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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.
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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.
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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.
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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.
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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
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(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
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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.
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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
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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.
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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.
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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
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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.
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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.
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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
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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.
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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.
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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
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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-
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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.
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(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.
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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.
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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
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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
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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
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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
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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.
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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.
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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
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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.
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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
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