CHAPTER 1 5 Final Eddfgddfdsait 21-06-14

8/12/2019 CHAPTER 1 5 Final Eddfgddfdsait 21-06-14

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CHAPTER-I

THE PROBLEM AND ITS PERSPECTIVES

1.1 INTRODUCTION

Family plays a pivotal role in providing the most congenial

atmosphere to an individual to form his style of life and basic patterns of

behavior. The aspirations, values and goals of individuals are influenced

by the family. Whether an individual develops into a well adjusted

sociable person or a maladjusted person depends on the familyrelationship.

1.2 THE MEANING OF FAMILY

Family is defined as a domestic group of people with some degree

of kinship, whether through blood, marriage or adoption. Ideally each

individual is nurtured and respected and grows up to care for others and

develop strong and healthy relationships. Families need to be units of

mutual caring and support; they can be sources of lifelong strength for

all individuals. We first learn about loving and caring relationships from

our families.


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1.3 FAMILY RELATIONSHIP IN SOCITY

Family relationship include parent child relationship, sibling

relationship and relationship with other relatives,

Father

Mother

Paternal Grandfather

Paternal Grandmother

Maternal Grandfather

Maternal Grandmother

Brother's wife

Elder Brother

Younger Brother

Sister

Sister's husband

Elder Sister

Younger Sister Son

Daughter

Daughter's husband (son-in-law)

Grandson (son's son)


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1.4 HEALTHY FAMILY RELATIONSHIP

In healthy family relationship, people are able to trust and rely

on each other for support, love, affection and warmth. Families often

share common goals and try to work together to reach those goals. Forexample, children may help their parents to get the dinner dishes done so

that everyone can be relaxed. we may see in families building positive

relationships include each person in the family is valued and respected

two way communication. Each family member makes an effort to

understand and trust the others point of view especially whole making

important decisions and to share responsibility.

1.5 THE MOST IMPORTANCE OF FAMILY RELATIONSHIP

Family relationships are important as they help us to interact with

the wider social world. The family is where we first see how

relationships work by observing our parents, our grandparents, siblings

and other family members relate to each other.The quality of our family

relationships impact upon the person we become. Supportive andnurturing family relationships contribute to our well being while abusive

and tense family relationships are detrimental to our stability.

Sometimes after a hard day at work parents are tired and

uninvolved with the rest of the family. Similarly children and teens may

find themselves fighting with family members after a challenging day at

school.Talk about the things that are bothering you. Share your day with

your family members and do fun things together to relieve the

stress.Sometimes if we allow the stress to build up, we have conflict in


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the family. One type of conflict we may find in the family is sibling

rivalry that is competition or ill will between brothers and sisters.Each

child in a family competes to establish themselves as individuals.

Children tend to fight more in families where they are not taught thatfighting is not an acceptable way to resolve conflicts.It is important to

respect the needs and wishes of the sibling. Respect also plays an

important role in the parent- child relationship.

1.6 WAYS TO BUILD A HEALTHY FAMILY RELATIONSHIP

Building and maintaining positive relationships with children

and with all family members is not always easy. It can be hard work to

ensure whether everyones needs are met. All families have times as

tempers flare, hurt and misunderstandings. Good communication,

flexibility and creativity can manage these situations. Some other factors

that help to build strong and caring family relationships are as follows.

1.6.1 MAKING RELATIONSHIPS

The responsibilities outside the home are important. Likewise,

putting aside some time to look after our relationships at home is also

important. By making family relationships a priority, one can highlight

that they are important in their life.


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Here are a few ways to show the family that they are important;

Spend time with children and other family members

Many of us lead very busy lives with lot of responsibilities.

When we are together, it may be helpful to set aside a few minutes eachday to spend with our family and children doing simple things like

talking to them, singing songs, playing a game, reading a story or the

newspaper, or even making dinner together. Make the activity fun or do

something that the child wants to do. Let the child himself show how to

do so that they feel special. Seizing opportunities to spend time with

family members as they arise can be helpful as well.

Be affectionate

Everyone has different ways of showing love and care. Some

people give lots of hugs and kisses, others give a high-five, pat on the

back, nod, wink or show a thumbs-up. Some others may say I love you

or Youre special. Any positive sign of affection shows that we care

and it may help to develop trust and closeness in the relationship.

Celebrate little achievementsWhile it is fun to celebrate birthdays and important

milestones like walking, using a spoon or riding a tricycle, we can also

make happy occasions out of everyday positive things that the child

does. Some examples are: a child sharing a toy, siblings playing together

with their toys, speaking courteously, following routines independently,

asking for help politely and children showing a game they have

completed.


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Separate work and family life

Work can take many forms, including household chores,

working in the garden, working in an office or organization, caring for

family members or running errands. This can take up a large part of theday. Sometimes we may forget to switch off from work and end up

thinking about it even when we are not working. It may be helpful to

remind ourselves to try to give our full attention to our family and

children when we are with them. If we do remember something work-

related, it may be helpful to write it down for later. This can help with

being fully present with our family.

When children see you making relationships a priority in the

ways described above, they learn that they are important to you and feel

loved. Children will then understand these are important things to do to

build strong relationships.

1.6.2 GOOD COMMUNICATING EFFECTIVELY

Effective communication means that everyone has a say andlistened to. Good communication is essential for healthy relationships.

The way people talk and listen to each other builds emotional ties and

helps to make our wants and needs clear. Effective communication helps

family members to feel that they are understood by others and supported.

However, communicating effectively can be challenging when

there is pressure to get things done. When families become busy, there

may be little time for talking and listening to each other. Ineffective

styles of communication can also damage relationships. This occurs, for


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example, when family members speak to each other disrespectfully or

use put-downs.

The adults within a family can communicate values to

children, such as respect and caring. This can be done by taking sometime every day to talk and share information with children. Children also

learn how to communicate respectfully when they see the adults around

them speak respectfully to each other. As a result, children may begin to

copy these respectful ways of communicating.

Families can set the tone for positive communication:

Listen

Focus on the information share by the children. Give full

attention and treat what family members say as important. While really

listening one can take a little extra time, it can also help and child to

come up with joint solutions for problems when needed (rather than

offering your own solutions).

Acknowledge feelings

Listen for meaning and feeling and actively check that weunderstand.The childs feelings. By helping children to explain their

feelings one can help them understand their emotions. For example, It

sounds like youre feeling sad because you wanted to have a turn like

everyone else and you missed out. Acknowledging feelings might in

itself be a solution for the child. This also stops a problem from getting

worse as the childs feelings a re heard and respected by the family.


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Show respect

It is easier for people to listen and accept ones view when

they communicate in a respectful and caring way. This allows children to

sense ones calmness and warmth even when setting boundaries. Forexample, his dad Robert could say to Luke, I know you enjoy watching

your cartoon but I still want you to say Hello when I come home.

This shows that Robert understands Lukes position, and wants Luke to

understand him.

Set a good example

The way one communicate is important as children are

learning to do by watching it. Focusing and providing caring responses

may not always be easy, especially when one is tired, busy or dealing

with conflict. However, by showing children that what they say is

important and providing them with respectful responses, they can learn

to do the same when they communicate with others, For example,if we

say sorry when we make a mistake or hurt the childs feelings or ask

How was your day? and really listen to the answer. Talk with children

The way adults speak can encourage children to respond or

to shut down. Listening and paying attention shows interest but it is also

helpful to ask specific questions about topics of interest to children. This

encourages them to talk more and share their knowledge. Follow

childrens lead and give them space to talk or be silent. Often they find it

easier to talk spontaneously, for example, while doing an everyday

activity, rather than sitting down to talk face to face.


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1.6. 3. WORKING TOGETHER AS A FAMILY

Discussing things as a family is often very helpful for dealing

with concerns and finding solutions to problems that come up. It is alsohelpful to have family discussions when planning something fun for the

whole family to do. Working together as a family helps everyone feel

that they have something important to offer. This helps to create a sense

of belonging in the family and the strengthens family bonds.

These strategies may help families work together:

Communicate clear expectations

Talk together so there is an opportunity to explain roles and

expectations. Clear boundaries for childrens behaviour helps them

understand what they need to do and what will happen if they do not

follow these boundaries.

Have family discussions

This gives the family a chance to talk about both the little thingsand the big things. Discussions can be very short or long, spontaneous or

planned, depending on what needs to be talked about and how long very

young children can focus for. It can be used to decide on family chores,

house rules or plan family activities and outings. Trust can be built

during family discussions by respecting and listening to everyones

views without judging or putting them down. Encourage children as well

as adults to hear and understand each others views and needs.


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Include children in decisions

Even very young children can be included in decision making.

Provide a couple of options and say Which one?, to help them pick.

This decision making helps the children feel valued and important.Working together as a family helps everyone feel they have something

important to offer.

1.7 ADJUSTMENT BEHAVIOUR

In psychology, the behavioural process by which human

maintains a state of equilibrium among their various needs or between

their needs and the obstacles of their environments is called adjustment.

A sequence of adjustment begins when a need is felt and ends when it is

satisfied. Hungry people, for example, are stimulated by their

physiological state to seek food. When they eat, they reduce the

stimulating condition that impelled them to activity, and they are thereby

adjusted to this particular need.

In general, the adjustment process has four parts: (1) a need ormotive in the form of a strong persistent stimulus, (2) the thwarting or

non-fulfillment of this need, (3) varied activity, or exploratory behaviour

accompanied by problem solving, and (4) some response that removes or

at least reduces the initiating stimulus that brings satisfaction and

completes the process of adjustment, at least temporarily.

It may be noted that adjustments also take place in social and

cultural domains. Such adjustments are quite similar to the process of

physiological adjustment.


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We always face different kinds of challenges in our life. The

difficult circumstances, problems and obstacles often block our path

leading towards the chosen life goals. Fortunately we also have the

capacity to face the challenges and overcome them, both by means of in- built tendencies as well as learned behaviours which enable to adapt to

diverse situations. The term adaptation refers to the process of change in

organisms or species to accommodate a particular environment. We try

to change ourselves according to the demands of the circumstances. For

instance we put on warm clothes during winter and work hard when if

the work demands. This enables our survival. Adaptation is crucial to the

process of natural selection.

1.8 GOOD CHARACTERISTICS OF BEHAVIOUR

In recent years psychologists have shown increasing interest in

understanding what makes life good and meaningful. This development

is termed as positive psychology. Positive psychology systematically

investigates the positive aspects i.e. the strengths and virtues of human beings. They are central to the life sustaining processes of helping,

altruism, cooperation, learning etc. A group of leading psychologists

have tried to define the universal human strengths. These include

Wisdom and Knowledge, Courage, Love and Humanity, Justice,

Temperance, and Spirituality and transcendence. In addition they

identified a range of strengths personal characteristics or behaviours

by which these virtues can be attained. These 24 strengths are as follows:


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1.8.1 THE RANGE OF STRENGTHS

Wisdom and Knowledge

Curiosity Interest in the world An openness to experience;flexibility about things that dont fit the preconceptions.

Love of Learning Taking pleasure in learning new things; taking

every opportunity to expand the knowledge and expertise.

Judgment, Critical, Thinking, Open Mindedness Thinking

things through and examining them from all sides; not jumping to

conclusions; being objective.

Ingenuity, Originality, Practical Intelligence Finding new and

practical ways of achieving results; creativity; street wisdom.

Social, Intelligence, Personal Intelligence, Emotional

Intelligence Understanding ones own and others motives and

feelings; acting in socially effective ways.

Perspective: Able to adopt the big picture so as to act wisely;

good at problem solving and giving advice. Courage

Velour and Bravery Willing to confront challenges and

difficulty; prepared to adopt unpopular or dangerous positions.

Perseverance Industry Diligence Finishing what we start;

prepared to take on difficult projects; doing what we say youll do

and more.


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Integrity Genuineness Honesty Living in a genuine, authentic

way; down to earth and without pretence.

Humanity and Love

Kindness and Generosity Helping other people; putting othersinterests as highly as your own.

Loving and Allowing Oneself to be Loved Valuing and

engendering close and intimate relations with others.

Justice Citizenship Duty Teamwork Loyalty Working hard for the

success of the group; valuing group goals and purposes;

respecting authority.

Fairness and Equity Avoiding any personal bias; being guided

by principles concerning equality; tackling prejudice.

Leadership Organizing activities well and seeing that they

happen; maintaining good relations in and between groups.

Temperance

Self Control Checking your own impulses when appropriate;repairing negative feelings; managing yourself.

Prudence Discretion Caution Being careful; not saying things

you might regret; resisting the impulse to act only for the short

term.

Humility and Modesty Not seeking the spotlight; letting your

accomplishments speak for themselves; unpretentious.

Transcendence


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Appreciation of Beauty and Excellence Appreciating excellence

in all domains; able to feel awe and wonder.

Gratitude Not taking things for granted; expressing gratitude to

others; appreciating life Hope Optimism Future Mindedness Maintaining a positive

stance towards the future; expecting the best; leading a goal-

directed life.

Spirituality Sense of Purpose Faith Religiousness Strong and

coherent set of beliefs about larger purpose or meaning; acting in

accordance with these beliefs.

Forgiveness and Mercy Forgiving those who hurt or offend you;

able to transform how you feel; generosity of spirit.

Playfulness and Hugo Laughing and creating laughter; seeing the

light side of life.

Zest Passion Enthusiasm Throwing you, body and soul into

activities; inspiring others.

1.9 INFLUENCE OF PARENTS ON ADJUSTMENT OF

ADOLESCENTS

Family plays a pivotal role in providing the most congenial

atmosphere in which the child forms his style of life and basic patterns


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of behaviour. Bowlby (1967) stated that "most of the children who are

successful and well adjusted come from homes where a wholesome

relationship existed between them and their parents, whereas children

who were discouraged and rejected at home, lacked concentration inschool work. They failed to establish desirable skills in academics and

sports".

The behaviourist classifies response or behaviour patterns as

"random movements," "reflexes," "instincts," "habits," and "tropisms."

The first two of these are primarily local responses; the third and fourth

may be either local or general, but tend to be general; and the fifth is

necessarily a response of the organism entire. The behaviourist seeks to

study the functioning of these behavior patterns in the adjustment

process without preconceptions or prejudice. He finds that the human

organism has few patterns at birth that can serve him directly in making

effective adjustments to his social environment, but all the patterns (the

habits as yet being relatively negligible) make valuable indirect

contributions to the social adjustment processes. His reflexes andinstincts are integrated only on an organic, and not on a social, level, and

are therefore adequate only to the organic needs of protection against

dangerous physical impacts, of simple reorientation of parts of the

organism, of simple vocalizations that attract the attention of others,

breathing air, swallowing food, digestion, circulation, excretion, and

assimilation. These are functions that must be served before the

organism can acquire habits of adjustment to take care of them. But

since habit based on tradition operating in and through the person of the


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mother and other attendants provides the infant with a protector and a

conditioner of social responses, the cultural forms of behaviour required

in a social situation can await the process of habit integration. This

integration of habit or social response patterns, the behaviourist finds,takes place by means of what is known as the "conditioning of

responses"; and the acquired responses are built up from all five of the

types of behaviour patterns mentioned above. The behaviourist is aware

of no other sources from which acquired behavior patterns.

1.10 THREE STEPS TO IMPROVE CHILD'S BEHAVIOUR

All children have episodes of bad behaviour, some more

frequently and severely and others less. There are three steps to improve

child's behaviour and reduce the frequency and severity of the child

behavior problem.

Relationship

A loving, stable relationship between parents and children is the

basis for the child's healthy social development. The parent-childrelationship is built on the words parents say and the tone of parent

voice. It is strengthened by the laughter one share and the games one

play together. It is forever bonded by the values and skills are passing on

to the child every day.

Planning

Planning is the secret of good parenting. Watch the expectations

so that one can for good behaviour rather than dread the bad. Most

children's behaviour problems occur during times of transition and


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adjustment. Since childhood is by its nature a continual process of

transition, and adjustment to rapid development, it's easy to see that bad

behavior is a natural reaction to challenges that the the child doesn't yet

have the skills to accomplish.Planning involves knowing the child, her temperament and skills,

and knowing the challenges of her environment. Use direct instruction,

guidance, and practice opportunities to teach the skills she will need to

cope with new challenges in the journey of childhood.

Response

Attentiveness and response are the tools for improving the child's

behaviour. An understanding of behaviour modification principles will

help ones plan and ones responses to improve behaviour. It all comes

down to actions and consequences. When a child's action elicits positive

reinforcement, it will be repeated over time. When an action elicits

punishment, it will eventually be extinguished.

Children learn to make the connection between an action and its

consequence when the reinforcement or punishment is immediate andlogically related to the action. Parents don't always have to provide the

consequence; most consequences occur naturally. Parents can help make

the connection by talking to the child about what they did and why it

lead to a certain consequence. But, as parents, our responses to our

child's actions are powerful consequences, either rewarding or punishing

and therefore, shaping his behavior. In the context of a positive parent-

child relationship, ones approval or disapproval is usually enough of a


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response to reinforce or punish a behaviour. When more intensive are

needed, parents should choose those that work for their family.

Children learn to behave

As parents, we set out to create warm and loving familyrelationships. To achieve this, we need to show our children love and

affection, while setting them a good example to follow.

Childrens behaviour will reflect the behaviour they

experience. So a child who is praised will learn to appreciate others,

while a child who is constantly criticised will learn to criticise others.

We need to praise our childrens positive behaviour while

ignoring minor naughty behaviour, in the hope that it will not be

repeated. We need to set clear limits which are appropriate to a childs

age, and be able to listen to our childs point of view, while negotiating

solutions to problems together. In doing all this, we should avoid

shouting at and smacking our children.

Its not easy being a parent, but it helps to remember that all

children test the limits of the boundaries one set at some time. So dontthink that its just the child causing problems. Its not. This is all part of

growing up.

A Teacher is a second parent and a parent is a second teacher. So the

researcher felt that this adjustment behavior is a very important aspect to

them. Hence the investigator wanted to conduct this survey especially on

B.Ed trainees.


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1.11 SIGNIFICANCE OF THE STUDY

At every stage of life, our relationships and families present us

with both joys and challenges. It is necessary to adjust with circumstance

to have a good relationship with others. In this busy world it is importantto understand others emotion and it is the need of the hour to adjust with

others to strengthen relationships. Only people from healthy families can

easily understand the emotion of others and adjust with others.

Individual attitude toward people, things and life are patterned by their

family relationship. There is no method of training which can guarantee

good or poor adjustments. Whether personal or social an individual

brought up in a healthy environment make better adjustment.

1.12 DEFINITIONS IN TERMS

FAMILY RELATIONSHIP

A group of two or more persons who are usually resident in the

same household and are related to each other through a couple

relationship or parent dependent child relationship or a person not toeither such relationship.

ADJUSTMENT BEHAVIOUR

Adjustment is the process of finding and adopting modes of

behaviour suitable to the environment or the changes in the environment.

- Carter V. Good

(1959)


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Adjustment is a continual process in which a person varies his

behaviour to produce a more harmonious relationship between himself

and his environment.

- Gates and Jersild(1948)

1.13 STATEMENT OF THE PROBLEM

The problem undertaken for the research is "A study on the

Family Relationship and Adjustment Behaviour of Trainee teachers

in Thiruvallur District.

1.14 OBJECTIVES OF THE STUDY

1. To find out the level of family relationship of Teachers

Trainee.

2. To find out the level of adjustment behavior of Teachers

Trainee.3. To find out whether there is any significant difference

between male and female Teachers Trainee in their family

relationship.

4. To find out whether there is any significant difference

between English medium and Tamil medium Teachers Trainee

in their family relationship.


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between urban and rural Teachers Trainee in their family

relationship.

6. To find out whether there is any significant difference between educated and uneducated parents of Teachers Trainee

in their family relationship.

7. To find out whether there is any significant difference in

Siblings of Teacher Trainee in their family relationship.


between male and female Teachers Trainee in their adjustment

behavior.


between English medium and Tamil medium Teachers Trainee

in their adjustment behavior.


between urban and rural Teachers Trainee in their adjustment

behavior.11. To find out whether there is any significant difference

between educated and uneducated parents of Teachers Trainee

in their adjustment behavior.

12. To find out whether there is any significant difference in

siblings of Teachers Trainee in their adjustment behavior.

13. To find out whether there is any significant relationship

between family relationship and adjustment behavior of

Teachers Trainee.


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1.15 DELIMITATIONS OF THE STUDY

1. The study involved only B.Ed teacher trainees.

2. The study was limited to trainee teachers of Thiruvallurdistrict.

3. The sample was restricted to 300 trainee teachers.

1.16 CONCLUSION

The problem taken for the present study has been discussed

briefly in this chapter to bring out the need for study objectives of the

study etc, the term operationally defined in this study have been revised

the theoretically from the related literature available. So as to given a

broadest theoretical perspective. In the light of which appropriate

hypotheses could be formed and tested a delighted discussion of the

related literature having a bearing on the problems in had in the next

chapter.


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CHAPTER-II

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

First chapter deals with the conceptual frame work of the present

research problem and primary matters regarding the research. It had the

statement of the problem, terms defined, objectives of the study,

hypotheses, importance of the study and the delimitation of the study.

But, for any specific research to occupy the place in the development of

a discipline, the researcher must thoroughly familiar with both previous

theory and research. To assure this familiarity a review of their related

literature is done.

It allows the researcher to know the amount of work done in the

concerned area. The clarity of the problem is possible with the thorough

understanding of the knowledge generation in the area of research. It

provides the source for hypothesis. It avoids the replication. It suggests

the method, procedure, sources of data and statistical technique

appropriate to the solution of the problem. The review of the related

literature provides some insight regarding strong points and limitation of

the previous studies. It enables them to improve their own investigation

and to arrive at the proper perspective of the study.


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2.2 STUDIES RELATED TO FAMILY RELATIONSHIP

2.2.1 FOREIGN STUDIES RELATED TO FAMILY

RELATIONSHIP

Whannell, Robert et.al, (2011) This study investigated theinfluence of the teacher and family relationships during secondary

school for 18 to 22 year old students who had dropped out of secondary

school and were attempting to gain access to tertiary study through a

tertiary bridging program at a regional university. 144 students from two

student cohorts completed a questionnaire intended to facilitate an

understanding of how social context influenced secondary school

attrition. It was identified that students who had not completed

secondary school reported significantly lower levels of emotional

engagement with school and poorer relationships with teachers. The

study concluded that the residential situation and the quality of student-

teacher relationships influenced the quality of the academic outcomes

achieved in secondary school, with the student-teacher relationship being

the dominant factor. It was also concluded that, while secondary schoolcompletion was significantly lower for students who did not reside with

both parents, the family situation was not predictive of school

completion. Rather, it is hypothesized that the wider contextual problems

associated with family dysfunction which manifest in a poor school

experience were the cause of the failure to complete secondary school.

The implications for secondary school and tertiary bridging educators

are discussed.


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Leslie (2010) The purpose of the current study was to

investigate the extent to which the diversity of the community in which a

family lives and the parents multiethnic experiences are predictors of

family cohesion and conflict in Tran racially adoptive families. Thisrelationship was examined for a sample (N=47) of Asian (n=24) Black

(n=12) and Latino (n=11) participants. Results yielded no significant

results, except for one interesting finding for the Latino racial/ethnic

group. The results indicated that for the Latino racial ethnic group the

higher the parents multiethnic experiences the lower the level of family

cohesion, which was not in the predicted direction. The empirical

implications of these findings were discussed.

Baal (2010) in a study of 485, 37 employees working in varied

organizations in India found that working men and women in India

experience more work family enrichment than the work family conflict.

It was also found that there were no gender differences in the employee

perception of work family enrichment.

Rajadhyaksha and Vulgate (2009) also found that womenexperienced significantly higher family interference with work as

compared to men. However there were no significant differences

between men and women in the experience of work Interference with

family. The purpose of the study undertaken by Gray wake et al. (2007)

was to expand the understanding of how culture contributes to the

occurrence and consequences of 39 work to family conflict. The study

evaluated predictions drawn from emerging models emphasizing the

influence of cultural characteristics, such as collectivism and gender


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ideology on work family conflict. It was found that immigrant Latinos

reported infrequent work and family conflict. The findings were

consistent with earlier research that individuals from more collectivist

cultures experience fewer conflict between work and family, as in thesecultures, work and family are viewed as more integrated. Results also

indicated that the level of work to family conflict differed with gender.

Kineme and Mauna (2007) collected data from a sample of 501

employees working in four organizations, i.e., municipal and social

healthcare, manufacturing for exports, a bank and a supermarket. The

results indicated that interference from work to family was more

prevalent than interference from family to work among both sexes.

However, there were no gender differences in experiencing either work

to family or family to work conflict. The findings of the studies reported

above suggest that wok to family conflict is more frequent than family to

work conflict.

Katie Holmes (2006) a study Family systems and resilience

theories were used to describe the impact of family relationships andindividual resiliency characteristics on adolescent development. This

research examined parental favoritism and the quality of both sibling and

parent-child relationships, with respect to their impact on adolescent

resilience and the combined impact of these variables on adolescent

outcomes. The findings illustrate how resilience mediates the effects of

these family factors on the individual outcomes of depressive symptom

logy, delinquency, and positive peer relationships. A non probability

sample of 124 students, ranging from 11 to 14 years of age and attending


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a suburban middle school on Long Island within the state of New York

was surveyed. The study questionnaires included four scales to assess

family and peer relationships, affect, negative behavior, and resilience

levels of participating adolescents. Path analysis was applied to test thetheoretical model through conducting a series of linear regressions. The

quality of both sibling and parent-child relationships explained a

significant amount of change noted in the resilience levels for this

sample of adolescents.

Wesley and Muthuswamy (2005) in a study of 230 teachers in

an engineering college in Coimbatore, found that work to family conflict

was more prevalent than family to work conflict, thus indicating that

permeability of work into family was more than permeability of family

into work.

Emory Luce Baldwin (2004) a study of Income Dynamics

regarding 648 racially and ethnically diverse children was used to

examine the family relationship between the amount of time 10-12 year

old children were expected to spend in household work that benefits thefamily and its relationship with childrens prosaically behaviors, as well

as childrens self-reported positive self-perceptions. Children who were

expect always to do household work the family were found to behave

more prosaically, compared to children who rarely were expected to do

such work. Boys who were almost always expected to do household

work were reported to have more responsibility behaviors, although this

pattern did not hold for girls. Research results showed no significant

effect for positive self-perceptions of children who were expected to


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almost always do household work benefiting the family compared to

children who were rarely expected to do such household work In this

work, 10 to12 year old children who are expected by their primary

caregiver to almost always do household work that benefits the familyare compared with 10,12 year old children who are rarely or never

expected by their primary caregiver to do household work that benefits

the family to determine if these two groups of children differ in their

positive self-perceptions and prosaically behaviours, including

responsible and cooperative behaviors.

Jennifer Marie Mauldin (2001) the purpose of the current study

was to broaden our understanding of the relationships between family

functioning and self-concept. Participants included 311 Psychology

students at California State University Sacramento (82% females) who

completed self-reported surveys. A hierarchical regression analysis

revealed that, as predicted, a more positive self-concept was significantly

related to less family intrusiveness, enmeshment, disengagement, and

greater family social support. Results suggest that in enmeshed families,social support is not mistaken for family intrusiveness; however, the

presence of family intrusiveness, enmeshment, and disengagement can

possibly stifle the development of a positive and confident self-concept.

Psychology professionals may find it helpful to become aware of these

underlying family dynamics that may play a subtle but crucial role in an

individuals wellbeing.

Front et al. (1997) examined an integrative model of work family

interface using a sample of 372 employed adults who were married and


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family for a given day was found to be positively related to self reported

job involvement for that day. Extent to which family interfered with

work on a given day was found to be positively related to distress in 38

family roles during the day, family intrusion into work during the dayand self reported family involvement for that day.

Parish, et.al, (1981) a study on environment of the home in which

a child is reared can advance or hinder wholesome personality

adjustment. Family relationships also determine in large measure the

young persons developing attitudes toward home and family life.

Forsstrom-Cohen & Rosenboum describe that one of the most important

influences upon the adolescent is the emotional climate of the family.

Some families evidence a prevailing mood of gaiety, joy, optimism and

happiness. Other families reflect a climate of fear, depression, cynicism,

and hostility, which has a negative effect on children.

2.2.2 INDIAN STUDIES RELATED TO FAMILY

RELATIONSHIPMohammad Ibrahim Matthau, et.al, (2012) aimed to explore

the relationship between parenting styles including authoritative,

authoritarian, permissiveness and neglectful) and personality dimensions

including five factors as extroversion, agreeableness, conscientiousness,

neuroticism and openness to experiences. For this purpose, 272 students

from national university, Islamic Azad University and Payam Nour

University of Yazd pre-province were selected at random and responded

to Parenting Styles Questionnaire Naghashian, and Five-Factor


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Personality Factors Questionnaire Costa and McCrae. The findings show

that among all the components of personality, there is a direct and

significant relationship only between openness personality trait and

authoritative parenting style; that is to say, authoritative parenting styleis correlated with developing openness trait components (including,

having desire for curiosity, imagination, aesthetics, wisdom,

enlightenment and humanism).

Karma (2011) The purposes of the study were to describe family

relationships within the context of living arrangements (living with adult

children or without adult children) and support network, and to further

determine associations of these factors to depression in elderly Korean

immigrants. Over 70% ( N = 160) of Korean elders were found to live

apart from their adult children. However, Korean elders who were living

independently reported higher levels of depression in spite of their

expressed desire to live independently and to be less dependent upon

their adult children. These findings suggest that family support and close

relationships with their adult children play a central role in adjusting to anew life and in preventing and/or lessening depression in elderly Korean

immigrants.

Kamalavva, Bailer (2006) conducted a study on influence of

relations of family and peers and pressures of PUC II year students on

their adjustment and academic performance. On the sample of 231

students revealed that majority of the students perception of relations of

family and peers was normal. While 34.6 per cent and 12.5 per cent had

poor family and peer relations respectively. And 22 per cent perceived to


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have high pressures. About 77 per cent of students had poor adjustment.

There was no significant difference between gender and SES levels on

students perception of family and peers relations, pressures and

academic performance. The health, emotional and total adjustmentdiffered significantly by level of SES with higher SES being better.

Reni Mohan raj and Latah (2005) investigated the relationship

between family environment, the home adjustment and academic

achievement in adolescents. The adolescents (106-Boys and 86 girls)

were assessed using the Moos and Moos Family Environment Scale and

Bells 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. Academic

performance was significantly related to independence and conflictdomains of family environment. Boys and girls differed in perception of

the home and environment.

Rebecca L.Zonies (2004) investigated the relationship between

students perceptions of their family relationship environment and their

alcohol consumption behaviors. The family relationship environment

was defined by the amount of control and support that students received

from their parents and alcohol consumption behaviours were both the

amount and frequency of student drinking. Gender, race, age, and time


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having lived away from were also independent variables in this study.

The data used in this investigation was collected from a sample of 400

students who live on campus at the University of Maryland. Four

Pearson r Correlations concluded no significant relationships betweensupport and frequency, support and amount, control and frequency, and

control and amount. Hierarchical multiple regressions confirmed a

relationship between the demographic variables but not one for support

and control. Although the generalizability of these results is limited, the

findings offer implications for practice and directions for future research.

Locke (1979) stated that a cause-effect relationship is available

between family functioning and work life, this cause-effect relationship

could work in both directions, that is, work attitudes could affect family

attitudes.

2.3 STUDIES RELATED TO ADJUSTMENT BEHAVIOUR

2.3.1 FOREIGN STUDIES TO ADJUSTMENT BEHAVIOUR

Al Rogan, Michel (2012) The study examined the role of maternal personal resources (mother's attachment style, coping strategies, and

affect) in moderating the effects of learning disabilities (LD) on

children's socio emotional and behavioral adjustment (self-rated sense of

coherence, loneliness, and hope; and mother-rated child behaviour

checklist measures), as well as on their secure attachment among school-

age children with LD. The sample consisted of 110 mother-child dyads:

59 mothers and their children with LD (29 boys, 30 girls) and 51

mothers and their typically developing children (21 boys, 30 girls) from


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the same schools. Preliminary analyses indicated significant group

differences on all children's measures and in several of the maternal

personal resources. Mothers' low use of avoidant coping strategies and

less avoidance in close relationships with significant others were foundto moderate the effect of children's disabilities on children's level of

loneliness, feelings of hope, and secure attachment. Results are discussed

in terms of understanding these maternal personal resources' influences

on socio-emotional wellbeing among school-age children with LD.

Tan Tony Xing, et.al (2012) This study seeks to extend previous

research on family stress, parenting, and child adjustment to families

with adopted Chinese children. In doing so, we also seek to strengthen

inferences regarding the experiential underpinnings of previously

obtained relationships among these variables by determining if they also

occur in families where parents and children are not biologically related.

Participants were families of 133 preschool-age adopted Chinese girls

(M[subscript age] = 5.2 years, SD = 0.7; M[subscript age at adoption] =

12.8 months, SD = 4.1). Data on family stress, parenting styles, andchildren's behavioral adjustment were collected from the adoptive

mothers with the Social Problem Questionnaire (SPQ), Parenting Styles

and Dimensions Questionnaire (PSDQ), and Child Behavior Checklist

(CBCL) respectively. Results showed that adoptive mothers reported

relatively mild family stress, frequent authoritative parenting, and few

behavior problems in their children. Nonetheless, family stress,

authoritarian and permissive parenting styles positively correlated with

children's behavioral problems. Finally, authoritarian parenting mediated


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the effect of non-child-related family stress (NCR-stress) on the adopted

Chinese girls' CBCL internalizing and overall problems, even after

controlling for corresponding CBCL scores from 2 years earlier. Our

results showed that the overall pattern of relationships found in non-adoptive families is also seen in families with adopted Chinese children.

Marie Vapors Fritz (2008) addressed that individual and

environmental risk factors in the development of adjustment problems

and antisocial behaviour. Namely, temperament and character, anxiety,

psychopathic-like traits, antisocial attitudes, alcohol use, and parental

rearing strategies are explored as risk factors for behaviour problems in

childhood, adolescence and adulthood. When interpreting results of

specific studies, an ecological framework is applied to take into account

socio-cultural and acculturation circumstances. In Studies I and II, the

subjects under investigation are incarcerated Russian detainees aged 14-

19 years (n=250). The main purpose of Study I was to investigate the

validity of the Antisocial Process Screening Device (APSD) in a sample

of Russian juvenile delinquents. Study II examined the relationship between psychopathic and violent behaviour. An association between

psychopath and quality of life is explored in Study III, using a sample of

Swedish early criminals and controls aged 38-41 years (n=199). In Study

IV, international and national college students aged 17-51 years (n=246),

are studied regarding perceived adjustment stressors and acculturation

differences. The results suggested good validity of the APSD in the

Russian male detainees. Additionally, the results support a dimensional

aspect of the psychopathic construct as measured by the PCL and APSD,


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and suggest that individual and environmental antecedents of

psychopathic may differ between the distinct psychopathic factors. The

more violent group showed higher levels of psychopathic traits and

physical aggression, had more alcohol related problems, and perceivedantisocial behavior as more normative. Moreover, impulsiveness,

anger, verbal aggression and antisocial attitudes discriminated between

the psychopathic and non-psychopathic subgroups. The results further

indicated that self reported quality of life was poorer among individuals

with psychopathic-like traits. Finally, grouping the detainees, criminals

and controls, as well as the students according to their unique needs

seemed to be beneficial, not only regarding psychopathic-like traits,

violent behaviour and antisocial attitudes, but also in the context of

acculturation and adjustment processes.

Lassa Anne Hall (2008) this study explored the relationship

between students adjustment theory and college student health

behaviours. Specifically, this research examined first-year freshmen

college students physical activity and nutrition behaviors and impact onadjustment to college (N = 37,564). The design for this study was a non-

experimental ex post facto examination of archival data provided by the

American College Health Association's National College Health

Assessment II survey, spanning academic years 2008 through 2009. The

main variables in this study included student physical activity and

nutrition behaviors. Baker and Shrieks student adjustment theory was

used as a theoretical framework to identify survey questions related to

academic, personal-emotional, and social adjustment. A significant,


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positive correlation was found between students who engage in physical

activity and healthy eating behaviors and level of student adjustment. In

addition, students who reported meeting national recommendations for

physical activity and fruit and vegetable consumption exhibitedsignificantly greater academic, personal-emotional, and social

adjustment. The results of this study indicate a need for further research

on the effects of physical activity and nutrition on college student

adjustment. Furthermore, the results can be used as a foundation for

educational programming for higher education professionals.

Julia Challinor (2007) to describe behavioural adjustment in

children and adolescents with acute lymphoblast leukemia (ALL) and to

determine whether behavioural adjustment was correlated with cognitive

and academic abilities. Descriptive, cross sectional design. Two pediatric

oncology treatment centers 47 children and adolescents who had been

receiving all therapy for at least one year or who were off therapy for no

more than three years and their parents and teachers. Wechsler

Intelligence Scale for Children-Revised (WISC-R) and Wide RangeAchievement Test-Revised (WRAT-R) data were available on a subset

of 17 subjects. Parent, teacher, and self-report Behavioral Assessment

System for Children (BASC) ratings were used to measure behavioral

adjustment. WISC-R measured cognitive abilities, and WRAT-R

measured academic abilities. Demographic, family, and treatment-

related data also were collected.

Ray, Corey. E (2006) this study examined the hypothesized

relationship between social adjustments, as measured by perceived social


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support, self-concept, and social skills, and performance on academic

achievement tests. Participants included 27 teachers and 77 fourth- and

eighth-grade students with diverse academic and behavior competencies.

Teachers were asked to select one student for each of the three participant nomination categories: undeveloped academic competence,

undeveloped behavior competence, and proficient academic and

behavior competence. Multivariate analysis of variance results indicated

that each participant group differed significantly on social skills, and

students with proficient academic and behavior competence

demonstrated significantly greater levels of self-concept than did those

with an undeveloped behavior competence. None of the groups differed

significantly on perceived social support. Structural equation modeling

analyses revealed that the model predicting academic achievement from

self-concept, social skills, and academic competence adequately fit the

data. Indicators of social adjustment were discussed as intervention

targets for programs intended to improve students' social competence

and academic achievement.Li and Gasser (2005) examined the relationship between socio

cultural adjustment (Ward & Kennedy, 1999), ethnic identity, and

contact with host nationals, and cross cultural self-efficacy (Fan & Mac,

1998) of 117 Asian international undergraduate and graduate students

from two state universities in the mid western region. The study found

that contact with host nationals partially mediated the effects of cross

cultural self efficacy on sociocultural adjustment. Kashima and Loch

(2006) collected and analyzed data from 100 Asian international students


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in universities in Melbourne. They discovered that socio cultural

adjustment (Ward & Searle, 1991) was explained by none of the three

social ties. English speaking background and time in Australia

contributed positively and significantly to socio cultural adjustment. Need for cognitive closure contributed negatively to Socio cultural

adjustment. Interactions between need for cognitive closure and social

ties had no impact on socio cultural adjustment.

Christie Arbuckle and Emma Little (2004) the study aimed to

determine Middle Years teach ers perceptions and management of

disruptive classroom behaviour. Variables such as gender, teacher

confidence and experience supports specific disruptive student

behaviours , and behaviour management strategies were examined. The

results showed that teac hers main concerns were reacted to

distractibility, student on-task behaviour, and adherence to classroom

rules. In relation to classroom management, no significant differences

were identified between the management strategies employed by primary

and secondary school teachers. However, differences were identified inthe management strategies teachers used to .Manage the behaviour of

male and female students. In relation to disruptive student behaviour, an

increase in reports of aggressive male behaviour was observed from

primary to secondary school.

Davidoff (2000) Examined behavioural adjustment and emotion

regulation among 6-year-old children with asthma and a group of healthy

controls. Subjects were 81 children with asthma and 22 healthy controls.

Asthma and allergy statuses were confirmed by objective measures.


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Emotional and behavioral functioning was assessed through parent

report, child interview, and child participation in an emotional regulation

paradigm. Maternal report revealed more internalizing and total

behaviour problems for children with asthma compared to controls.Child interview and behavioural observations of emotion regulation

yielded no differences between groups. Severity of asthma was related to

increased emotional difficulties by clinician interview and observation

but not by maternal Eighty one children with asthma and 22 healthy

control children between the ages of 6 and 7 were enrolled in the study.

Rizzo TA, Silverman BL (1997) conducted to evaluate whether

maternal diabetes in pregnancy may adversely affect the children's

behavioral adjustment, in a sample of 201 mothers (68 with pre-

gestational diabetes, 50 with gestational diabetes, and 83 with non-

diabetic pregnancies) and their singleton offspring. After accounting for

socioeconomic status, ethnicity and maternal attitudes, none of the Child

Behavior Checklist ratings correlated significantly with maternal patient

group or several indices of ante partum maternal metabolism. Childobesity, a common sequel of diabetic pregnancies, correlated positively

with Internalizing Behavior problems and three narrow-band sub-scales:

Somatic Complaints, Anxious/Depressed, and Social Problems. Results

suggest that children of diabetic mothers are at increased risk for a

variety of developmental disturbances. Screening for learning and

behavioral difficulties should be made at regular pediatric visits, with

follow-up evaluations warranted by positive indications, excessive

weight gain, or other evolving medical concerns.


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William Yule (1993) examined in this study that Out of 228

Iranian preschool Martyrs' children whose behaviour adjustment in the

nursery settings was screened using the Preschool Behaviour Checklist,

12 well adjusted, zero scorers were compared with 8 poorly adjusted,high scorers. Using the parent's Behaviour Checklist, high scorers

showed significantly more problems at home than zero scorers. On the

Malaise Inventory, mothers of high scorers showed poorer mental health

than mothers of zero scorers. Home observations showed that mother-

child interaction was more aversive in high scorers than in zero scorers.

More mothers of zero scorers had remarried.

2.3.2. INDIAN STUDIES RELATED TO ADJUSTMENT

BEHAVIOUR

Mark J.Benson, Victoria, et.al,(2008) The study based on

hypothesized relations advanced by Cummings and Davies (1995), the

current Study tests the hypothesis that parental availability and parental

control, experienced During middle adolescence, relate to lateadolescents adjustment through influence on Their emotional secu rity.

The study also examines the role of late adolescents emotional.

Intelligence and its relationship with parental behaviors, emotional

security, and adolescents adjustment. This study proposes a model of

relationships where emotional Security and emotional intelligence

influence each other and mediate the relationship between parental

behaviors and late adolescents adjustment. Regression analyses show

Partial support for the hypotheses.


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Mathew D. Marrero (2007) The study examined the

associations between early adolescent decision making and behavioral

adjustment with special interest in the interaction between parent child

relationship quality and decision making on behavioural adjustment.Associations were examined using data provided by218 early

adolescents. Girls comprised half the sample and the manage was just

over 11 years old. Main effects were consistent with previous research

Early adolescent decision making was associated with greater behavior

problems and depressed mood Parent child relationship quality was

defined as conflict and acceptance Greater conflict was associated with

poor behavioral adjustment while greater acceptance was associated with

more positive behavioral adjustment. Multiple regression analysis was

used to test possible interactions between early adolescent decision

making and conflict and acceptance on each behavioral adjustment

variable (behavior problems, depressed mood, and school performance).

Consistent with previous research, neither conflict nor acceptance

moderated the associations between early adolescent decision makingand behavioral adjustment.

Jordan, et.al (2007) carried out the present study in Hisser

district of Harlan in the year 2010 with an objective to find out the

emotional intelligence level of school children and its relation with their

adjustment. A total of 120 children falling in the age group of 16 to 18

years, 60 each from randomly selected school of urban and rural area

were selected for the present study .Further thirty children, equally

representing both the sexes, were considered on random basis.


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Adjustment of the children was taken as dependent variable, whereas,

emotional intelligence, personal and socio-economic variables were

considered as independent variables. Majority of the respondents had

normal to high emotional intelligence and average to excellentadjustment. Urban children comparatively had slightly better emotional

intelligence and adjustment against rural children.

The emotional intelligence had significant positive relationship

with adjustment of children. Caste, income and fathers occupation were

main contributing factors in deciding the emotional intelligence and

adjustment of respondents .To calculate statistical inference frequency

and percentages, Z test and correlation coefficient were computed.

Shalu and Audichya (2006) examined the school adjustment of

60 rural adolescents (14 to 16 years) with reference to their emotional,

social and educational sphere. The sample consisted of 30 rural boys and

30 rural girls between the age group of14-16 years, studying in 8th to

10th standard in government co-educational school only. The adjustment

inventory for school students constructed by Sinha and Singh (1984)which was modified by the investigator was used for data collection.

They reported a significant difference in emotional adjustment among

the gender were boys scored better, whereas no significant difference

was observed in school, social and educational adjustment.

Hampel and Petermann (2006) investigated age and gender

effects on perceived interpersonal stressors and psychological

adjustment among early and middle adolescents and examined the

associations of perceived stress and coping with adjustment. The sample


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included 286 Austrian adolescents aged 10 to 14 years who attended the

fifth to seventh grade. Self-report data on perceived stress, coping as

well as emotional and behavioural problems, were assessed. Results

revealed that fifth graders scored lower on maladaptive coping strategiesand externalizing problems and reported more adaptive coping strategies

than sixth and seventh graders. Compared with boys, girls evaluated a

higher amount of perceived interpersonal stress and used more social

support. Additionally, girls scored higher on maladaptive coping

strategies and emotional distress and scored lower on distraction than

boys. Problems- focused and emotion focused coping were negatively

related to emotional and behavioural problems, whereas perceived stress

and maladaptive coping was positively associated with adjustment

problems. These relations were stronger in female than in male

adolescents .Studies revealed that difference exist between gender on

adjustment.

Mythili .et.al, (2004) examined that the students whose parents

were educated found to be facing more adjustment problems .Studiesrevealed that adolescents of educated parents were better adjusted while

occupation of mother had negative impact.

Methyl et.al, (2004) investigated the adjustment problems of

intermediate students. A sample of 150 boys and girls students were

selected randomly from government and private management colleges in

Vijay Wada. A Telugu version of the Mooney problem checklist was

administered. The data was subjected to t test. The results reported

that boys have more adjustment problems compared to girls.


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Jain and Jandu (1998) reported that girls were better adjusted

than boys, after conducting a study on adjustment on a sample of 240

students (14 18 years). Adjustment inventory for school students

developed by was used to measure the adjustment of the students. Theyfound that girls of non-employed mothers adjusted significantly well

than that of employed mother and no difference was found among the

boys of employed and non-employed mothers.

Dutta et al. (1998) conducted a study on social adjustment of

adolescents on 200 adolescents drawn equally from Assam agricultural

university and Kendra Vidalia, district of Jorhat, Assam. Sample of 50

boys and 50 girls covering the age group of 16 to 18 years and 19 to 21

years with equal gender representation was selected. Adjustment

inventory for college students developed by Sinai and Singh was

administered. Results revealed no significant difference among the

gender and also between the two age groups in the area of social

adjustment. Studies are in contradictory to draw a conclusion.

Sinhala and Singh (1998) conducted a study on parentsaffection 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 tools used for the study were parent-child relations

questionnaire and modified version of Bells adjustment inventory .They

reported that students belonging to forward caste were better adjusted in

the home than the students belonging to backward caste.

Sharma (1979) focused on adjustment behavior and mental

health. A sample of 1060 students selected randomly from X, XI and XII


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grades of schools of Uttar Pradesh was studies. Piers Harris childrens

self-concept scale, Ankara and Ankar as LA coding test, Athenas

adjustment inventory to measure the mental health and personal data

schedule were used for data collection. He reported a significantdifference among boys and girls were better adjusted in the age of 13

and boys adjusted better in late adolescence (16+ to 18+ years).Similarly

the results obtained by Panda and Tamari (1982) showed that younger

age group (14 16 years) had better social adjustment than the older age

group (17 -18 years). A self-structured questionnaire was administered to

181 urban, 66 semi-urban and 161 rural adolescents.

Palisade (1970) a study on health adjustment and parental

education on Personal adjustment on a sample of 85 students out of

which 47 were boys and 38 were girls. The results revealed that

adolescents with good health were high in overall adjustment. He also

reported that adolescents with good parental education were better

adjusted. Similarly study on the Influence of self-concept, sex, area and

parents education on students adjustment problems was carried out byAlexander.


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2.4 CONCLUSION

Thus this chapter makes the readers familiar with the existing

fund of knowledge available on the topic Family Relationship and

Adjustment Behavior. The knowledge gained by these previousresearchers has lead to a greater understanding of the problem and the

decisions about design and methodology of this research.


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CHAPTER-III

RESEARCH DESIGN AND METHODOLOGY

3.1. INTRODUCTION A research design is the arrangement of condition for collection

and analysis of data in a manner that aims to combine relevance to the

research purpose with economy in procedure. In fact the research design

is the conceptual structure within which research is conducted. It

constitutes the blueprint for the collection, measurement and analysis of

data. As such the design includes an outline of what the researcher will

do from writing the hypothesis and its operational implications to the

final analysis of data.

3.2 METHOD ADOPTED IN THE PRESENT STUDY

The investigator has selected survey method for this study. Survey

is a method in which data are systematically collected from a population

through some form of direct solicitation such as presenting ofquestionnaires.

The survey approach to educational problem is one of the most

commonly used approaches. It goes beyond more gathering and

tabulation of data. It involves interpretation and comparison directed

towards a proper understanding and solution of significant educational

problems. It brings into focus on existing educational problem and also

suggests way of meeting them.


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3.3 HYPOTHESES OF THE STUDY

1. The level of family relationship among Teacher trainees is

moderate.2. The level of Adjustment behavior among Teacher trainees is

moderate.

3. There is no significant difference in the Family Relationship of

Teacher Trainees based on Gender.


Teacher Trainees based on Medium of Instruction.


Teacher Trainees based on Location.


Teacher Trainees based on parent s qualification.


Teacher Trainees based on siblings.

8.

There is no significant difference in the Adjustment Behavior ofTeacher Trainees based on Gender.

9. There is no significant difference in the Adjustment Behavior of

Teacher Trainees based on Medium of Instruction.


Teacher Trainees based on Location.


Teacher Trainees based on parent s qualification.


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Teacher Trainees based on siblings.

13. There is no correlation between Family relationship and

Adjustment behavior of Teacher Trainees.

3.4 SELECTION OF THE TOOL

Tool can be termed as instruments that are utilized by the

practitioners and researcher to help in the evaluation of various

variables. The selection of a suitable tool is of vital importance for a

successful research work. For the present study of Family Relationship

and Adjustment Behaviour of Teacher trainees the investigator selected

the appropriate tools and certain changes were done in the tool according

to the guidance of the experts in the field.

3.5 FAMILY RELATIONSHIP TOOL

Family relationship tool was constructed and standardized by

Walter W. Husdon.

3.5.1 DESCRIPTION OF THE TOOL - FAMILY RELATIONSHIP

This tool consists of 24 statements, each to be rated on a 3 point

scale. Items in the tool were in the form of statements. The students were

supposed to respond to the alternative as Always, Never, Sometimes for

positive and negative statements as given in the following table, 3.1


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Table 3.1

Family Relationship Tool

3.5.2 PILOT STUDY

Before finalizing the final form of the tool and collecting data for

main study, a pilot study was attempted. It was constructed among thirty

Teacher Trainees to establish reliability and validity of the tools used in

the study.

The purpose of the study was to note whether the question were

well understood and whether changes or modification was required.

3.5.3 RELIABILITY

The investigator preferred Split-Half method to check the

reliability of the family relationship tool. The reliability index of family

relationship inventory was found to be 0.653. Hence family relationship

inventory was considered as highly reliable.

Item Statement Number Total

Positive

Statement 1,2,4,5,8,14,15,17,18,20,21,23 12

Negative

Statement

3,6,7,9,10,11,12,13,16,19,22,24 12


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3.5.4 VALIDITY

The square root of reliability index was computed in the present

study by the investigator. It was found to be 0.808 indicating that the

tool was highly valid.

3.5.5 SCORING PROCEDURE

The tool consists of 24 statements and it contains both positive as

well as negative statements. For each of the statement in the tool the

scores assigned as follows. Out of 24 statements 12 were positive

statement and rest of the 12 statements were negative statements.

Scoring key was shown in the table.3.2

Table 3.2

Scoring key of the Tool Family Relationship

Nature of items Always Sometimes Never

Positive items 3 2 1

Negative items 1 2 3


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3.6 ADJUSTMENT BEHAVIOUR-TOOL

Adjustment behavior tool was constructed and standardized by

L.G.Deshapandi.

3.6.1 DESCRIPTION OF THE TOOL ADJUSTMENT

BEHAVIOUR OF TEACHER TRAINEES

The tool consists of 20 items, each to be rated on a 3 point scale.

Items in the questionnaire were in the form of statements. The students

were asked to respond to the alternative as Always, Sometimes, and

Never . All the statements in the tool were negative statements.

3.6.2 RELIABILITY

The investigator used Split-Half method to determine the

reliability of the tool. Reliability of the tool was found to be 0.648 which

was highly reliable.

3.6.3 VALIDITYThe validity of the tool was tested by finding out the square root

of the reliability score. The validity is computed to be 0.804 indicating

that the tool was highly valid.

3.6.4 SCORING PROCEDURE

The tool consists of 20 items and all the items in the tool were

only negative statements. For each the statement the scores assigned was

as follows


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Table 3.3

Scoring key of the tool adjustment behavior of TeacherTrainees

Hence the maximum score was 60 and a minimum of 20

3.7 SAMPLE

A sample is a smaller representation of a large whole. In other

words, a section of the population selected from the later in such a waythat they are representative of the universe is called sample. The

investigator preferred stratified sample technique. A stratified sample is

thus equivalent to set of random samples of a number of such

populations, each representing a single type of stratum. The sample so

drawn will be typical of the whole population as it will represent all the

different segments the stratification of the population should be any

principle of relevance to the study.

Negative statements Score

Never

Sometimes

Always

1

2

3


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3.8 SELECTION OF SAMPLE

The entire population consists of teacher trainees of Thiruvallur

District. Teacher trainees from different colleges in Thiruvallur District

were taken for the study and equal to sub samples which included in thestudy were

Gender - male and female

Medium of Instruction - Tamil and English

Location - Rural and Urban

Parent Qualification - Educated and Uneducated

Siblings - One / two / more than two


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Table 3.4

Gender wise Distribution of Sample

Fig.3.1 showing the pie diagram of the sample based on

gender

Male154

Female146

Gender

S. No Gender Sample

1

2

Male

Female

154

146

Total 300


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Table3.5

Locality wise distribution of sample

S. No Locality Sample

1

2

Urban

Rural

38

262

Total 300

Fig3.2 showing the pie diagram of the sample based on locality

38

262

Locality

Urban

Rural


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Table3.6

Medium of instruction wise Distribution of Sample

Fig.3.3 Showing the Pie diagram of the sample based on medium of

instruction

200

100

Medium

English

Tamil

S. No Medium Sample

1

2

Tamil

English

200

100

Total 300


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Table3.7

Parents qualification wise Distribution of Sample

Fig.3.4 Showing the Pie diagram of the sample based on Parents

qualification

Educated230

Uneducated70

Parent's Qualification

S. No Parents qualification Sample

1

2

Educated

Uneducated

230

070

Total 300


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Table3.8

Sibling wise Distribution of Sample

Fig.3.5 Showing the Pie diagram of the sample based on Siblings

one, 64

Two, 134

More than two,102

S. No siblings Sample

1

2

3

one

Two

More than two

64

134

102

Total 300


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3.9 MAIN STUDY

The investigator wanted to know the effect of family relationship

and adjustment behavior of Teacher Trainees Students. The sample for

the present study was 300 Teacher Trainees students. Permission wassought from the respective heads of the institution after explaining the

purpose and the nature of the study. After having fixed the day and time

for the distribution of statements the investigate administered the

statement to the students selected. The students were gathered in a

classroom and the purpose of the investigation was explained to them.

Total confidentiality of views was assured in a bid to stimulate the

students to answer freely. They were asked to read the instruction

carefully given in the first page and then to proceed.

3.10 STATISTICAL USED

Descriptive Analysis (mean, SD, Mean percentage)

Differential Analysis (t test, F test) Relational Analysis (correlation coefficient)


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CHAPTER IV

ANALYSIS AND INFERENCE OF DATA

4.1 INTRODUCTIONThis chapter deals with the analysis and interpretation of the

data which the investigator collected by the use of research tool. The

data was analyzed employing statistical techniques to arrive at

meaningful conclusion.

4.2 STATISTICAL TECHNIQUES USED

Proper analysis and interpretation of data facilitates the researcher

in drawing meaningful inferences from the results. The classified data

are presented in tables and analyzed using the following analysis.

Descriptive analysis(Mean, S.D)

Differential analysis(t-test and F-test)

Relational analysis (Correlation)


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4.3 DESCRIPTIVE ANALYSIS

Mean, S.D and mean score percentage for family relationship

and adjustment behavior of Teacher Trainees for the total sample has been calculated and the results are given in the table 4.1

Table 4.1

Mean, S.D and mean score percentage for Family Relationship and

Adjustment Behaviour of Teacher Trainees

Variables Number Mean S.D

Mean

Percentage

Family Relationship 300 59.12 6.94 81.48%

Adjustment

Behavior300 43.26 4.88 70.79%

INFERENCE From the table 4.1 it is observed that the mean score for

Family Relationship is higher (59.12) than the mean score for a

adjustment behaviour of Teacher Trainees (43.26).The results are

graphically represented in the fig.4.1


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Fig 4.1 Showing the graphical representation of Mean score

percentage for Family Relationship and Adjustment Behaviour of

Teacher Trainees

FamilyRelationship,

81.44

AdjustmentBehaviour,

70.77


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HYPOYHESIS 1

The level of family relationship among Teacher Trainees is

moderate.The family relationship of Teacher Trainees is categorized in to

high, moderate and low using quartiles

The results are given in table 4.2

Table 4.2

Frequency and percentage of Teacher Trainees in each category of

family relationship

Categories Range Frequency Percentage

High Above 64 80 26.66 %

Moderate Between 54&64 137 45.66 %

Low Below 54 83 27.66%

INFERENCEFrom the table 4.2 it is observed that more number of students

lie in the moderate category showing that the level of family relationship

of the Teacher Trainees is moderate as hypothesized.

The results are graphically represented in the figure 4.2


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Fig 4.2 Showing the graphical representation of Frequency and

percentage of Teacher Trainees in each category of family

relationship

High, 26.66%

Moderate,45.66%

Low, 27.66%


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HYPOTHESIS 2

The level of adjustment behavior of Teacher Trainees is moderate.

The adjustment behavior of Teacher Trainees is categorized into

high, moderate and low using quartiles.The results are given in table 4.3

Table 4.3

Frequency and percentage of Teacher Trainees in three categories of

adjustment behavior of Teacher Trainees

CHAPTER 1 5 Final Eddfgddfdsait 21-06-14

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