82.518 .451 .335 .878
Item 16 10.98 78.719 .604 .433 .873
Item 17 11.19 82.037 .468 .306 .877
Item 18 11.22 81.766 .505 .369 .876
Item 19 11.05 79.248 .592 .409 .873
Item 20 11.08 80.274 .507 .305 .876
241
Table-C10 Item Discrimination Index for H-BAI
One-Sample test
Test Value = 0 95% Confidence
Interval of the
Difference
Item No.
t df
Sig. (2-
tailed)
Mean
Difference Lower Upper
Item 1 18.391 539 .000 .596 .53 .66
Item 2 24.763 539 .000 1.104 1.02 1.19
Item 3 19.088 539 .000 .707 .63 .78
Item 4 14.089 539 .000 .478 .41 .54
Item 5 17.768 539 .000 .774 .69 .86
Item 6 13.123 539 .000 .463 .39 .53
Item 7 20.843 539 .000 .893 .81 .98
Item 8 17.287 539 .000 .648 .57 .72
Item 9 13.449 539 .000 .456 .39 .52
Item 10 19.067 539 .000 .767 .69 .85
Item 11 10.087 539 .000 .317 .25 .38
Item 12 14.673 539 .000 .528 .46 .60
Item 13 14.053 539 .000 .496 .43 .57
Item 14 15.344 539 .000 .589 .51 .66
Item 15 11.202 539 .000 .341 .28 .40
Item 16 16.370 539 .000 .613 .54 .69
Item 17 12.583 539 .000 .398 .34 .46
Item 18 11.920 539 .000 .367 .31 .43
Item 19 15.016 539 .000 .543 .47 .61
Item 20 13.942 539 .000 .515 .44 .59
In table –C9, looking at last column, it is inferred that all the items are contributing to
the total alpha. The lower value of last column than to the actual alpha suggests that
particular items if deleted from the scale will drop down the total alpha to the degree
of its corresponding value. For this scale each item is significant and contributing
significantly to the total alpha. Thus, the reliability of inventory is 0.88 for assessment
of anxiety level.
242
Appendix-D
Re-Validation and Standardization of Beck Depression Inventory
The Beck Depression Inventory (BDI) is also widely accepted instrument for the
assessment of depression and its severity of symptoms. Originally it is developed by
Aron T. Beck (1961) in English language which contains 21 items. It is a self reported
instrument intended to assess the existence and severity of symptoms of depression.
Each of the 21 items; corresponding to symptoms of depression is summed to give a
single score for the BDI. There is a four point scale for each item ranging from 0 to 3.
BDI has been used for the years to identify and assess depressive symptoms and has
been reported to be highly reliable regardless of the population.
The Hindi translation of BDI is done in the same as it is done for anxiety inventory
and for perceived discrimination scale. Similarly, both versions of BDI (Hindi and
English) are given to the students for their judgments so that the suitability of and
each item could be determined. As usual, the judgments are taken from the students
pursuing higher education at T.I.S.S. Through the process of validation and
standardization, in Indian context, it is realized that out of 21 statements of Beck
Depression Inventory, 5 statements are not applicable for the students in general.
Therefore, in Hindi-BAI, finally there are 16 statements in depression inventory and
scale values of each statements in Hindi (H-BDI) as well as English (E-BDI) is given
in table- D1 &D2 respectively in order to assess the validity in the given context of
higher education.
Table- D1 Hindi Beck Depression Inventory (H-BDI): Frequency, Proportion
and Scale Values of Items
Judgment Rating Scale (1- Wrong, 2- Slightly Wrong, 3- Undecided, 4- Slightly
Right, 5- Right)
New S.N. Judgment Ratings N Scale Values
1 2 3 4 5
1 f 1 2 4 12 3 22 3.83
P 0.05 0.09 0.18 0.55 0.14
Cp 0.05 0.14 0.32 0.87 1.00
2 f 2 2 2 10 6 22 4.01
P 0.09 0.09 0.09 0.45 0.27
Cp 0.09 0.18 0.27 0.72 1.00
243
3 f 3 0 5 9 5 22 3.82
P 0.14 00 0.28 0.41 0.23
Cp 0.14 0.14 0.37 0.78 1.00
4 f 1 5 1 9 6 22 3.91
P 0.05 0.23 0.05 0.41 0.27
Cp 0.05 0.28 0.33 0.74 1.00
5 f 4 0 5 9 4 22 3.72
P 0.18 00 0.23 0.41 0.18
Cp 0.18 0.18 0.41 0.82 1.00
6 f 2 1 5 11 3 22 3.76
P 0.09 0.05 0.23 0.50 0.14
Cp 0.09 0.14 0.37 0.87 1.00
7 f 4 5 2 8 3 22 3.50
P 0.18 0.23 0.09 0.36 0.14
Cp 0.18 0.41 0.50 0.86 1.00
8 f 1 5 4 7 5 22 3.63
P 0.05 0.23 0.18 0.32 0.23
Cp 0.05 0.28 0.46 0.78 1.00
9 f 2 2 4 10 4 22 3.81
P 0.09 0.09 0.18 0.45 0.18
Cp 0.09 0.18 0.36 0.81 1.00
10 f 1 2 1 10 8 22 4.19
P 0.05 0.09 0.05 0.45 0.36
Cp 0.05 0.14 0.19 0.64 1.00
11 f 2 2 5 8 5 22 3.75
P 0.09 0.09 0.23 0.36 0.23
Cp 0.09 0.18 0.41 0.77 1.00
12 f 1 2 3 9 7 22 4.04
P 0.05 0.09 0.14 0.41 0.32
Cp 0.05 0.14 0.28 0.69 1.00
13 f 3 1 3 7 8 22 4.04
P 0.14 0.05 0.14 0.32 0.36
Cp 0.14 0.19 0.33 0.65 1.00
14 f 2 1 4 12 3 22 3.83
P 0.09 0.05 0.18 0.55 0.14
Cp 0.09 0.14 0.32 0.87 1.00
244
15 f 3 4 7 4 4 22 3.06
P 0.14 0.18 0.32 0.18 0.18
Cp 0.14 0.32 0.64 0.82 1.00
16 f 4 3 3 10 2 22 3.59
P 0.18 0.14 0.14 0.45 0.09
Cp 0.18 0.32 0.46 0.91 1.00
Table-D2 English Version Depression Inventory (E-BDI): Frequency, Proportion
and Scale Value of each item
New S.N. Judgment Ratings N Scale Values
1 2 3 4 5
1 f 2 1 5 16 11 35 4.09
P 0.06 0.03 0.14 0.46 0.31
Cp 0.06 0.09 0.23 0.69 1.00
2 f 5 1 4 12 13 35 4.15
P 0.14 0.03 0.11 0.34 0.37
Cp 0.14 0.17 0.28 0.62 1.00
3 f 2 7 5 8 13 35 3.93
P 0.06 0.20 0.14 0.23 0.37
Cp 0.06 0.26 0.40 .63 1.00
4 f 2 6 5 9 13 35 4.00
P 0.06 0.17 0.14 .26 0.37
Cp 0.06 0.23 0.37 0.63 1.00
5 f 5 4 4 10 12 35 3.98
P 0.14 0.11 0.11 0.29 0.34
Cp 0.14 0.25 0.36 0.65 1.00
6 f 2 5 5 14 9 35 3.90
P 0.06 0.14 0.14 0.40 0.26
Cp 0.06 0.20 0.34 0.74 1.00
7 f 4 10 6 5 10 35 3.09
P 0.11 0.29 0.17 0.14 0.29
Cp 0.11 0.40 0.57 0.71 1.00
8 f 1 4 4 14 12 35 4.12
P 0.03 0.11 0.11 0.40 0.34
Cp 0.03 0.14 0.25 0.65 1.00
9 f 4 3 6 13 9 35 3.85
245
P 0.11 0.09 0.17 0.37 0.26
Cp 0.11 0.20 0.37 0.74 1.00
10 f 2 5 5 14 9 35 3.90
P 0.06 0.14 0.14 0.40 0.26
Cp 0.06 0.20 0.34 0.74 1.00
11 f 5 7 5 7 11 35 3.60
P 0.14 0.20 0.14 0.20 0.31
Cp 0.14 0.34 0.48 0.68 1.00
12 f 3 2 5 13 12 35 4.06
P 0.09 0.06 0.14 0.37 0.34
Cp 0.09 0.15 0.29 0.66 1.00
13 f 1 3 6 7 18 35 4.52
P 0.03 0.09 0.17 0.20 0.57
Cp 0.03 0.12 0.29 0.49 1.00
14 f 2 3 6 12 12 35 4.03
P 0.06 0.09 0.17 0.34 0.34
Cp 0.06 .15 0.32 0.66 1.00
15 f 6 4 8 9 8 35 3.46
P 0.17 0.11 0.23 0.26 0.23
Cp 0.17 0.28 0.51 0.77 1.00
16 f 4 3 10 12 6 35 3.53
P 0.11 0.09 0.29 0.34 0.17
Cp 0.11 0.20 0.49 0.83 1.00
246
Table- D3 Validity for Depression Inventory (DI)
Old
S.N.
New S.
N.
Hindi DI
Scale Values
English DI
Scale Values
1 1 3.83 4.09
2 2 4.01 4.15
3 3 3.82 3.93
4 4 3.91 4.00
7 5 3.72 3.93
8 6 3.76 3.90
10 7 3.50 3.09
11 8 3.63 4.12
12 9 3.81 3.85
13 10 4.19 3.90
14 11 3.75 3.60
15 12 4.04 4.06
16 13 4.04 4.52
17 14 3.83 4.03
19 15 3.06 3.46
21 16 3.59 3.53
.
Table-D4 Correlations between Hindi DI and English DI Scale Values
H-BDI E-BDI
H-BDI Pearson Correlation 1 .667**
Sig. (2-tailed) .005
N 16 16
**. Correlation is significant at the 0.01 level (2-tailed).
247
When the scale values of statements are correlated with statements of corresponding
version of scale, then it is found that the degree of association is 0.667 (Table-D4) and
correlation is significant at the 0.01 level. This degree of association suggests that the
statements are valid for the assessment of depression among the students who are at
higher education
Similar to other scales standardization, again the internal consistency analysis is
computed for the H-BDI based on the data of 540 students. Internal consistency has
been assessed for the H-BDI and from the analysis it is observed that the reliability
for the inventory is 0.862 (Table-D7 and D8). The items statistics is given for the
further understanding (Table- D5) and summary of items analysis for internal
consistency is given in table-D6. It is found that items of inventory are satisfactorily
correlated with each other (Table-D9). The item discrimination index revealed that
each item is significant for the student‟s population and able to assess the attribute
intended to measure attribute through these items (Table-D10)
Table- D5 Mean and SD of the Items of H-BDI (N=540)
Item No Mean Std. Deviation N
Item 1 .50 .714 540
Item 2 .68 .763 540
Item 3 .57 .898 540
Item 4 .54 .802 540
Item 5 .49 .786 540
Item 6 .78 1.058 540
Item 7 .59 .966 540
Item 8 .59 .847 540
Item 9 .41 .628 540
Item 10 .54 .799 540
Item 11 .33 .745 540
Item 12 .58 .831 540
Item 13 .65 .832 540
Item 14 .65 .769 540
Item 15 .53 .816 540
Item 16 .31 .579 540
248
Table-D6 Summary Item Statistics of H-BDI
Mean Minimum Maximum Range
Maximum
/
Minimum Variance
N of
Items
Item Means .545 .306 .783 .478 2.564 .015 16
Item
Variances
.656 .335 1.120 .785 3.343 .036 16
Inter-Item
Correlations
.284 .126 .454 .328 3.592 .005 16
Table- D7 Reliability Statistics of H-BDI
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.862 .864 16
Table- D8 Item-Total Statistics (Homogeneity Index) Reliability of H-BDI
Scale Mean
if Item
Deleted
Scale
Variance if
Item
Deleted
Corrected
Item-Total
Correlation
Squared
Multiple
Correlation
Cronbach's
Alpha if
Item Deleted
Item 1 8.21 49.152 .494 .267 .854
Item 2 8.04 48.746 .496 .278 .854
Item 3 8.14 47.880 .477 .290 .855
Item 4 8.18 48.039 .534 .322 .852
Item 5 8.22 47.938 .557 .356 .851
Item 6 7.93 46.088 .515 .334 .854
Item 7 8.13 47.554 .460 .229 .856
Item 8 8.12 47.748 .525 .302 .852
Item 9 8.31 49.303 .558 .340 .852
Item 10 8.18 47.935 .546 .333 .851
Item 11 8.39 49.425 .442 .224 .856
Item 12 8.14 47.547 .557 .353 .851
Item 13 8.07 48.010 .512 .325 .853
Item 14 8.06 48.191 .546 .368 .851
Item 15 8.18 50.024 .340 .140 .861
Item 16 8.41 51.496 .335 .152 .860
249
Table-D9 Inter-Item correlation Matrix of H-BDI
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
1 1 .319 .269 .292 .312 .325 .301 .347 .304 .345 .240 .254 .297 .316 .170 .152
2 1 .337 .292 .349 .286 .285 .301 .379 .301 .261 .285 .314 .255 .170 .148
3 1 .386 .373 .357 .222 .277 .270 .351 .218 .304 .185 .238 .181 .127
4 1 .346 .314 .274 .321 .388 .372 .343 .322 .256 .276 .238 .171
5 1 .454 .298 .348 .352 .300 .320 .321 .264 .296 .174 .231
6 1 .333 .278 .270 .350 .217 .322 .258 .348 .157 .126
7 1 .283 .299 .292 .219 .288 .307 .258 .151 .160
8 1 .346 .289 .242 .330 .307 .385 .234 .278
9 1 .397 .285 .357 .347 .332 .248 .239
10 1 .247 .398 .332 .289 .210 .211
11 1 .321 .271 .289 .212 .185
12 1 .386 .445 .195 .266
13 1 .451 .233 .252
14 1 .268 .238
15 1 .191
16 1
250
Table- D10 Item Discrimination Index for H-BDI
One-Sample test
Test Value = 0 95% Confidence
Interval of the
Difference
Item No.
t df
Sig. (2-
tailed)
Mean
Difference Lower Upper
Item 1 16.206 539 .000 .498 .44 .56
Item 2 20.638 539 .000 .678 .61 .74
Item 3 14.816 539 .000 .572 .50 .65
Item 4 15.515 539 .000 .535 .47 .60
Item 5 14.564 539 .000 .493 .43 .56
Item 6 17.201 539 .000 .783 .69 .87
Item 7 14.123 539 .000 .587 .51 .67
Item 8 16.210 539 .000 .591 .52 .66
Item 9 15.082 539 .000 .407 .35 .46
Item 10 15.560 539 .000 .535 .47 .60
Item 11 10.227 539 .000 .328 .26 .39
Item 12 16.112 539 .000 .576 .51 .65
Item 13 18.043 539 .000 .646 .58 .72
Item 14 19.574 539 .000 .648 .58 .71
Item 15 15.090 539 .000 .530 .46 .60
Item 16 12.267 539 .000 .306 .26 .35
From the above analysis it is noticed that each items of the inventory translated into
Hindi, are sufficiently correlated with each other. The corrected Item-Total correlation
ranges from 0.335 to 0.558. Further, from the item discrimination index analysis, it is
confirmed that all the items of the inventory are statistically significant for the
population of students of higher education.
From the table-D8 it is observed that each item of this inventory is also significant
and contributing reasonably to the total alpha of the inventory. None of the item has
higher „Cronbach‟s Alpha if Item Deleted‟ value than to the total alpha which suggest
that each item is relevant in this inventory.