Inter-Dimensional Study Of Emotional Instability Of Higher Secondary Students

Transcription

1 Volume 3 Issue 2 October 2015 ISSN: International Journal of Informative & Futuristic Research Inter-Dimensional Study Of Emotional Paper ID IJIFR/ V3/ E2/ 044 Page No Subject Area Education Key Words Emotional Behaviour, Emotional Instability, Balance Personality 1 st Dr. Bapi Mishra 2 nd Akbar Rahaman Assistant Professor Department of Education University of Gour Banga, Mokdumpur, Malda-West Bengal M.A. Student Department of Education University of Gour Banga Mokdumpur, Malda-West Bengal Abstract Emotional behaviour is a significant aspect of human personality. Emotional instability is very harmful to every individual for maintaining the balancing strategies to lead the life towards the ultimate target. In the present study, researcher has selected a problem to study associated with the educational purposes. In adolescence period, each and every youth must face a lot of difficulties related to their normal life styles. Emotional instability is one of complex difficulties found among the teenagers as well as adults in different situations in different time. Present study has been designed to determine the different features of emotional instability found among the higher secondary students. There are different types of dimensions related to the emotional instability; in present study dimensional analysis has also emphasized to determine the different features concerning the emotional instability. This is an important psychological analysis by which an individual will be able to conceptualize the actual context of emotional instability. By administering the judgmental sampling, the representative sample has been selected; converting their response in respect to the predetermined item related to the emotional instability, the representative data has been found. Different dimensional characteristics have been cleared on the basis of descriptive and inferential analysis of emotional instability. Stratified mean difference has also found in respect to the corresponding variable of the study. Available online through - Accepted After Review On: October 25, 2015 Published On: October 27,

2 1. Introduction Individual is a unique creation of God having a lot of original qualities. Those qualities have made the human existence as very functional. Emotion is one of the essential humanistic qualities; by which life of every individual is influenced from both positive and negative directions. Emotional monitoring is a fundamental context which is functionally needed to maintain a healthy and balance personality; it is a crucial trait of personality. There are various types of emotional aspects of an individual like hope, feelings, anxiety, despair, autonomy, shame, doubt, jealousy, aggression, etc. By perceiving the external stimuli, normal state of human emotion will be influenced from multidimensional aspects. Emotional adjustment is required for surviving in the rapidly moving society and time. Therefore, to maintain the emotional stability is required in this purpose. When one is unable to maintain this purpose, a new trait will be observed in his/her behaviour that is emotional instability. Emotional instability is not required for obtaining a balance human personality. Rapid change of human emotion is basically emotional instability. There are so many aspects associated with the emotional instability. Inability to perceive the emotional stimuli properly as per the normal context, humanistic logical thought influenced by emotional context, unable to maintain ethical perspectives associated with the both moral and social life of an individual, etc. must be effected by the role of emotional instability. Corresponding situation is not required to social platform and also to life span of an individual. In present study, researcher has conducted a research approach to determine some specific perspectives of emotional instability of the higher secondary students. 2. Objectives of the study At the end of the study, researcher has intended To determine the strata wise descriptive features of emotional instability of higher secondary students. To assess the dimensional descriptive features of emotional instability on the basis of different pre-determined strata. To find the stratified mean difference of emotional instability of corresponding sample of the study. 3. Hypotheses of the study Related to the objectives of the study, researcher has developed some specific hypothetical aspects to carry out the present study. O H. 1 : There exists no significant dimensional mean difference of emotional instability on the basis of different strata. O H. 2 : There exists no significant strata wise mean difference of emotional instability. 4. Research Design Present study has sequentially arranged to carry out the present study. From selecting the researcher problem to conclude the corresponding study, the complete activities have been sequentially and logically organized in this segment of study. Data identification, sample selection, tool construction, dimension specification, conversion the response into data, data analysis and interpretation etc. have been stated in this segment of study. Different characteristics of the study have been precisely presented below. 509

3 4.1 Data Identification Basically among the students of adolescence or teenage, the presence of emotional instability has been highly realized in maximum level. Therefore, researcher has logically determined the different features of the corresponding variable. Determine some aspects associated with the said variable like originality, feasibility, significance and presence of expected features among the corresponding sample of the study. On the basis of the corresponding features, higher secondary students have been selected as population of the study. 4.2 Population and Sampling All higher secondary students of South (Dakshin) Dinajpur District, West Bengal have been selected as population in the study. This location is basically chosen by the researcher on the basis of local problem realization. From that population, by administering the purposive sampling technique, the representative samples have been found. 4.3 Tool Construction A tool has been developed and properly standardized for collecting the corresponding data for this study. In this purpose, Emotional Instability Scale has been developed on the basis of following dimensions. Content validity has been determined with the help of expert judgment about the emotional instability scale items. By administering the test retest method, reliability coefficient (r = 0.717, significant at 0.01 level) has been determined. Different types of normative parameter have been used in this case like derived score (T-score, and Percentile). Corresponding tool has the usability in terms of time, money and also efforts. 4.4 Dimension Specification On the basis of perspectives of the variables of the study following dimensions have been identified and used in construction of the corresponding tool. a. Inability to understand emotional operation b. Inability to control emotional behaviour c. Inability to monitor emotion d. Inability to conceptualize other emotional behaviour e. Inability to fulfill own emotional needs 4.5 Response Conversion into Data To convert the response in respect to the item of the scale, researcher has specified a scoring key previously. This predetermined scoring key has been considered as a fundamental mechanism to convert the individual response into numerical data. 4.6 Technique to Analyze Data and Interpretation of Result: By administering the Emotional Instability Scale, researcher has found data associated with the study; those collected data has been analyzed and interpreted on the basis of quantitative descriptive approach. 5. Analysis and Interpretation Emotional instability or emotional behaviour of the higher secondary students has been analyses in in this segment of study. Corresponding analysis has been presented below. 510

4 5.1 Strata Wise Descriptive Analysis of Emotional Instability Researcher has analyzed the collected data on Emotional Instability through following ways. Table: 1. Descriptive Analysis Of Emotional Instability N Mean Mean Std. Error Std. Deviation EIUB EIUG EIRB EIRG EIURBAN EIRURAL EIBOY EIGIRL EITOTAL ** EIUB Emotional Instability of Urban Boy secondary students, EIUG Emotional Instability of Urban Girl secondary students, EIRB Emotional Instability of Rural Boy secondary students, EIRG Emotional Instability of Rural Girl secondary students, EIURBAN Emotional Instability of Urban secondary students, EIRURAL Emotional Instability of Rural secondary students, EIBOY Emotional Instability of Boys secondary students, EIGIRL Emotional Instability of Girl secondary students, EITOTAL Emotional Instability of Total Sample of the present study. Basically, the mean of the distribution represents the central tendency of the concerned distribution. Relation between the no of samples and mean value can express the different assessment indicators of the corresponding sample. Standard error of the mean (i.e. SEm) represents the normality or representative nature of the mean value of the distribution. Similarly, SD represents the deviation of individual score of the corresponding sample of the study in average level. Higher level of mean value has been observed in the case of rural boy Mean secondary students 90 and second highest is urban girl 80 students; the mean 70 difference between 60 highest and second 50 highest is Lowest Mean performance has 30 been observed in 20 the case of urban 10 boy secondary 0 student. Higher score of standard deviation has proved that higher Figure 1: Bar graph representing the Strata wise Mean of the Distribution of Emotional Instability 511

5 level of deviation in the case of score distribution is there. Scatter nature of the individual score of the distribution has been proved on the basis of such value of the deviation measurement. But the corresponding individual score represents the trustworthiness. That issue has been interpreted on the basis of very low score of the SEm. Researcher, in present study, main study has been categorized into different strata; the mean difference among such strata have been projected on the above diagram. From the above bar graph, specific aspects of the corresponding distribution have been observed. Normality of the distribution of each has been reflected on the bar graph. This output has proved the absence of scatter condition of mean within the selected strata of the present study. Researcher has selected 200 samples to carry out the present study. In that case the plotted data have been touched the normal line of the distribution which has assured the applicability of parametric analysis of the study. Figure 5.2: Normal P-P Plot representing the Normality of the Distribution of emotional instability 5.2 Dimension wise Analysis of Students Emotional Instability In this study, researcher has analyzed the collected data of emotional instability of the secondary students i.e. sample of the corresponding study though following ways. The corresponding dimensions of emotional instability are 1. Inability to understand emotional operation 2. Inability to control emotional behaviour 3. Inability to monitor emotion 4. Inability to conceptualize other emotional behaviour 5. Inability to fulfill own emotional needs Table 2: Descriptive Analysis of Dimension 1 to 5 of Urban Boy s Emotional Instability D1EIUB D2EIUB D3EIUB D4EIUB D5EIUB *D1 Dimension No 1, D2 Dimension No 2, D3 Dimension No 3, D4 Dimension No 4, D5 Dimension No

6 In table no 2., researcher has analyzed the five dimensional descriptive statistics on the basis of the first strata of the study i.e. urban boy secondary students. In the case of dimension 1 i.e. inability to understand emotional operation, students have explored more scattered response individually ; therefore, the value of SD has been found higher than other dimensions of the same variable. Urban boy secondary students have higher extent of emotional inability; they are basically highly unable to understand the emotional aspects of an individual existence. They have explored low response in the case of dimension no 3 i.e. inability to monitor emotion. Average performance of the urban secondary students has been observed in the case of inability to control of emotional behaviour i.e (approximately). Table 3: Descriptive Analysis of Dimension 1 to 5 of Urban Girl s Emotional Instability D1EIUG D2EIUG D3EIUG D4EIUG D5EIUG In the above table, descriptive data represents the common status of individual response about the emotional instability by the urban girl secondary students. In this case corresponding sample, urban girl secondary student has expressed higher level of support about dimension no 2; that is inability to control behaviour. Low level of instability has been found in the case of dimension no 3 i.e. inability to monitor emotion. But the difference between highest and lowest mean score of the same stratified data is that is not the maximum difference in this regard. The scattered response have been found in the case of dimension no 5 i.e. inability to fulfill own emotion needs. That is an inability related to the emotion needs fulfillment. Table 4: Descriptive Analysis of Dimension 1 to 5 of Rural Boy s Emotional Instability D1EIRB D2EIRB D3EIRB D4EIRB D5EIRB From the above table, researcher has observed that rural boy secondary students have expressed own opinion in the favour of dimension no. 2 i.e. inability to control emotional behaviour. In the case of dimension no 5, researcher has found the more scatter response in this regard; because of higher value of SD than other segments of a particular strata of the study related to the emotional inability. In the case of dimension no 3, such scatter presentation has been found very low i.e The mean difference between higher and lower means within the data table, it has proved 513

7 that difficulties related to controlling the emotional behaviour have been found very crucial level in the segment of rural boy. Table 5: Descriptive Analysis of Dimension 1 to 5 of Rural Girl s Emotional Instability D1EIRG D2EIRG D3EIRG D4EIRG D5EIRG The above table has specified some sort of responses in different aspects. In the cases of dimension no. 3, 4 and 5, the same level of minimum score have been observed. In respect to dimension 5, it is illustrated that varieties of responses of individual sample has expressed. The corresponding sample of these strata has presented that they are unable to control their emotional behaviour on the basis of situational parameter. The mean value of has reflected slightly higher than other segments of the corresponding analysis. Table: 6. Descriptive Analysis of Dimension 1 to 5 of Emotional Instability in Urban Sample D1EIURBAN D2EIURBAN D3EIURBAN D4EIURBAN D5EIURBAN In above table a slight variation in individual response, investigator has observed that in the case of dimension no 5 i.e. inability to own emotional needs. The value of SD has been found as low index i.e in the case of dimension no. 2 i.e. inability to control own emotional behaviour. The same level of minimum score has been found in the all segments of the current strata associated with the variable of the study i.e. emotional instability. The mean score is also slightly high in the segmented of dimension no 2. The corresponding samples have least ability to control emotional behaviour. Table 7: Descriptive Analysis of Dimension 1 to 5 of Emotional Instability in Rural Sample D1EIRURAL D2EIRURAL D3EIRURAL D4EIRURAL D5EIRUAL

8 In table no 7., more uniformity has been found in the case of dimension no. 3 i.e. inability to monitor emotion. Higher level of fluctuation has been found in the case of dimension no. 5 i.e. inability to fulfil own emotional needs. Rural secondary students have exposed their more support regarding the emotional controlling inability. Difference between the score of higher and lower means of the rural strata is 2.631; it is not more than in terms of measuring indexes. Table 8: Descriptive Analysis of Dimension 1 to 5 of Emotional Instability in Boy Sample D1EIBOY D2EIBOY D3EIBOY D4EIBOY D5EIBOY By analyzing the different dimensions related to the variable of present study (emotional instability) on specific strata, researcher has observed in the table no. 5.8 that boy secondary students have presented the higher response on the scale of emotional instability in the case of dimension no. 2; similarly, corresponding lowest mean score belongs in the case of dimension no. 5. The value of SD of above table has specified that boy secondary students have reflected the probability of scatter response. Table 9: Descriptive Analysis of Dimension 1 to 5 of Emotional Instability in Girl Sample D1EIGIRL D2EIGIRL D3EIGIRL D4EIGIRL D5EIGIRL From the above table, it has been analyzed that students have presented highest score in dimension no. 5 and lowest score in dimension no. 5. Higher level of response scattered has found in the case of dimension no 5 and also lowest in dimension no 2. So, it has been proved that the response tendency in the girl students is very high reliable in the case of dimension no 2 than other segments. Table: 10. Descriptive Analysis of Dimension 1 to 5 of Emotional Instability in Girl Sample D1EITOTAL D2EITOTAL D3EITOTAL D4EITOTAL D5EITOTAL

9 From the presented data of r table 5.10, researcher has observed that in dimension no. 5 lower mean value has been found and in dimension no 2 that value has been observed slight higher than other segments of the same study Interpretation on the descriptive output found by Dimension wise Analysis of Emotional Instability Through the descriptive analysis of each dimension regarding the emotional instability of selected sample of the study, researcher has found some common aspects of the study. Such findings are A fundamental reason of emotional instability is inability to control of own emotion on the basis of the demands of the situation. Lowest influencing reason is inability to fulfill the emotional needs by the students. The moderate influencing factors of emotional instability are inability to understand emotional operation, inability to monitor emotion and inability to conceptualize other emotional behaviour respectively Strata wise Analysis of Mean Difference of Emotional Instability In this study, researcher has assessed different perspectives of mean difference related to the concerned variables of the present study. In this purpose, researcher has followed the software computational approach to determine the nature of mean difference within a particular variable of the study. Those analytical perspectives have been presented below one by one. Table 11: Mean Difference within the sub strata of Emotional Instability Pair 1 Pair 2 EIUB - EIUG EIRB - EIRG Pair 3 EIURBAN - EIRURAL Pair 4 EIBOY - EIGIRL Mean Std. Deviation Paired Differences Std. Error Mean 95% Confidence Interval of the Difference Lower Upper t df Sig. (2- tailed) In the above table, researcher has followed the mean difference assessment approach and has observed that mean difference between urban boy and urban girl has been observed in terms of emotional instability at 0.01 level of significant; furthermore, between boy and girl said difference also found significant at 0.05 level of significant. Other than that insignificant differences have been observed in the cases of between rural boy and rural girl as well as between urban and rural parameter. So, emotional instability has been observed in different segments. 516

10 6. Conclusion On the basis of above analysis, it has been found that among rural students emotional instability is higher than urban students, among girl students emotional instability is higher than boy students, among urban girls students emotional instability is higher than urban boy students, among rural boy students emotional instability is higher than rural girl respectively. From dimensional analysis, it has been concluded that a fundamental reason of emotional instability is inability to control of own; less important aspect of emotional instability is to fulfill the emotional needs respectively. Significant mean difference has been found in two important corresponding cases like between urban boy and urban girl higher secondary students, between boy and girl higher secondary students. It has been concluded that difference in respect to emotional instability is not uniform in every situation. 7. Reference [1] Rak, C. F., Patterson, L. E. (2011). Promoting Resilience in At-Risk Children. Journal of Counseling & Development, 74(4), pp , DOI: /j tb01881.x, retrieved from [2] Ladd, G. W., Kochenderfer, B. J., Coleman, C. C. (2008). Friendship Quality as a Predictor of Young Children s Early School Adjustment. Child Development, 67(3), pp , DOI: /j tb01785.x, retrieved from [3] Jaffee, S. R., Gallop, R. (2007). Social, Emotional, and Academic Competence Among Children Who Have Had Contact With Child Protective Services: Prevalence and Stability Estimates. Journal of the American Academy of Child & Adolescent Psychiatry, 46(6), pp , DOI: /chi.0b013e318040b247, retrieved from [4] Graziano, P. A., Reavis, R. D., Keane, S. P., Calkins, S. D. (2007). The role of emotion regulation in children's early academic success. Journal of School Psychology, 45(1), pp 3-19, DOI: /j.jsp , retrieved from [5] Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), pp , retrieved from [1] About Author s 1 st. Dr. Bapi Mishra is an Assistant Professor, Department of Education, University of Gour Banga, Mokdumpur, Malda, West Bengal. He is intended to discover the unidentified facts related to the different activities performed in the education system in all over the country. He was served as Assistant Teacher in Maniknagar High School, Beldanga, Murchidabad; was also served as Assistant Professor, Nahata J.N.M.S Mahavidyalaya, His area of interest to research the new thought or undiscovered facts. He is interested in Spiritual Exercises. 2 nd. Akbar Rahaman is a student of P.G section of said university. He intends to study more through research mode 517