(44)

(45)

The review of related literature helps the researcher to be familiar

with the emerging trends on the one hand and starting some mental thinking

on the other hand. Through this review investigator finds fertile theoretical

background, clear concepts, an idea of developing, trends in research

methodology, data processing, reporting pattern etc. Besides answering

many what, when, why and how these are helpful in hinting the success

and importance of the results also. Review of the studies done is of vital

significance for the present day research.

The indispensable task in research is reviewing the literature related

to the problem. It is crucial aspect of planning a very useful project. An

exhaustive survey of conceptual and empirical work is inevitable for

good success. It has manifold meanings and advantages to the investigator.

It is the review which enables to have a clear and comprehensive

sight of all the pros and cons of the work, keeps abreast with the latest

trends, methods, tools and techniques, makes aware with the frontier of

the problem, contributes to scholarship of the investigation and develops

deep insight into the problem, points out important aspects, stimulates

thinking and promotes creativity, provides concepts and data for

evaluation. Further with the use of these data one can undergo

interpretation, discussion. It proves conducive to formulating aims and

hypotheses. Probable errors and pitfalls get avoided; risk of dead end is

minimized. So the investigator gets enlightened, capitalizes on the

previous literature designs adequately, follows effectively and makes

best use of sources.

The contention finds support from Good, Barr and Scates1 (1941)

“The competent physician must keep abreast of latest discoveries in the

field of medicine............. Obviously the careful student of education,

the research worker and investigator should become familiar with the

location and use of sources of educational information”.

Best2 (1959) also observes that, “Practically all human knowledge

can be found in books and libraries. Unlike other animals that must start

a new each generation, man builds upon the accumulated and recorded

knowledge of the past. His constant adding to the vast store of knowledge

makes possible progress in all areas of human endeavor”.

Meaning of Review of Literature

The phrase ‘review of literature’ consists of two words: Review and

Literature. The word ‘literature’ has conveyed different meaning from

traditional meaning. It is used with reference to the languages e.g. Hindi

literature, English literature, Sanskrit literature. It includes subject

content: prose, poetry, dramas, novels, stories etc. Here in research

methodology the term literature refers to the knowledge of a particular

area of investigation of any discipline which includes theoretical,

practical and its research studies.

(47)

The term ‘review’ means to organize the knowledge of the specific

areas of research to evolve and edifice of knowledge to show that his

study would be an addition to this field. The task of review of literature

is highly creative and tedious because researcher has to synthesis the

available knowledge of the field in a unique way to provide the rational

for his study.

According to Charter V. Good3, “The keys to the vast store house of

published literature may open door to sources of significant problems

and explanatory hypothesis and provide helpful orientation for definition

of the problem, background for selection of procedure and comparative

data for interpretation of results. In order to be creative and original,

one must read extensively and critically as a stimulus to thinking”.

The literature in any field forms the foundation upon which all future

will be built. If we fail to build this foundation of knowledge, provided

by the review of related literature, our work is likely to be shallow and

naive, and will after duplicate work that has already been done better by

someone else.

The proposed study will take into account and deal with the “value

pattern of higher secondary students in relation to their level of aspiration

and adjustment.” The main variables of the proposed study are value

pattern, medium, aspiration and adjustment.

(48)

It would be worthwhile to give a brief description of related literature

which has contributed to some extent toward the proposed study in hand.

Keeping the variables of the study in mine the researches has reviewed

the studies under three heads:

1. Value

2. Aspiration

3. Adjustment

REVIEW OF WRITINGS AND RESEARCHES ONVALUE EDUCATION

There exists a lot of literature in the form of religious scriptures,

philosophical writings, discourses and sermons of spiritual personalities,

socio-cultural leaders, social reformers and intellectuals, books and

researchers that has a bearing on value education. It is difficult for anyone

to review all of these writings so the researcher has therefore, chosen to

be selective and brief in this review venture. The relevant writings on

the philosophies of the different religions and sects together with the

important Committees and Commissions on Indian Education having in

a bearing on Value Education have also been mentioned in different

parts of this study.

(49)

Researches on Significant Writings on Value Education

The writings of all ancient philosophers of Vedic India, Ancient

Greece and the scriptures in ancient, medieval and modern times referred

to the significance, contents and strategies of value education. The

writings of social anthropology Herskovits. Beals & Horzer. Malinowsky,

Margaret others in the west and those of G.S. Ghurye, M. N. etc. in India

have focused on the significance of values. Among them all, the French

scholar Emile Durkheim’s4 ‘Moral (1955)’ Education and Sociology’

(1956)5 authored by him about 90 years back in France (although

published in English much later) are the most important publications.

In the last four decades, modern sociologists like Talcott Parsons,

Robert Merton, Johnson and some others, who have worked in the areas

of socialisation, family, childhood and youth culture etc., have invariably

touched the subject of values. In the field of sociology of education, the

contributions of Willard Waller, Margaret Cormack, Edward Shils, M.S.

Gore (in their writings on the values of college students and teachers)

are highly provocative and significant.

The earliest contributions on Sociology of Values were made by

eminent Indian sociologist D.P. Mukherji6 in 1946 with the publication

of his radical book ‘Problems of Indian Youth’ and by R.K. Mukherji7

with his noted publications ‘Social Structure of Values’.’ Fundamental

Unity of India’ and ‘The Glimpses of Indian History’ during 1940s–

1960s.

(50)

A significant research article “Traditional Values of Indian Society

and College Students” (1969) by S.P. Ruhela8 contained a review of the

significant research writings of D.P. Mukerji, I.P. Desai, R.K. Mukerji,

John Useem & Ruth Hull Useem, Margaret Cormack, B.V. Shah, Humayum

Kabir, Y.B. Saiyidam, Y.B. Damle and controversial journalists and

authors like V.S. Naipal, Ronald Segal (1965), M. Mujeeb, Nirad C.

Chaudhari, A.B. Shah and some others. This brilliant review is still of

much use to all researches in the area of value.

Ruhela’s9 collected work ‘Human Values and Education’ (1986) was

the first important work on the subject. It contained valuable articles by

educationists like P.N. Mathur, P.S. Verma, R. Agnihotri, S.N. Saraf,

L.K. Oad, V.R. Taneja and philosophers like Kireet Joshi and sociologists

like P.N. Rastogi and scholars of religion like Majid Ali Khan and Zeba

Bashiruddin.

A very significant book ‘Moral Education: Theory and Practice’ by

M. Downey & A.V. Kelly10 (1978) comprehensively highlighted the

various theoretical and empirical contributions to moral education in

the west till that time.

A significant doctoral work ‘Moral Development in School Children’

(1989) by K.M. Gupta11 of the National Council of Educational Research

and Training, New Delhi, presented a lucid review of the contributions

of Blair Jones, Simson (1975), Hoffman (1970), Flugel (1955), Mowrer

(51)

(1950), Peck and Havighurst (1960), Gasell (1956), Meas (1934) and

Kohlberg, Piaget (1969) and Kohlberg (1969) and highlighted the process

of moral development and value inculcation. He conducted the empirical

part of his study on 83 boys and girls of Classes VII-IX and XI using

Moral Reasoning Scale. He took three components or dimensions of

morality moral reasoning, moral judgment and reformatory zeal. He

concluded that “any act motivated by fear or greed is immoral, however

good the act may be in itself”.

A very important and highly useful publication has been brought out

by the National Council of Educational Research & Training12, New

Delhi under the title. ‘Education in Human Values A Source Book’ (1992)

which contains articles by philosophers like C. Seshadri, A.N. Pandya

and a number of teacher educators and other educational researchers. A

book edited by P.R. Nayar et. al and published by the NCERT also

contained a lot of valuable materials on value education.

A voluntary body Citizenship Development Society, New Delhi, under

the leadership of an enlightened educationist J.N. Sharma has been

actively engaged in ideas and practices relating to Education in Human

Values through its seminars and workshops in schools throughout the

country. Its publications are quite enlightening,

Sri Sathya Sai Organisation13 Sri Chimaya Mission, Sri Aurbindo

Mission, Sri Sadhu Vaswani Society, DAV Mission and Rama Krishna

(52)

Missions have brought out a number their own text books, rapid readers

and other materials highlighting the philosophical bases of their

educational systems which are quite useful and impressive. A number of

seminars have been organized by the Bhartiya Vidya Bhawan and other

religious and educational organizations and institutions and universities.

A number of learned professors of Philosophy like Daya Krishna of

Rajasthan University, Jaipur, M.T.P. Mahadevan of Mysore University,

S.R. Bhat of Delhi University, V.K. Gokak, Prof. Yamunacharya, S.L.

Bhyrappa of the Regional College of Education, Mysore, and Professors

of Education like V.R. Taneja, S.R. Rohidkar, R.S. Pandey, S.P. Ruhela,

R.N. Safaya, T.S. Sodhi etc. have by their own contributions and through

the researches guided by them contributed a lot to the emerging field of

Education in Human Values.

Two interesting books ‘Education, Science and Human Values: Essays

in Honour of Prof. D.S. Kothari’ (1994) edited by R.C. Mehrotra and

Ramesh K. Arora14 and ‘Education and Values in the Mahabharata’

(1996) by N.L. Gupta15 have been published. They have been reviewed

exhaustively in the University News in its issues of April 22, 1996 and

May 6, 1996.

Anil Chawla presented his views on value inculcation through

vocational education on 7th, 8th November 2000. This paper takes a

philosophical, historical, theological view of the concept of vocation.

(53)

The paper is primarily attempts to link vocation with “Varna” of Hindu

philosophy. The author seeks to elaborate on the concept of vocation as

a life value and thereby treat all vocational education as value inculcation.

Chitra Lakshimi,16 Govermment College of Engineering; wrote a

paper on Value Education 2009: An Indian perspective of the need for

moral education in a time of rapid social change. Material wealth is

considered the hallmark of success in many nations of the world, but as

Emerson (2009) is reputed to have said, a person’s real success should

be measured instead by the values that he or she possesses such as

empathy, care, love, enthusiasm, and humaneness. Today, there is a gradual

moral decline in society’s and humankind’s values. Wars ravage nations,

indifference marks general human relations, love refers more to the body

than to the mind, and redeeming the society of evils that stalk it is more

of a vision of the future than an immediate need. It is time that educators

stepped in and made values. Today, there is a need to re-introduce the

subject of moral values in the curriculum of Indian students, especially

in the higher education sector, since society seems to have lost much of

its faith in the ethical values of humanity.

These values have always been emphasized in Indian epics, which

were orally learned in the past. What has been viewed for as long as a

family responsibility, value education should become an important part

of the curriculum of any educating body? The responsibility of

(54)

strengthening the values of a society lies not only in the individual’s

hands; educators must assume the role of mentors in this time of need

and bring about change to usher in a better world- a world of unselfish

concern for those around us. India, as any other country, is going through

an identity crisis — the new and vibrant present challenges its rich past

and values.

This paper discusses the need for promoting moral values in society

and the role of educators in imparting values education to students,

especially in the Indian context. The Indian economy is rapidly

globalizing and India’s reputation as a land of seers and savants who

have laid emphasis of personal and societal values needs to be recognized.

Researches on values

Lehmann17 (1962) conducted a research on “Some socio-economic

difference in attitudes and values” – and demonstrates that socio-

economic difference in attitudes and values exists. It is found that in the

basic attitudes and values there are variations among and within socio-

economic groups.

Robert18 (1966) studied, “Dagmatism, social class values and

Academic achievements in Sociology”. The most relevant observation

made there in was that no significant difference in values existed between

‘high’ and ‘low’ dogmatic students.

(55)

Pestonjee and Akthar19 (1968) in their study investigated that life

values exerts their influence upon people to choose a particular

occupation and concluded that:(i) Occupational groups were lowest in

the religious values as compared to their scores on other five values.(ii)

Theoretical, political and Economic values seemed to be more important

the sample in general.

Murray20 (1969) has conducted a study and found that teachers with

high social values were perceived by their students as significantly more

concerned than teachers with low social values, self actualizing teachers

and non-self actualizing teachers do not have significantly different

theoretical values, however, they do differ on other scale of the study of

values. Home economies teachers profile on the six scales differs slightly

from that of women in general.

Nichols21 (1969) reported that the values generally have no significant

relationship to ratings of teacher success. There were significant

relationships between the theoretical and aesthetic values and specific

aspects of the success criteria.

Dixit and Sharma22 (1971) in their study have shown that high school

male teacher have scored more than the University male teachers on

aesthetic value and the differences have been found to be significant (P

05) results showed that values differences can be explained on the basis

of environment differences.

(56)

Entwistle23 (1972) found that students of different types of institutions

(college of education, polytechnics, language, pure science, applied

science, mathematics) differed in their values.

Gaur24 (1975) conducted a study on seven percent of the total class

X students of higher secondary school of Rajasthan selected through

stratified randomization technique. The learning was measured by the

standardized attainment test of Bhatnagar values by the Allport-Vernon-

Lindzey study of values adopted by Bhatnagar and perception by the

Bhatnagar’s self concept inventory. The dates were analyzed by using t-

test and co relational techniques. The study revealed that:(i) On theoretical

values, boys and girls of either rural or urban origin did not differ but

urban girls differed from the rural girls.(ii) Rural boys and girls did not

differ on aesthetic values political and religious values.(iii) Urban boys

and girls did not differ on social values.

Adis Eshian25 (1976) reported that the mean scores of pre degree

and degree class students are not significant on personal values.

Lopes and Henry26 (1976) conducted a study to study the relationship

between students’ perception and various factors. They found that

significant differences between level of approval of democratic values

and power structure. There are significant differences between internal

and external students with regard to approval of democratic values.

Aliaimo & Joseph27 (1979) in their investigation attempted to

(57)

investigate factors influencing value respects to environmental problems.

They found that there were significant grade level effects on environmental

values. There was no significant effect of sex on environmental values

and significant effect was found between the criterion variables (values)

and the predictor ‘inner’ variables.

Ahmed28 (1972-77) conducted a study on ‘Relationship between

values and modernity with special reference to college girls’. This study

was an attempt to find out if social changes affected the value system.

The investigation was a co-relational study.

The study conducted by Katiyar29 (1972-77) a study of values and

vocational preferences of the intermediate class students in U.P. has

following objectives:

¨ To study the values of the students.

¨ To compare the values of the students.

¨ To study the vocational preferences of the students.

¨ To study the relationship between the values and vocational

preferences of the students.

Findings of the study were all the students were high in democratic,

social and knowledge value.

Millar and Janett30 (1980) found the all values were significantly

related to the level of aspiration, academic interest and satisfaction except

aesthetic value.

(58)

Kalia, A.K.31 (1981) conducted ‘A study of values and ideals of

early adolescent living in different types of home environment ’. On the

sample comprised 562 early adolescents from both-parent homes 195

were selected and 186 from one parent home and 181 from orphan homes.

The tool used for collecting data was adjustment inventory (Mittal). For

analyzing the data descriptive statistics t-test were used. The major

finding of the study were :

(I) No significant difference was found between the both-parent and

the one-parent females in values except in political values in which the

former scored significantly higher.

(II) No significant differences were found in the values of female

respondents from orphan homes and from one-parent home except on

theoretical value, in which the former group lagged behind.

(III) All the three groups showed significant differences on the basis

of sex and adjustment

Patel32 (1981) studied the value-orientation in the educational

institution run by the Sri Sathya Sai Orbanisation in India. The researcher

undertook the study with the objective of studying, (i) the impact of Sri

Sathya Sai Baba’a teachings on the development of the concept regarding

life, among students, (ii) making a comparison of value systems of men

and women students, hostlers and day scholars and students belonging

to different streams such as arts, science and commerce.

(59)

The study was limited to the final year students studying in colleges

situated at Bangalore and Anantapur. Values and their characteristics,

classification and gradation were thoroughly dealt with. The views of

Sri Sathya Sai Baba on vaues and specially educationl values were

analysed. His views on the educational system and the characteristics of

the educational institutions run by the Sri Sathya Sai Organisation were

also dealt with. The measurement of value-orientation was done through

Allport-Vernon Lindzey Test of values with necessary adaptations. The

impact of Sri Sathya Sai Baba's teachings was also studied through

questions. The analysis was done using an appropriate statistical

technique.

Mishra33 (1981) studied the leadership behaviour and values of

principals and teachers. The value-orientation scale as developed by

Ansari was used. The value orientation scale consists of sixty statements

and covers five dimensions-conservatism, liberalism, fatalism,

scienticism, hereditarianism, environmentalism, authoritarianism – non-

authoritariarism, economic and sltruism. The study showed that :

(1) On teachers' value-orientation scale, the values, authoritarianism

and non-authoritarianism have almost the same value indes. Almost all

teachers tend to be fatalistic. (2) The scores of teachers about the

perception of principals’ initiation is positively related to the score of

principal’ on value orientalism. (3) The score of teachers about the

(60)

perception of the principals’ consideration is positively related to the

scores of principals’ values liberalism.

Madur34 (1981) conducted “A comparative study of Values and its

relationship with subjects offered among boys and girls of Pre-

University” reveal that – there is insignificant difference in theoretical,

political and religious values of boys and girls. There is insignificant

difference in theoretical, political and religious values of boys and girls.

There is insignificant difference in theoretical, aesthetic and social values

of science and Arts group. Political value is the most dominating value

in all the groups.

Singh & Singh35 (1986), report the results of a project on effectiveness

of value clarifying strategies in values orientation of B.Ed. students.

The project aimed at developing the values of (1) co-operation,

(2) dedication to teaching profession, (3) scientific outlook,

(4) nationalism and (5) persverance. Value clarification strategies like

critical incident sheet, clarifying response, incomplete value sentences,

pupil reaction sheet and role playing were used to develop five values.

After a period of six months of treatment the subjects showed significant

gain scores on value attainment.

Wyatt36 (1988) conducted a study on value congruence. He has

perceived values congruexe impacts positively on institutional integration,

peer group and academic performance.

(61)

Sanjat Devi37 (1986) in her study ‘compared the Value preferences

of College students of different Ethnic groups and economic groups’ and

reported that the value pattern among different religious system do differ

from each other. This means religious code of conduct does play a crucial

role in creating values among the individuals.

Kumud38 (1991) in her study “A study of Values among lecturers and

their comparison with some scientists and engineers “- revealed that –

Scientists are more interested in economic theoretical value than the

lecturers and engineers. Engineers and Lecturers are busier in aesthetic

value than the scientists. Lecturers and engineers are having more religious

and political values than the scientists.

The above study clearly reveals that values develop in the environment

and differences in the environment and differences in values. Also interest

and aptitudes develop in the environment the investigator wanted to study

whether there is any difference in the pattern of values and the subject

offered.

Singh Veer Pal39 (1992), “Effect of Jurisprudential Inquiry Model

of Teaching on Value Preferences and Social Behaviour of School

Students.

Objective : The study attempted to find out the effect of jurisprudential

inquiry model of teaching on value preferences and social behaviour of

school students belonging to different intelligence and Socio-Economic

Status (SES) groups.

(62)

The sample of the study consisted of 80 students from two sections of

Class IX of the Government Senior Higher Secondary School, Kurukshetra,

Haryana. Tools used to collect the data were Raven’s Progressive

Matrices and Kulshreshtha’s Socia-Economic Status Scale, the lesson

plan format and worksheet, five value tests, the dialogue observation

scale, the verbal fluency test are developed and standardized by the

investigator. The collected data were analyzed using Mean, SD., four-

way (2 × 2 × 2 × 2) ANOVA, Chi-square, ‘t’ test, and (2 × 2 × 9) and (2

× 2 × 3), three way ANOVA. The effect of Jurisprudential Inquiry Model

(JIM) of teaching on value preferences has been measured with the help

of five value tests.

Fingings : (1) JIM of teaching was more effective than conventional

method in developing the ability to extrapolate the matters pertaining to

the value of untouchability, citizenship and self-discipline. (2) In case of

the values of scientific outlook and co-operation, both the approaches

were found more or less equally effective. JIM was more effective in

developing the ability to identify matters pertaining to the value of

scientific outlook while in case of the values of untouchability, citizenship,

self-discipline and co-operation both the treatments were found more or

less equally effective. (3) Both the treatments were found more or less

equally effective in changing the preferences for all the five values among

students. (4) JIM of teaching was found more effective than conventional

(63)

method in developing the ability to differentiate the values of

untouchability, scientific outlook and cooperation. (5) JIM of teaching

was also found more effective than conventional method in developing

the ability to differentiate the values of citizenship and self-discipline

among high inteligent students. (6) Treatments were found effective in

developing the ability to analyze, identify and exploring the taken stance

for the different values among students. (7) JIM of teaching affected the

improvement in mean scores of the students incase of ability to analyze

the social issues. (8) Socio-economic status affected the improvement

in cometency in social dialogue scores of the students. The trend of

improvement on different occasions and levels of intelligence was linear

and the direction of the trend was upward. (9) JIM of teaching was

found effective in improving the word fluency of low intelligent students.

JIM of teaching has bearing impact on value preferences and social

behaviour of school students.

Renu, Sarbjit Kaur40 (1995), Values Dimensions of post graduate

students in relation to their levels of aspiration and intelligence. This

study deals with value dimensions as related to and level of aspiration

and intelligence of post graduate students of three universities of Punjab.

Objectives : (i) To identify value-dimensions of post-graduate

students of three universities of Punjab. (ii) To compare value-dimensions

of students of each of the three universities. (iii) To compare value-

(64)

dimensions of male and female students of three universities. (iv) To

identify and compare the value dimensions of arts and sciences students.

(v) To determine relationship between value dimensions and level of

aspiration of male and female students. (vi) To examine relationship

between value-dimensions and intelligence of male and female students.

(vii) To determine to conjoint contribution of level of aspiration and

intelligence towards to prediction of value-dimensions of male and female

students, and (viii) To study the level of aspiration and intelligence as

predictors of values, separately for males and females.

The sample comprised 600 students, 200 from each university. Again,

from each university, 100 arts and 100 sceience students with equal

number males and females in each category were included. The tools

used were Allport-Vernon Lindzey scale of Values by Chaudhary, a level

of aspiration scale, and Jalota’s Group Test of General Mental Ability.

The collected data were treated with mean, SD, ‘t’-test, ANOVA,

correlation, intercorrelations analysis.

Major Findings: (1) There were minor deviations in the ranking

order of the two most preferred values. While students of Punjab and

Punjabi Universities gave first preference to Political and second to

Theoretical while GNDU students gave first preference to Theoretical

and second to Political. (2) Males were significantly higher on theoretical

value, but lower on the aesthetic and social value than the females.

(65)

(3) Arts students were significantly higher on aesthetic, social and

political values than the science students. (4) In order of ranking, values

of high level of aspiration and intelligence group were : theoretical,

political, economic, social, religious and aesthetic. While and religious.

(5) High and low aspiration female group were nearly homogeneous in

their value patterns. (6) The high aspiration male group was significantly

higher than the low aspiration male group on theoretical and political

values while the low aspiration group was higher on aesthetic values.

(7) The high intelligence groups of males and females scored significantly

higher on theoretical and economic values and low intelligent group of

males was significantly higher on the aesthetic value. (8) Multiple

correlation results indicated that level of aspiration and intelligence

could be established in predicting theoretical, economic and aesthetic

values in males and theoretical, economic and religious values in females.

Level of aspiration and intelligence together were predictors of the scores

among male and female students.

Smulders A. E. M.41 (1995) studeed on “Rerceptions of Private

Companies in Malaysia on Value Education”. This study explores the

perceptions of private companies in Malaysia on 16 values as defined

by the Ministry of Education.

Objective : To study the perceptions of private companies in

Malaysia on Value Education.

(66)

Methodology : A sample of 53 private companies of Malaysia and

23 foreign based companies was selected. Data were collected using a

questionnaire and a 4-point rating scale. The collected data were

analyzed using both descriptive and inferential statistics. For inferential

statistic, non-parametric procedures such as Mann-Whitney U test,

Wilcoxon Matched-Pairs Test, and Kruskal-Wallis Test were used.

Major Findings : (1) The 16 values were perceived as either highly

desirable or desirable for both workers with and without supervisory

roles. (2) All companies considered the values more desirable for

supervisory workers than for non-supervisory workers.

Dhekwar T.M.42 (1996) Studeed on a comparative study of some

differentiating personality variables and values of higher secondary

students of vocational-technical course in Vidarbha. This study addresses

the personality problems and value pattern of Higher Secondary (HS)

students of Non-Technical Course (NTC) and Vocational Technical

Course (VTC).

Objectives: (i) To study the differentiating personality variables and

values of higher secondary (HS) students of NTC and VTC, (ii) To find

out value pattern of six values of HS students of NTC and VTC, (iii) To

compare the differentiating personality variables of HS students of VTC,

and (iv) To compare the value pattern of six values of HS students of

NTC with HS students of VTC.

(67)

Methodology: The sample comprised 895 students belonging to 18

Jr. colleges of 9 districts in Vidarbha. The tools used were 16 PF test of

S. D. Kapoor and Values Test of R.K. Ojha. The collected data were

treated with mean , SD and t-test.

Major Findings: (1) Higher secondary students of NTC and VTC

were similar on the measure of differentiating personality variables. (2)

All groups of NTC were higher in social and theoretical values, and

lower in aesthetical and economic values as compared to political and

religious values. (3) All groups of VTC were higher in social and

theoretical values, lower in religious and aesthetic values as compared

to political and economic values. (4) The hierarchy of values of HS

students of NTC and VTC were similar in most of the cases. (5) The

value pattern of six values of students of NTC and VTC were similar for

theoretical, social and political values and differed in religious, economic

and aesthetic values. (6) Theoretical and social values were held at top

position, political value at second positive by students of NTC and VTC.

(7) Religious, economic and aesthetic values were held at low position

by students of NTC and VTC.

Nanda R.T.43 (1997), A study of Contemporary Approaches to Value

Education and Their Effectiveness in Promoting Human Values.

Objectives : (1) To present a theoretical introduction of the concept

of “Education in Human Values’’ and its various forms which have been

taken up as a unique latest innovation in Indian Education. (2) To identify

(68)

and study twelve schools run by the different religions and philosophical

missions or bodies in India according to their own conceptions of ideals

“Education in Human Values’’. (3) To prepare sociological case study

of such schools on the basis of empirical field study. (4) To compare

the approaches in EHV (Education in Human Values) vis-a-vis their

common features, distinctive features, factors contributing to the grand

success of the innovation in some schools and factors leading to the

failure or rather lower level of success in other schools. (5) To broadly

highligh the finding and analysis of these schools and to suggest a

functional programmes of EHV.

Method : The sample of the study comprised twelve Principals of

Senior Secondary Schools run by the important religious/contemporary

philosophical schools in India. The tools used to collect data were a

questionnaire and observation technique. Each of the schools either were

inspired by major religious, namely: Jainism, Sikhism, Christianity and

Islam, or by teachings of Sri Ram Krishna Paramhansa, Swami Dayanand

Saraswati, Sri Dada T. L. Vaswani, Sri Aurobindo, Shri J. Krishnamurti,

Sri K. M. Munshi, Sri Chinmanyananda and Sri Satya Sai Baba.

Findings : (1) Education in Human Values should be included as an

important element in all the subjects and not to be taught as a separate

compulsory or optional subject in the school curriculum by a separate

specialized teacher. (2) Common features of these schools are prayers,

celebrating festivals and co-curricular activities. (3) Distinctive features

(69)

of these schools are strict vegetarianism, non-use of leather articles,

touching the feet of their teachers daily, visit to deprived sections of the

society, hospital, ‘Save Oil’ collection of funds, keeping fasts, bird

feeding, counseling period, meditation, culture classes, concentrating

on natural surroundings, etiquettes, discipline and free education.

(4) Successful schools with respect to their effort in value transmission

had residential approach and adhered to all the principals of their

founders. Lack of involvement of teachers and school management and

the gap between preaching and practicing their values contributed to the

failure of value transmission in some schools. (5) Two schools assessed

best ones out of 8 schools had number of plus points, as they equally

emphasis traditional values and their value patterns are universal and

liberal and their EHV approaches can be recommended for universal

application.

Mahmood, Ali44 (1998) studied Personal Values, Career Aspiration,

Academic Achievement and Socio-economic Status as determinants of

Educational Choice at Senior Secondary level.

Objectives: (i) To study the relationship among personal values,

career aspiration, socio-economic status, academic achievement and

educational choice; (ii) the relative contribution of personal values, career

aspiration, socio-economic status and academic achievement to

educational choice at senior secondary stage; and (iii) to develop a

statistical model to predict the educational choice of children on the

(70)

basis of their personal values, career aspiration, socio-economic status

and academic achievement. Method: The sample consisted of 500

students (250 female and 250 male) of arts, science and commerce

streams of senior secondary school and intermediate colleges of Aligarh

District and Delhi. Personal value questionnaire developed by Sherry

and Verma, Occupational aspiration scale developed by J.S. Grewal

(1948) and personal data sheets developed by the investigator to obtain

information regarding academic achievement in high school examination,

educational choices and socio-economic background variables. The study

involved one dependent and thirteen independent variables. Multiple

discriminate analyses were used.

Finding: (1) The academic achievement correlated significantly and

positively with socio-economic status, knowledge value and occupational

aspiration and negatively with power value. (2) In the case of arts and

science groups, academic achievement was co-related significantly with

socio-economic status but in the case of commerce group these variables

were found to be uncorrelated.

Singh, Prabha and Soni, Rashmi45 (1999) studied, “Aggressiveness

and Value Pattern: A Study of Students in Respect to Differences in

Gender and College-instruction Medium.

Objectives: (i) To find out the level of aggression and value profile

of different groups of college students, difference being in respect to

their gender and instructional-medium of college; and (ii) to compare

(71)

the value preference and value profiles of the different groups in relation

to their variations in their level of aggression. A sample of 300 students

(150 boys and150 girls) studying in Hindi and English as instructional

medium, came from two colleges each of Lucknow University. Aggression

scale, constructed by Roma Pal and Yasmeen Naqui, was used. The

subjects were classified into three categories high, average and low

based on scores on Aggression Scale. Value Survey prepared by Milton

Rokeach (1967) was also used and only terminal values were taken for

the purpose of the study. The medium test using chi-square was applied

to analyze the data.

Finding: (1) Groups segregated on the basis of instructional medium

and gender showed quite similar value profile with slight variations in

their hierarchy order. (2) Some differences were found in relation to

values like Wisdom, Self-respect Comfortable life, Family security,

Happiness. True friendship and National Security. Self-respect was given

very high value-preference by English-medium students but valued quite

low by Hindi medium students. Groups segregated gender-wise did not

show much variation in respect to this value. (3) In respect to values,

wisdom and comfortable life. English medium students and male students

preferred wisdom and their female counterparts and Hindi medium

students preferred comfortable life as a more ideal end state of existence.

(4) Only Hindi medium group has preferred National Security. Even at

the lower end of preference, girls had given it less value than the boys.

(72)

(5) The level of aggression and preference for the value are somewhat

related to each other. Conclusion: The results indicated predominant

presence of middle class-morality-syndrome in the socio-cultural milieu

of the Hindi medium institutions.

Mehra P.46 (2000), studied, "Social Values and Futuristic Perceptions

of College Girls in Delhi : A Study of Sociology of Youth Culture."

Objectives : (1) To understand the perceptions of the college girls

of Delhi about the future of the Indian nation and society. (2) To discover

what the girls of the various colleges of India’s metropolis during 1999

were believing, thinking, feeling and preferring in regard to the whole

of complex social cultural values, traditional as well as modern values.

Method : The questionnaire was administered to over 600 college

girls randomly throughout Delhi during 1999. Social survey method was

used and both quantitative and qualitative data were collected.

Findings : (1) The girls appear to be progressive, rational, bold in

their orientations towards economic independence, self-dependence,

equally of education and social opportunities, career freedom and

decision-making. (2) Their social values have in recent years changed

a lot due to the fact of their living in the India’s metropolis and receiving

high education. Education is making them confident, broad minded and

progressive. (3) They are conscious of the importance of higher

education, especially professional and vocational education, which serves

(73)

as an important instrument of upwards social mobility and progress in

life. (4) Regarding perception of personal future, most girls were not

able to look ahead seriously and imaginatively beyond 2005.

Mathew, Thomas C.47 (2003),studied, "A Study of Organisational

Commitment of Degree College Teachers in Relation to Work Values,

Self-actualisation and Leader Behaviour of Principals."

Objectives : (1) To investigate whether differences in work values,

self-actualisation and leader behaviour of principals would account for

significant differences in the organizational commitment of degree college

teachers. (2) To find our the interaction effect of work values, self-

actualisation and leader behaviour with each other on organizational

commitment of degree college teachers. (3) To investigate the difference,

main effect and interaction effect of biographical variable (gender, age

etc.) on organizational commitment of degree college teachers.

Method : The sample was drawn by employing a two stage stratified

random sampling technique. The sample comprised of 450 degree college

teachers drawn from aided, unaided and government degree college

teachers. Equal numbers of male (225) and female (225) teachers were

included in the sample. Organisational Commitment questionnaire (three

components) by Allen and Meyer was adapted and standardized. Work

value scale by Wollack. S. et.al. was adapted and standardized. Self

Actualisation inventory by K. N. Sharma was adapted and standardized.

(74)

Leader behaviour description questionnaire by Halpin and Winer was

adapted and standardized. A self-developed performa was used to obtain

information on the biographical variables. The data was analysed using

Pearson Product Moment of Correlation, ‘t’-test and two way ANOVA.

Findings : (1) There is significant and positive relationship between

organizational commitment (all components) and work values,

organizational commitment (affective and normative and self-actulisation,

organization commitment (all components) and leader behaviour of

principals. (2) There is no significant relationship between

organizational commitment (continuance and self-actualisation).

(3) Teachers having high work values were more committed to the

organisation. (4) Teachers whose principals exhibited high consideration

and initiation behaviour were more committed. (5) Male teachers were

more committed than female teachers (affective). (7) More experienced

teachers had more normative commitment. (8) There was a significant

difference in the organisational commitment of private aided and

government college teachers, private unaided and goernment college

teachers, private aided and private unaided college teachers.

Jesus de la Fuente, Francisco Javier peralta, & Maria Dolores

Sanchez,48 (2006) Studied on “sociopersonal values and coexistence

problems in secondary education”

Objectives. Based on these assumption, our study has a three-fold

objective. Firstly, it will develop and present a new questionnaire

(75)

regarding social values, analyzing its psychometric properties. Secondly,

it seeks to develop a descriptive profile of social values constructed by

students in this stage, using diverse academic and family measures. And

thirdly, we establish interdependency relationship between the values

questionnaire and other measure of maladjusted behaviors.

Method: Participants were 857, male and female students from two

public schools (Educacion Secundaria Obligatoria) in the province of

Almeria, their age ranging from twelve to eighteen years, of which 437

subjects were male (51.0% of the sample) and 420 subjects were female

(49.0% of the sample), at varying levels in their completion of Educatcion

Secundaria Obligatoria (see table below for distribution according to

year in school). Using this sample we performed three consecutive studies

in order to meet our three objectives.

Results and conclusion. The first study allowed us to obtain a Social

Values Education Questionnaire with initially acceptable psychometric

values. The second study gives us an interesting inside look at the social

values of our adolescents, with respect to the students’ other

sociodemographic and academic variables. The third study confirms

interdependency relationship and the importance of social values and

social maladjustment.

Dr. Poonam Sharma and Mr. Mukesh Kumar49(2006), "Value

pattern of Senior Secondary Students". The present study attempts to

find out the value patterns of male and female senior secondary students.

(76)

The sample consisted of 60 senior secondary Arts students (30 boys and

30 girls) of Saharanpur district. They were administered Personal Values

Questionnaire by Dr. G.P. Sherry and Prof. R. P. Verma. Results revealed

that female senior secondary Arts students intend more towards the

religious and Knowledge value than male students. Male senior

secondary Arts students intend more towards the Social, Hedonistic,

Power and Health Values than female students. There was no significant

difference between male and female students on Democratic, Aesthetic,

Economic and Family Prestige value.

Hardy, Sam A., Padilla-Walker, Laura M., Carlo, Gustavo,50 (2008)

have conducted a study on “Parenting Dimensions and Adolescents

Internalization of moral Values”.

This study examined relations between parenting dimensions

(involvement, autonomy support and structure) and adolescents’ moral

values internalization. A sample of 101 adolescents (71% females; 76%

white; M age =16.10, SD = 1.17) reported on the parenting behaviour of

one ther parents and on their own moral values. Four forms of values

regulation were assessed (external, interjected, identified and integrated),

as well as overall internalization. Structure was positively linked to

external and interjected regulation, involvement was positively associated

with identified and integrated regulation and structure was interactions

were found for autonomy support and involvement predicting identified

(77)

and integrated regulation. Implications for parenting and moral education

are discussed.

Researches on Level of Aspiration

Atkinson51 (1953) studied the relationship between n-Ach scores

and level of aspiration. His sample included psychology students studying

at University level. He used TAT for assessing n-Ach and level of

aspiration was measured by asking the students to indicate what grade

they expect to make on the final examination. He has reported a low

positive correlation between n-Ach and level of aspiration.

Martire52 (1953) studied “Relationship between the self concept

and differences in the strength and generality of achievement motivation”.

Level of aspiration was one of the variables in the study. His sample of

the study was 53 male undergraduates and graduates with an age range

of 18 to 43 and a median age of 25.3 years. He used Lowell’s scrambled

word test, TAT and Weinberger’s self concept test in two experimental

conditions-neutral and achievement oriented. He found that level of

aspiration was meaningfully related to projective measures of

achievement motivation.

Clark, Teevan and Ricciuti53 (1956) studied “Hope of success and

fear of failure as aspects of need for achievement”. The sample of their

study consisted of three classes of swarthmore freshman. TAT was

administered under so called neutral conditions about five weeks prior

(78)

to final examination. The level of aspiration questionnaire was

administered to these classes immediately before the examination. They

found that subjects at the extremes of the continuum have lower n-Ach

scores, than subjects in the middle of the continuum. In terms of the

positive sub scores (Goal Imagery) on the n-Ach measure, the extremes

have higher scores than subjects in the middle of the hope of success,

fear of failure continuum and in terms of negative sub scores (deprivation

Imagery) the middle group tends to score more highly than the extremes.

It was found that persons high in n-Ach set their level of aspirations in

the intermediate range of difficulty.

Mukherjee54 (1965) conducted his work on “Achievement motive

and goal setting in class rooms”. He used self made sentence completion

test (SCT) as a measure of achievement motivation for data collection.

He found that students with high scores on SCT showed more positive

goal discrepancy score than the students with low scores on SCT.

Patel55 (1971) conducted “Case study of some highly and lowly

motivated students”. He had taken level of aspiration as a variable of

his study. He used TAT for measuring motivation of the students. He

found that highly motivated individuals fixed up moderate goals.

Bhargava56 (1972) conducted a study on level of aspiration and need

for achievement. The sample of his study included 120 male students

from the affiliated colleges of Agra University. The age range of the

(79)

sample was 17 to 22 years, with the mean age of 18.45 years. He used

self made level of aspiration questionnaire, the TAT and sentence

completion test for data collection. He found that there was no significant

correlation between level of aspiration and need for achievement.

Jawa57 (1972) studied “Level of aspiration and achievement motive”.

Sentence completion test by Mukherjee and a questionnaire designed to

measure personal aspiration, was administered to 57 female students of

Delhi University. The results revealed that n-Ach is positively related

with future performance. High and low n-Ach groups differ significantly

(at 0.05 level) in each of the time dimensions of four variables viz.

contented life, educational achievement, sociability and economic

condition.

Phutela58 (1974) conducted a study on some selected motivational

factors in relation to academic achievement and socio-economic status

among the college students in the states of Haryana and Punjab. He found

positive and significant relationship between n-Ach and educational

aspirations.

An important study known as level of aspiration in elementary age

children as a function of age self concept and body estimate has been

made by Hutchison Margarel59 (1976) purpose of the study was to

examine the level of aspiration of 6,8,10 and 12 years old children on

two gross motor tasks as a function of age, self-concept and body

(80)

estimation. The study showed that there were no significant relationship

between the dependent variable level of aspiration and any of the three

independent variables, age, self concept and body estimation. There

was a significant relationship between self concept and age, but not self

concept and body estimation finally there was a significant relationship

between body estimation and age.

Qureshi, Hussain and Akhtar60 (1978) studied “Need achievement,

hope of success and fear of failure in relation to level of aspiration”.

The sample of their study consisted of 75 students having age between

15 to 19 years. They administered TAT prepared by Qureshi and L.A.

coding test of Ansari and Ansari. They found that level of aspiration and

n-Ach are not significantly related with each other, the obtained ‘r’ being

–0.005.

Bhargava61 (1976) found that level of aspiration of the child is closely

related to his self-concept and educational achievement.

Sarala62 (1978) observed insignificant very low relationship between

level of aspiration and three areas of adjustment-emotional, social and

educational.

Singh63 (1979) noticed no relationship between level of aspiration

and creativity.

Bajaj64 (1979) found that level of aspiration is neither significantly

related with test anxiety nor adjustment.

(81)

Gupta65 (1980) found negatively low relationship between level of

aspiration and personality adjustment.

Millar and Janett66 (1980) found that all values were significantly

related to the level of aspiration, academic interest and satisfaction except

aesthetic value.

Bhatia67 (1980) revealed a positive low relationship between need-

achievement and level of aspiration of individuals. No relationship was

found between level of aspiration and educational adjustment and socio-

economic status.

In a comprehensive study Bhargava & Jain68 (1980) revealed that

goal setting behaviour was significantly related with elevan personality

traits, A, E, F, H, I, L, Q1, Q3, Q4, the nine primary factors and Qi and

Qii the two second order factors of personality as described by Cattell

(1972).

Saxena69 (1981) has been studied the relationship between need

achievement and level of aspiration, sex differences were significant as

far as level of aspiration were concerned, boys and girls having high

level of aspiration differed significantly regarding need achievement

scores whereas those having low level of aspiration did not differ

significantly regarding need achievement on the total sample also, the

difference in the level of aspiration and need achievement was not

significant. Values, creativity, anxiety and the level of aspiration were

(82)

predictors of need achievement for both boys and girls, separately.

Jain70 (1981) found that the level of aspiration was significantly

negatively related with fixation and regression modes of frustration while

resignation was positively related with it.

Singh and Singh71 (1981) found that significant positive relationship

between level of aspiration and the total creativity as well as all the

three components of creativity-fluency, flexibility and originality.

Singh and Singh72 (1983) observed insignificant relationship between

level of aspiration and security-insecurity variables.

Bhatnagar73 (1983) stated that the correlation between level of

aspiration and involvement in studies was found –.042 which is

insignificant and denotes almost on relationship between these two

variables. The results also showed when the high involvement girls and

boys were compared, significant difference (at .05 levels) in the level

of aspiration with boys showing higher mean score those girls. Same

pattern is evident where both the sexes having low involvement are

compared. The difference was significant at .01 levels with boys showing

higher level of aspiration than girls.

Mehra74 (1985) revealed the significant negative relationship

between goal discrepancy score and intellectual level and non verbal

creativity performance. She did not notice any relationship between level

of aspiration and security and verbal creativity.

(83)

Praveen, Nuzhat. 75 (1999) studied, "A study of the relationship of

mother’s aspiration, involvement level with the scholastic achievement

of their children with special reference to the educational status of the

mothers."

Problem: This study attempts to see the relationship of mother’s

aspiration, involvement level with the scholastic achievement of their

children with special reference to the educational status of the mother.

Objectives: (i) To study the relationship between mother’s

involvement level and the scholastic achievement of their children, (ii)

To study the relationship between mother’s involvement level and their

educational status, (iii) To study the relationship between mother’s

aspiration level and the scholastic achievement of their children, (iv)

To study the relationship between the educational status of mothers and

the scholastic achievement of their children.

Methodology: The sample comprised 500 students studying in the

seven government boys and girls’ senior secondary schools of South

Delhi. The tools used were Group Test of General Mental Ability, Socio-

Economic Status Scale, Involvement/Aspiration level Scale, apart from

the scholastic achievement using results of terminal examinations. The

data collected for the study were analyzed qualitatively.

Major findings: (1) A close affinity was found between mother’s

aspiration level and child’s scholastic achievement as well as the

educational status of mothers and their involvement and aspiration level.

(84)

(2) No close affinity could be found between mother’s involvement level

and child’s scholastic achievement. (3) Involvement level of the

mothers was very high with the academic career of girls in comparison

to boys. (4) A very close affinity was found between the educational

status of mothers and their involvement level. Literate mothers of girls

and boys were found comparatively highly involved than those of

literates. (5) Mothers were found highly aspiring for the academic career

of their children and a very strong association excellence of the child

and mother’s aspiration level. (6) Results could not exhibit much close

affinity between the educational status of mothers and the scholastic

achievement of their children.

Lajwanti76 (2001) studied “Aspiration and Adjustment as associated

with Hearing Impaired and Normal children.” The objective of the study

was to study the level of aspiration and adjustment level of hearing

impaired and normal children. The sample consisted of 32 children from

Rajkiya Mook,Badhir Ucchatar Madhyamic vidyalaya Agra. A descriptive

survey method was used to make a comparison between hearing impaired

and normal children in relation to level of aspiration and adjustment.

Mean, S.D., and‘t’-test used in the statistical analysis. The major findings

were (i) Hearing impaired children are less adjusted in family and health.

Normal children are well adjusted all the five components (Health,

Family, Emotional, Social and School) of adjustment.

(85)

Khuwaid-Ur-Rehman Khan77 (2006) studied, “A comparative study

of occupational Aspiration of Boy and girls students of Senior Secondary

Shools of Delhi”.

Objectives: 1. To find out and compare occupational aspirations of

boys and girls studying in senior secondary schools of Delhi.

2. To find out and compare occupational aspiration of students

studying in different types of senior secondary schools in Delhi.

3. To identify the main occupational aspirations of students in science/

social science/ commerce groups in the academic stream of senior

secondary schools.

4. To prepare guidelines for a career counseling programmes for

students of senior secondary schools.

Findings and Conclusion: 1. With regard to the first objective, the

occupational aspirations of boys and girls studying in senior secondary

schools were found almost the same. No significant difference was found

between occupational aspirations of girls and boys of all the school

taken together. However, the difference between occupational aspirations

of boys and girls within each type of school was found to be significant.

2. For the second objective it was found that there was a significant

difference between the occupational aspiration of boys’ government of

schools and girls of government aided schools. The occupational

aspiration levels of girls’ government schools and that of boys of

government aided schools did not differ significantly at .05 and .01 levels.

(86)

A significant difference existed between aspiration of students of

government aided boys and government girls schools. Significant

difference in the occupational aspiration existed between boys of aided

schools and girls of government schools. A significant difference in

occupational aspiration was also found between the boys of government

schools and government aided schools.

3. The third objective dealt with the identification of occupational

aspiration of students in science/social science/ commerce groups in

academic stream of senior secondary schools.

Hasan78 (2006) studied, “Career Maturity of Indian Adolescents as

a Function of Self-Concept, Vocational Aspiration and Gender.”

Originated from the developmental theory of vocational behaviour,

career maturity has been defined as the maturity of attitudes and

competencies pertaining to career decision making. It has been found to

be influenced differentially in different culture, race and gender groups

by certain psychological, educational and demogeaphic factors

(Lawrence and Brown , 1976; Pound, 1978). The aim of the present

piece of research work is to examine empirically that whether or not

self-concept, occupational aspiration and gender work independently or

in interaction with each other are capable of generating variance in career

maturity in case of Hindi speaking adolescents studying in class X.

Employing a (2) ex-post facto. Non-experimental factorial design (fixed

model) the two levels of self-concept, i.e. high and low, the two levels

(87)

of occupational aspiration, i.e. realistic and idealistic and the two levels

of gender, i.e. male and female were manipulated in the study. Employing

the stratified random sampling technique, finally 480 students of class X

(240 males and 240 females) within age range of 14 to 16 years were

drawn randomly from different Hindi medium schools of Raipur City of

Chhattisgarh State to serve as subjects in the present study. All the three

independent variables were found to be potential enough interactions

were not found significant whereas the second order interactions were

found significant for almost all the components of career maturity.

Bothekar, G. R. Wanglbar,79 (2009) studied on “Correlates of

aspirations of vocational (agriculture) students”. The study was conducted

in Prabhani and HIngoli districts of Maharastra. The sample constituted

of 120 students from 6 junior colleges having agriculture science as

vocational subject. The students were interviewed with the help of a

well structured per tested interview schedule and analyzed using

Pearson’s correlation coefficient. The finding revealed that majority

(60.00 percent) of the students had high level of aspiration. The variables

like sex, caste, land holding and academic performance were positively

and significantly related with the aspiration of the students.

Researches on Adjustment

SHARMA, RAJNI AND ASHA GUPTA.80 (1993) studied “A study

of adjustment and burn- out of teachers teaching in high and higher

(88)

secondary schools of union territory of Chandigarh. This study aims at

investigating the adjustment and burn-out of teachers teaching in high

and higher secondary schools of Union Territory of Chandigarh.

Objective: To investigate the adjustment and burn-out of teachers

teaching in high and higher secondary schools of Chandigarh.

Methodology: A sample of 292 female teachers and 108 male teachers

teaching in high and higher secondary schools of Union Territory of

Chandigarh were selected using purposive and incidental sampling

technique. Bell’s Adjustment Inventory and Maslach Burnout Inventory

were used for collecting the data. The collected data were analyzed

using mean, SD and ‘t’-test.

Major finding: Teachers who were better on their home adjustment,

emotional adjustment, occupational adjustment and total adjustment were

likely to be less burnt out than other teachers whose adjustment was

poor. (1336)

Matto, Mohammad Iqbal81 (1994) investigated the “Vocational

interests, adjustment problems and scholastic achievement of high and

low creative students.” The objective of the study were:

(i) to compare high and low creative students on their level of

adjustment,

(ii) to find out the sex variation on vocational interests, adjustment

problems and scholastic achievement in case of high creative students,

and

(89)

(iii) to find out the dominant factors of interest and adjustment of high

and low creative students. The sample consist 1000 students of X class

in Anantnag District of Kashmir. Matto found that (i) High creative group

in comparison to low creative group was found to be socially

maladjusted, emotionally unstable and not satisfied with household

affairs. (ii) Sex variation, in the highly creative groups with regard to

social, emotional, home and financial adjustment could not be established.

However, in the area of health adjustment, significant differences were

found between the two groups (iii) Dominant vocational interests and

adjustment areas for the high creative group were found to be different

in comparison to low creative.

Pandya, Pratap T.82 (1996) studied the Adjustment, achievement

motivation, anxiety and educational achievement of working and non-

working mother’s children. The objective of the study was to compare

the adjustment, achievement, motivation, anxiety and educational

achievement of working and non-working mothers. The sample comprised

of 1300 working and non-working mothers. Major findings of the study

were (i) Social adjustment of non-working mothers’ daughter was higher

than working mothers’ sons (ii) School adjustment of working mothers’

children, studying in class IX, was better than non- working mothers’

children studying in class IX.

S.K. Bhardwaj,83 (1997) studied “A Psycho- Social study of

adjustment among adolescents”.

(90)

Objective: To identify how far gender, mother’s employment,

extraversion and neuroticism play their role in influencing the adjustment

of adolescents.

Methodlogy : The study was on 160 subjects, selected by stratified

incidental sampling technique. Adjustment inventory by Mittal and Junior

Eysenak personality inventory by Helode used for data collection. The

collected data were treated using mean, SD, t-test & ANOVA.

Findings : It was found that home adjustment was influenced by the

extraversion neuroticism dimensions of personality & extraversion,

neuroticism & gender had significant effect on health & emotional

adjustment.

Roychaudhary, Paromita and Basu, Jayanti84 (1998) attempted to

study parent-child relationship, school achievement and adjustment of

adolescent boys. The objective of the study was to determine the extent

to which various aspects of parenting influence the school adjustment

and achievement of adolescent boys when the effect of intelligence is

partially out. The major finding of the study were (i) Intelligence scores

were highly related to achievement and moderately to emotional and

social adjustment in school, but these were unrelated to educational

adjustment and any of the parenting dimensions (ii) Fathering seemed to

have negligible impact in case of school adjustment. The style of

mothering war, here, the most salient factor.

(91)

Verma, B.P. and Murti, Ram85 (1998) studied the interface between

prolonged Deprivation and Intelligence as Determination of values, needs

and Adjustment of Male and Female Students at the +2 stage. The study

attempted to investigate the combined effects of prolonged deprivation

and intelligence on values, needs and adjustment of male and female

higher secondary students. The sample consist 600 students from senior

secondary school of Siria District (Haryana). The finding of the study

were (i) In male students, prolonged deprivation had significant main

effect only in case of health adjustment, low deprived male students had

better health adjustment than their highly deprived counterparts (ii) in

the case of females, the main effect of prolonged deprivation was found

to be significant on school/college adjustment, as low deprived female

students had better school/college adjustment as compared to male.

Mishra, S.L., R.P. 86 (1998) studied the Personality Adjustment of

Graduated with Reference to their socio-economic status. The objective

of the study was to study the personality adjustment of male and female

graduates of high and low SES groups. The sample consist 200 male

and female graduates of high SES and 200 male and female students of

low SES from Aligarh city. The data was treated with mean, S.D. and

‘t’-test. Mishra and Singh found that (i) male and female graduates of

high SES had appropriate facilities and means to cope with environment

conditions (ii) Male ad female graduates of low SES due to poor facilities

of accommodation, transportation and communication were unable to

(92)

make proper adjustment with environment situations.

Barua, Krishan and Barua, Juri87 (1999) studied the “Adjustment

differences of adolescents in relation to maternal employment”, The

objective of the study were (i) to find out the differences in adjustment

of adolescents of working and non-working mothers, and (ii) to find out

gender differences in adjustment of adolescents of working and non-

working mothers. The sample comprised 198 children of the age group

of 15 to 16 years belonging to 9 randomly selected High Schools of

Jorhat, Assam. Major finding of the study were (i) significant differences

existed in adjustment of adolescents of working and non-working mothers

in three areas viz. emotional, social and educational (ii) In case of non-

working mothers, adjustment pattern of boy and girl adolescents differed

significantly. Girls of non-working mothers were better adjusted than

boys (iii) in case of working mothers, both boys and girls had similar

adjustment pattern.

Kumudhavalli, S.88 (1999) underlook a study to investigate the

“Relationship between the Medium of Instruction and Academic

Achievement and Adjustment of Primary School Children.” The objective

of the study were: (i) to compare the academic achievement and adjustment

of children in class II, III and IV in relation to the medium of instruction,

(ii) to compare progressive changes in achievement and adjustment over

the yeas in relation to the medium of instruction, and (iii) to compare the

academic achievements and adjustment of children from the two media

(93)

of instruction in relation to the variables of gender, parental education

and parental income. The sample comprised of 539 students of two

private schools of central suburb of Mumbai. The interview schedule,

annual marks of the children and adjustment inventories for children;

parent developed by the investigator was used. The data was analyzed

with the help of mean, S.D., ‘t’-test, correlation and analysis of variance.

The major findings of the study were: (i) The profile of the two groups

of children studying in English medium had better education and income

than the other group, (ii) the two groups did not differ significantly in

the aggregate marks scores, but English medium children had performed

better in mathematics and Gujarati medium had scored higher in

Environmental Science (iii) Both the groups scored lower in the

examination as they progressed to higher standards.

K.S. Shankuntala and Sabapathy Tara89 (1999) studied on, “Teacher

adjustment as related to interest in and attitude towards teaching in 1999.”

This work attempts to study the adjustment of secondary school teachers

in relation to their interest in and attitude towards teaching.

Objectives : (i) To study the relationship between adjustment of

secondary school teachers and their interest in teaching. (ii) To study the

relationship between adjustment of secondary school teachers and their

attitude towards teaching, and (iii) To study the effect of sex, type of

management, marital status and age and experience on the adjustment of

secondary school teachers.

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Major finding : (1) There was a significant and positive correlation

between adjustment of secondary school teachers and their interest in

and attitude towards teaching. (2) Differences in interest in teaching,

attitude towards teaching, sex, and type of management, marital status,

age and experience of secondary school teachers accounted for significant

differences in their standards.

T.M. Geeta,90 (2000) attempted to study “Adjustment Problems of

Handicapped Children of Secondary Schools in relation to the Academic

Achievement in Karnataka State with reference to Chitradurga, Dharwad

and Bellary Districts.” The major objectives of the study were : (i) to

find out the academic achievement of physically handicapped children

of high and low adjustment groups; and (ii) to find out the significant

differences in the interaction between adjustment and self-concept, anxiety

and academic achievement and adjustment on academic achievement

scores. The sample comprised of 100 students of class IX of Kannanda

medium schools. The major findings of the study were (i) High adjustment

showed a higher academic achievement (ii) There was significant

interaction between adjustment and self-concept and academic

achievement on adjustment.

B. Suresh, 91 (2003) carried out a study on the “Relationship of

Extraversion-Introversion in adolescents to their Adjustment and

Academic Achievement.” The major objective of the study was (i) to

find out the nature and extent of relationship between adjustment and

(95)

academic achievement of adolescents. The sample comprised 1418

adolescents in Thiruvananthapuram Revenue District. Data was analyzed

with the use of Mean, SD, ‘t’ test, Karl-Pearson’s product. Moment of

coefficient of correlation. The finding of the study were (i) The

relationship between introversion and home adjustment was negative in

total sample. (ii) the relationship between introversion and school

adjustment was negative in total sample (iii) the relationship between

academic achievement and home adjustment was positive in adolescents

who belong to the group ‘father alone alive’. (iv) The relation ship

between academic achievement and community adjustment was negative

in adolescents who belong to ‘ high income families’ and (v) there was

no relationship between academic achievement and adjustment in

adolescents who belong to ‘Forward Caste’,’ Low income families,

‘nuclear families’ and ‘large families’.

R. Babu,92 (2004) made a study of “Higher Secondary Students

Attitude towards the study of Commerce and their adjustment. “ The

sample consisted of 250 pupils studying XI class of commerce group.

Adjustment Inventory by Sinha, A.K.P. and Singh, R.P. was used. Babu,

R. Found that (1) there is a significant difference between the rural

students and urban students in respect of their adjustment. (II) There is

no significant difference (i) Boys and Girls (ii) Government school

students and private school students and (iii) Tamil Medium and English

Medium students in respect to their adjustment. (III) The higher secondary

(96)

school students selected for this study showed a very poor status in

respect of their adjustment (Emotional, Social and Educational).

H.L. Sharma,93 (2005) conducted a study of Adjustment among

Institutionalized Delinquents in relation to their types. The objective of

the study was to categorize delinquents according to the nature of the

offence and (ii) to find out the adjustment among the delinquents. The

major finding of the study were (i) the large percentage of the offenders

falls in the age range 18-20 years (ii) 16.90 percent of the delinquents

had excellent adjustment, 15.50 percent had good adjustment, 49.30

percent had satisfactory adjustment and 18.30 percent had unsatisfactory

adjustment.

Chopra, R. and Kalita, R. 94 (2006) conducted a study of the

adjustment Problems of Elementary school children of single parent and

intact parent families. The objective of the study was to find out the

emotional, social and educational adjustment of elementary school

children of single parent and intact parent families and family structure

affects the development of children. The sample consisted of 100 students

of VI, VII and VIII from 6 elementary schools of Kurukshetra. Adjustment

Inventory for school student (AISS) by A.K.P. Sinha and R. P. Singh was

used. The data was analyzed by mean, SD and ‘t’ test. The major finding

of the study was – the emotion, social and educational adjustment of

elementary school children of single parent have severed problems rather

than intact families and affect their development.

(97)

Ratelle, Catherine F., Frederic; Vallerand, Robert J. Larose

Simon; Senecal Caroline95 (2007) studied profiles regarding autonomous

controlled and a motivated regulation and tested whether profile groups

differed on some academic adjustment outcomes.

The authors investigated students’ profile regarding autonomous,

controlled and amotivated regulation and tested whether profile groups

differed on some academic adjustment outcomes. Studies 1 and 2

performed on high school students revealed 3 profile: (a) students with

high levels of both controlled motivation and amotivation but low levels

of autonomous motivation, (b) students with high levels of both controlled

and autonomous but low levels of amotivation, and (c) students with

moderate levels of both autonomous and controlled motivation but low

levels of amotivation. These first 2 studies reveled that students in the

high autonomous/high controlled group reported the highest degree of

academic adjustment, study 3 performed on college students revealed 3

profile; (a) students with high levels of autonomous motivation but low

levels of both controlled motivation and amotivation, (b) students with

high levels of both autonomous and controlled motivation but low levels

of amotivation, and (c) students with low to moderate levels of various

motivational components. Study 3 indicated that students in the

autonomous groups were more persistent than students in the other groups.

Result is discussed in light of self-determination theory.

(98)

Shen, Yin Juen96 (2007) studied “Developmental Model using Gestalt

– Play versus Cognitive – verbal Group with Chinese Adolescents:

Effects on Strengths and Adjustment Enhancement”. This study compared

the effectiveness of short-term development group counseling applying

Gestalt-play versus cognitive-verbal approaches with Taiwanese

adolescents. On a measure of behavioral and emotional strengths,

teachers reported significant changes in students overall behavioral and

emotional strengths measured via total scores. Specific areas measured

via sub scores, included (a) family involvement which was enhanced

primarily by the Gestalt-play approach and (b) affective strength which

was enhanced primarily by the cognitive-verbal approach. In contrast,

parent reported no significant changes. On a measure of school and social

adjustment, teachers and students’ peers reported weak intervention

impacts.

Thomas, Terry97 A. (2007) studied “The achievement and Social

Adjustment of Accelerated students: The impact of Academic Talent

search after seven years.” He highlights Academic Talent Search (ATS)

provided advanced instruction in a 6 week summer school for talented

middle school on the campus of California State University, Sacramento.

A survey was conducted to examine the long-term impact of the ATS

program on students over a period of 7 years. Data were collected

pertaining to high school and college achievement, career aspirations,

personal values, self awareness and personality self-descriptions, from

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students who participated in accelerated classes in mathematics, writing

and foreign languages in 1983, 1984 or 1985. Results indicated that

these students continued to excel academically during the 7-year period

after ATS participation. Students reported high academic achievement,

high aspiration for advanced degrees and impressive career objectives.

Their responses reflected healthy self concepts, strong personal values,

and inner-directed locus of control. They described themselves as

independent, practical and stable. There was no indication of any

systematic negative impact from academic acceleration or from

participation in the ATS summer schools. Students reported fond

memories of and satisfaction with their experience in program.

Saraswati C. Hunshal and V. Gaonkar98 (2007) studied on “A Study

on Adjustment of Institutionalized Children.” The present study was

conducted to study the social, emotional and educational adjustment of

institutionalized children during 2003-05. The sample for the study

comprised 148 children in the age group of 10-16 years residing in four

juvenile institutions in Belgaum division, Karnataka state. Information

about adjustment of children was collected by using Sinha and Singh

(1997) adjustment inventory. Results revealed that majority of the

institutional children had unsatisfactory social, emotional and educational

adjustment and very few of them had good adjustment. Further, their age

and academic performance had significant influence on adjustment of

them. The adjustment of different types of abused children and their

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different periods of stay in the institution did not differ significantly.

Tunde Thomas Olofintoye99 (2008) studied on Psycho-Social

Adjustment of Integrated Secondary School Boys and Girls: Implications

for Teacher Education Programmes. This study investigated the extent

of Psycho-social adjustment among the hearing-impaired, physically-

impaired male and female students in Nigerian integrated junior

secondary schools. The extent of equilibrium in the psycho-social

adjustment between the groups of students was also determined. Data

was collected using the questionnaire on the Psycho-social Adjustment

of Disabled and Normal students in Nigerain Integrated Schools. The

subjects were 1295 students made up of 738 males and 557 females.

There were 297 hearing-impaired, 216 physically-impaired and 782

non-impaired students. Descriptive analyses indicated probable gender

influences on the Psycho-social adjustment of the three groups of students.

Testing the research hypothesis with one-way ANOVA (p>0.05) and

scheffe post-hoc analysis further indicated significant gender influences

on the Psycho-social adjustment of the hearing-impaired, the physically-

impaired and non-impaired students groups. Some significant gender

differences were also observed across the 3 groups of students. The

result of this study imply the need for more special education teachers in

the integrated schools and a modification in the Nigerian regular teacher

education programmes to include more emphasis on special education

needs children. This could enable regular teachers, who may find

(101)

themselves in integrated school environments, to better cope with the

affective needs of their students.

Kuperminc, Gabriel P; Darnell, Adam J, Alvarez-Jimenez,

Anabel100 (2008) studied Parent Involvement in the Academic Adjustment

Latino middle and High school Youth: Teacher Expectation and school

belonging as Mediators”.

A path based in a theory of social capital was tested with Latino

middle school (n = 195, 58% female, average 13.8 years of age) and

high school students (n = 129, 64% female, average 16.8 year of age).

Most participants (77%) were immigrants (predominantly from Maxico).

Questionnaire assessed student perception of parent involvement, school

belonging, and academic competence. Teachers rated their expectations

for student’s academic attainment and grades were obtained from school

records. Perceived school belonging and teacher expectations mediated

cross-sectional associations of parent involvement with academic

adjustment. Links between parent involvement and academic adjustment

were stronger for high school than middle school students. Middle school

parent involvement was unrelated to teacher expectations and its indirect

effect on school grades was non-significant. Further research should

examine the link between middle school parent involvement and teacher

expectations and its potential role in increasing Latino youths’ school

success.

(102)

1. Educational Research : Design of Research and Report Writing Dr. R. A.Sharma.

2. Best. John W., Research in Education. Englewood Cliffs, New Jersy;Prenfice Hall Inc., 403 pp. 1977

3. C. V. Good, Dictionary of Education Sec. Ed. Mc. Graw Hill Book Co.,New York 1959

4. Emile Durkheim : Moral Education 1955

5. Emile Durkheim : Education and Sociology 1956

6. D. P. Mukherjee, "Problems of Indian Youth" 1946

7. Mukerj, R. K., Social Structure of Values Delhi : S. Chand & Sons, 1969

8. Ruhela : Education in Human Values - A Synoptic View University News,July 13, 1987

9. Ibid

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12. N.C.E.R.T. “Education in Human Values : A Source Book, 1992

13. Sri Sathya Sai Baba journal of 2005-2006

14. R.C. Mehrotra. D. S. Kothari, "Education, Science and Human Values1994", University News Issue : April 22, 1996

15. N. L. Gupta : 'Education and Values in The Mahabharta', University News,Issue May 6, 1996

16. ‘Chitra Lakshimi, : Value Education : An Indian Prespective To The Needfor Moral Education in a Time of Rapid Social Change.

Journal of College and Character Vol. X, No. 3 Feb. 2009

17. Lehmann, I. J., Some Socio-Economic Difference in Attitudes and ValuesThe Joural of Education Psychology Vol. 36, No., P- 1, 1 Sept. 1962

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