CHAPTER-I PROBLEM AND ITS SIGNIFICANCE

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1 CHAPTER-I PROBLEM AND ITS SIGNIFICANCE Emotions are colorful, dramatic, fascinatin, and essential dimensions of every person s experience. These primitive mechanisms send a constant stream of powerful signals that can guide us along the difficult path of survival. Arthur T. Jersild says that the term emotion denotes a state of being moved, sturred up or aroused in some way. An emotion involves feelings, impulses and physical and physiological reactions. These impulses, feelings physiological reaction etc. occur in almost unlimited variety of mixture and graduation. Emotions are aroused by a large number of complex conditions. It is quite difficult in test specific cause of an emotion or emotions for finding out the causes of emotions it is necessary that an assessment be made of the needs, motives, desires and goals that may be furthered or blocked by the circumstances of everyday life. Emotions can be aroused by certain objects, things happenings outside, the individual himself when the individual s body, pride or self esteem is likely to be damaged or is damaged. In such cases negative emotions such as fear, anxiety, anger or hostility or complex feelings of self contempt occur. In case the emotions are aroused by happenings or circumstances that enhances the gratification of a person s need for the realizations of his goal. Emotions play an important role in life and contribute in the personal and social adjustment of the individual provided they are directred into wholes one expression. Emotions work as motivator of our behaviour. Emotional deprivation leads to personality maladjustment. Emotions obey their own peculiar rules that we can study, understand, listen to, learn from, master and even enjoy. Here comes the importance of emotional Intelligence/competency. In this cyber age, all societies and its members are facing tough competition. The rapidly growing population, desire for higher standard of living and sudden and intense exposure to western world of glamour have greatly enhanced the pressure of comptietion. People want too much and too quickly. Education is not the goal; it has become the media to gain materialistic aspects of the world. With the dawn of the new 1

2 century great stress has been placed on the emotional working behind the intellect. Here comes Emotioanl intelligence, The first use of the term Emotional Intelligence is usually attributed to doctoral these are a study of emotional intelligence (1985). However, prior to this the term Emotional Intelligence had appeared in Leuner (1966) Greenspan (1989) also put forward and EI model, followed by Salorey and Mayer (1990), and goleman (1995). As a result of the growing acknowledgement of professionals for the importance and relevance of emotions to work outcomes, the research on the topic continued to gain momentum, but is wasn tuntill the publications of Daniel Goleman s best seller Emotional Intelligen why it can matter more than IQ that the term became widely popularized. Nancy Gibbs (1995) Time magazine article highlighted Goleman s book and was the first in a string of mainstream media interest in Emotional Intelligence. There after, articles on EI begain to appear with increasing frequency across a wide range of academic and popular out lets. Emotional intelligence is a form of intelligence relation to the emotional side of life, such as the ability recognize and manage ones own and others emotions, to motivate oneself and restrain impulses and to handle interpersonal relationships effectively. Major components of emotional intelligence: Knowing our own emotions managing our own emotions, motivating ourselves recognizing the emotions of others, and handling relationships. Daniel Gleeman focuses on Emotional Intelligence as a wide array of competencies and skills that drive managerial performance. Goleman includes a set of emotional competencies within each construct of Emotional Intelligence. Passion + Reason = Constructive Action This is the essence of emotional intelligence. As emotional competency increases, we may experiences a variety of positive transformation in life. Emotional Intelligence (EI) is a new area of research in the Indian contest. The growing interest in the construct of EI can be attributed to the recent theories. The major area of application of emotional intelligence may be seen in the field. Keeping in the consideration Eemotional Intelligence of rural & urban students of XI grade was studied in the present research. 2

3 Scientific research shows that emotions are mainly formed since birth and until adolescence and after they have been formed, another necessary stage occurs, which is their identification acceptance. Emotional Intelligence best predicts teenagers future achievements for success as compared with the traditional cognitive intelligence & technical abilites. Areas of residence (urban & rural) have played a major role in the development of academic self concept & achievement of adolescents. There are number of a literature that concludes that rural students perform less well than urban students on standardized tests of educational achievement. A person is said to be well adjusted, when he is so related to a reasonable adequate environment that he is relatively happy, efficient and has a degree of social feeling. The level of adjustment does effect on achievement of child. Adolescence age is the age where the emotional disturbances, adjustment problem & confusions regarding their self occur. This is the time whey students need guidance. In the plesent research work A comparative study of self concept, Adjustment and Emotional Intelligence of rural and urban XI grade students was taken. 1.2 Statement of the Problem Statement of the problem under study is the first and most important step to provide the direction and dimensions of the problem. It is important to the help of which the researcher can clearly say what question he or she has been seeking answer to. The problem was selected keeping in view the availability of time, students and other facilities. Their research problem undertaken by the researcher is stated as follows: A comparative study of Self Concept, Adjustment is Emotional Intelligence of rural and urban students of Class XI in relation to their Academic Achievement. 1.3 Justification of the problem Today s world is full of competition. Education becomes aiming at the achievement gain by the students. In the present study, the factors influencing the academic achievement i.e. Self Concept Adjustment & Emotional Intelligence of Rural and Urban XI class students will be studied. 3

4 Self concept occupies an important place amongst personality variables. Adjustment is the person s interaction with his environment. Emotional Intelligence is an ability to perceive emotions to facilitate thought to understand and manage emotions. The present study aim at finding differences in the above mentioned variables of Rural and Urban School students because these variables are the determinates of Academic achievement of the students. Their achievement becomes higher or lower on account of these psychological factors. This is why it is worth while to study the impact of these factors so that the rural students can be helped to make their Academic Achievement equal to their counterpart. 1. Adjustment:- Adjustment is the process by which living organism maintains a circumstances that influences the satisfaction of his needs. Shaffer Adjustment is a continual process by which a person varies his behavior to produce a more harmonious relationship between himself and his environment. Gates, Jerrid and others We can think of adjustment as psychological survival in much the same way as biologist uses the term adaptation to describe physiological survival. Vonhaller To maintain adjustment between knowledge and physical health would create a complete human being who can contribute to the growth of a nation but Adjustment in all areas as necessary. Emotional adjustment is one of the most importantaspects ofpersonal adjustment and physical health if a person depends largely upon his emotional health and adjustment. Adjustment is the effective control of the emotions and manifestations of good and appropriate responses to the situation of life when a person is developing and using his capacities more from dependence to independence is ready to help others, take active part in his social groups, readily accepts to others, take active part in his social groups readily accepts the mistake. If committed listens to other news an ideas shows a balanced behavior, he is emotionally matured person and achieves a proper level of emotional Adjustment. 4

5 According to H.C. Smith, Adjustment Reduces frustrations, tensions, and anxiety. General satisfaction of a whole person. Realistic and satisfying. Conservative consideration for the adjustment of others. Can sacrifice his own long-term interest. Adjustment is the person s interaction with his environment. Each person constantly strives to meet his needs and reach his goals. At the same time he is under pressure form the environment to behave in certain ways. Adjustment involves the reconciliation of personal and environmental demands. Besides the demands of one s basic needs, society also demands a particular mode of behavior from members. Where one thinks only to fulfill one s needs by setting aside the norms, ethics and cultural traditions of one s society, or is not going to be adjusted in one s environment. Here adjustment also needs one s conformity to the requirement of one s culture and the society. In this way, adjustment does not only to cater to one s own needs but also to be demands of the society. Therefore we can conclude that Adjustment is a condition or state in which one feels that one s needs have been (or will be) fulfilled and one s behavior conforms to the requirements of a given culture. Determinants of Adjustment The Determinants of Adjustment are similar to Determinants of Personality, which can be classified into Biological & Cultural determinants. In Adjustment two critical factors are; the individual and the environment; when we try to study the individual, we have to consider the hereditary and biological factors and the quality of socialization given to him. i) Biological Determinants Heredity provides the basic structure for the development and adjustment of the individual. According to James C.Colemon there are four biological needs:- Visceral for food, water, oxygen, sleeps, elimination of waste and other substances and conditions necessary for life. 5

6 Safety relating to the avoidance of bodily harms or damage. Sex basis to the perpetuation of the species and important to individual fulfillment. Sensory and motor for sensory, stimulation and motor activity in order to equip body to develop and functions properly. The biological needs mentioned above provide motivation for human behavior and the individual keeping in view his culture and environment must satisfy them. ii) Cultural Determinants The cultural determinants of adjustment are important because they permit the individual to adjust with in the framework of cultural norms, values and standards of behavior. Among cultural determinants may be made of following:- Family structure Education in school Social organization Sub-loyalties-social & political. Economic conditions Caste, class, racial and religious harmony School Adjustment The concept of adjustment is biological in origion. Symonds (1943) wrote, Adjustment can be defined as a satisfactory relation of organism to its environment. A satisfactory relation of organism to its environment. According to him, the environment consists of all surroundings influences or forces which may influence the organism in its efforts towards maintenance. Thus, adjustment is a process through which the organism moulds itself in response to the conditions it faces. An organism establishes his equilibrium with his environment through the process of constant selection and constant adaptation. It is this equilibrium which is referred as adjustment by psychologists and adaptation by biologists. The term adaptation may be employed in a physical, a biological and a social reference. Purely physical adaptation occurs whether we will? it or not, it is 6

7 independent of our striving and our aim. On the contrary biological adjustment implies a particular form of life to survive or prosper under the conditions of the environment. The concept of social adaptation or adjustment reveals our extention of the biological use. Social adjustment, however, always involves some standard of value, it is conditional adaptation. Various sociologists speak of the process of adjustment of accommodation, though the latter term has sometimes been used to stress the adaptation of the social being to the given conditions and to the social beings. In this social sense adaptation definitely implies valuation, whereas in purely physical adaptation there is no implication of well being, no virtue of merit. For some psychologists adjustment means achievement and for some it is a process. The psychologists who consider adjustment to mean achievement are the quality or efficiency of adjustment to the environment which is important. They judge person s adjustment on four criteria, namely, physical health, psychological comfort, work efficiency and social acceptance. And those who consider adjustment as a process take solace in reaching at equilibrium between internal needs and external demands. The concept of school adjustment refers to the maintenance of relationship of the individual student with objects and conditions available in the corresponding schools. Functionally the school adjustment comes to mean the equillbrium of the students with all the main aspects of school life viz. academic matters, school mates and teachers school organization or school government in general and self. Thus it is the student s adjustment to various aspects of school life in terms of their characteristic behaviour and feeling in and about the school. This will be determined through the scores on school adjustment inventory. Achievement It may be expressed as scholastic achievement of an individual in particular branch of knowledge (in the present study the percentage of marks class X Board examination), after a definite period of learning and training of a prescribed course (Lawenz. F. 1976). Self-Concept Self-Concept is a dominant element, in the personality pattern, the core of it. It provides personality its unity, the self. Freud calls it ego and Sullivan referred it as self system. In the words of James (1890) a person s self is the sum total of all 7

8 that he can call him. There are several terms that are virtually synonymous to selfconcept, like self-image, the ego, self-understanding, self-perception and phenomenal self, or attitude toward self, It is indeed an organized configuration of perceptions of self, as those perceptions, beliefs, feelings, attitudes and values which the individual views as part or characteristic of himself. According to Kinch (1968) self-concept is an organization of qualities the individual attributes to himself. It is a system of centeral meaning he has about him self and his relation to theworkld about him. Allport (1961) has described the self-concept in the following words: The self is something of which we are immediately aware. We think of it as the warm, central, private region of our life. As such it plays a crucial part in our consciousness (a concept broader than self), in our personality (a concept broader than personality). Thus it is some kind of core in our being. Jersild referred it as a person s inner world, a composite of a person s thoughts, feelings, strivings and hopes, fears and fantasies and his attitudes pertaining to his worth. Thus the individual s self concept is his picture or image of himself his views of this self as distinct from other persons or things. It is the core or centre of gravity of the personality pattern or the key stone of personality. Indeed it is a person s perceptions of what he is really like (self identity) and of his worth as a person (Selfevaluation) as well as his aspirations for growth and accomplishments (Self-ideals). Sarswat and Gaur (1981) described self-concept as the individual s way of looking at himself and his way of thinking, feeling and behaving. Kehas has beautifully summed up the concept of self when he writes that self-concept is, the cluster of the most personal meanings a person attributes to the self. So by way of a formal definition, Self-concept is an individual s view point about himself and his way of looking at himself. Self-concept is an important factor in the personality of an individual. It, as Lewin has pointed out, gives consistency to the personality. It contributes stability to personality. 8

9 (A) Components of the Self-concept According to Hurlock (1974) the concept of self has three major components: the perceptual, the conceptual and the attitudinal. (i) The perceptual component is the image the person has of the appearance of his body and of the impression he makes on others. It is similar to physical self concept. It also includes the image of attractiveness and sex appropriateness of body and the importance of different parts of body. (ii) The conceptual component is similar to psychological self-concept which relates to the origin of the individual, his abilities and disabilities, his social adjustment and traits of personality. It is composed of such life-adjust qualities as honesty, self-confidence, independence, courage and their opposites. (iii)the attitudinal component refers to attitudes of a person about his present status and future prospects, his feelings about his worthiness, his attitudes of self-esteem, pride and shame. It includes his belio convictions, values, ideals, aspirations and commitments which make up his philosophy of life. (B) Dimensions of Self-concept In the present study following dimensions of self-concept have been included: 1. Health and sex appropriateness 2. Abilities 3. Self-confidence 4. Self-acceptance 5. Worthiness 6. Attitudes towards present, part and future. 7. Beliefs and convictions 8. Feelings of shame and guilt. 9. Sociability 10. Emotional maturity 9

10 (C) Importance of Self-concept Many psychologists a believe that the way in which an individual conceives of himself is the single most important factor in hispersonality structure. The degree of self esteem that he possesses goes far in determining how he will behave under various kinds of circumstances, what his level of aspiration will be, and what happiness and contentment will enjoy in the course of his life. We have seen that the child s concept of himself is an emergent of the process of experience and involves both physical and environmental factors, some of these factors are inherited, and therefore presumably outside the possibility of manipulation. On the other hand, many of the environmental factors are capable of being changed to some degree. A child s concept of himself is a function of this total experience, not just which of his experience in school, and beyond the limits of the school sitting there is much that no teacher can control. A pupil s self-image determines not only the kinds of goals he sees as suitable for him to strive for, but also the level of his aspirations. The more he expects of himself, the more effort he will put into achieving at a high level. If he sees himself as A student, he will tend to do what ever he sees as necessary for getting A student. If he sees himself as the kind who always fails, he will find no hopes on academic achievement and invest little effort on it. Self-concept would be determined through a Self-concept scale. Emotional Intelligence popular writer Goleman, defined emotional intelligence by competencies, which may be developed through training. Emotional intelligence is an ability to perceive emotions in one self and other to facilitate thought, to understand and manage emotions. Salovey Et Al 1995 Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions effectively in ourselves and in our relationship Goleman

11 A Framework of Emotional Competencies 2002 Daniel Goleman This model is a refinement of the Previous model he used in 1998 Self Personal Competence Other Social Competence Recognition Self-Awareness Emotional Self Awareness Accurate Self Assessment Self-Confidence Social Awareness Empathy Service Orientation Organizational Awareness Regulation Self-Management Self Control Self control Trustworthiness Conscientiousness Adaptability Achievement drive Initiative (+ Innovation) Relationship Management Developing others Influence Communication Conflict Management Leadership Change Catalyst Building Bonds Teamwork & Collaboration Three key clusters into which the twenty EI competencies were grouped emerged: Self-Awareness, Self-Management, and Social Awareness (which includes Empathy), along with Relationship Management, which in the statistical analysis, included the Social Awareness cluster. While this revised model verifies that the competencies nest within each EI domain, it also suggests that the distinctive the Social Awareness cluster and the Relationship Management cluster may be more theoretical than empirical. 11

12 In this revised model the following competencies were regrouped: Innovation was collapsed into initiative Optimism was integrated with Achievement Drive; Leveraging Diversity and Understanding Others combined to become Empathy; Organizational Commitment was collapsed into Leadership; and the separate competencies Collaboration and Team Capabilities became one, called Teamwork and Collaboration. Political Awareness was renamed Organizational Awareness, and Emotional Awareness became Emotional Self Awareness. Emotional Intelligence Competencies The Emotional Intelligence Competencies of High Achievers-1998-Daniel Goleman Personal Competence. These competencies determine how we manage ourselves. Self-Awareness Knowing one s internal states, preferences, resources and initiations. Emotional Awareness: Recognising one s emotions and their effects. Accurate Self Assessment: Knowing one s strengths and limits. Selfconfidence: A strong sense of one s self worth and capacities. Self Regulation: Managing one s internal states, impulses and resources. Self-Control: Keeping disruptive emotions and impulses in check Trustworthiness: Maintaining standards of honesty and integrity. Conscientiousness: Taking responsibility for personal performance. Adaptability: Flexibility in handling change. Innovation: Being comfortable with novel ideas, approaches and new information. 12

13 Self Motivation Emotional tendencies that guide or facilitate reaching goals. Achievement drive: Striving to improve or meet a standard of excellence. Organisational commitment: Aligning with the goals of the group or organization. Initiative: Readiness to act on opportunities. Optimism: Persistence in pursuing goals despite obstacles and setbacks. Social Competence These competencies determine how we handle relationships. Social Awareness and Empathy Awareness of other s feelings needs and concerns. Understanding Others: Sending other s feelings and perspectives and taking an active interest. Developing Others: Sensing others development needs and encouraging their abilities. Service orientation: Anticipating, recognizing and meeting customers needs. Leveraging diversity: Cultivating opportunities through different kinds of people. Political awareness: Reading a group s emotional currents and power relationships. Social Skills Adeptness at inducing desirable responses in others. Communication: Listening openly and sending convincing messages. Conflict Management: Negotiating and resolving disagreements. Change Catalyst: Initiating or managing change. Building Bonds: Nurturing instrumental relationships. Collaboration and co-operation: Working with others towards shared goals. 13

14 Objectives of the Research work Every investigation is aimed at achieving some specific objective. The main objectives formulated for the present piece of research are as under:- (a) (b) (c) (d) (e) (f) (g) (h) (i) To explore and compare the patterns of self concept of rural and urban XI grade students. To explore and compare the patterns of adjustment of Rural and Urban XI grade students. To explore and compare the patterns of Emotional Intelligence of Rural and Urban XI grade students. To explore and compare the patterns of Academic Achievement of Rural and Urban XI grade students. To study the influence of self concept on the academic achievement of Rural and Urban XI grade Students. To examine the extent of inter-relationship between the school adjustment and academic achievement. To ascertain the relationship between the level of Emotional Intelligence and Academic Achievement among Rural and urban XI grade students. To identify significant points of similarities and contuast in the Emotional Intelligence self concept and adjustment of Rural and urban students Visà-vis their academic Achievement. To draw significant conclusion based on empirical data regarding the influence of self concept, Adjustment and Emotional Intelligence of Rural and Urban XI grade students on their academic Achievement. 1.5 Hypothesis of the Study The word hypothesis consist of two words hypo+thesis. Hypo means tentative or subject to the verification Thesis means statement of about solution of the problem thus the literal meaning of the term hypothesis is a tentative statement about the solution of the problem. 14

15 John W.Best observed that It is a shrewd guess or interference that is formulated and provisional adopted to explain observed facts or conditions and to guide in further investigations. Keepings in view the objectives of the present study, the following null hypothesis are framed: 1. There will be no significant differences in the self concept of rural and urban XI grade students. 2. The will be no significant differences in the adjustment of rural and urban XI grade students. 3. There will be no significant differences in the emotional Intelligence of rural and urban XI grad students. 4. There will be no significant differences in the Academic Achievement of rural and urban XI grade students. 5. These will be no significant positive relationships between self concept and academic achievements of rural and urban XI grade students. 6. There will be no significant portive relationship between Adjustment and academic achievement of rural and urban XI grade students. 7. There will be no significant positive relationship between emotional Intelligence and Academic Achievement of rural and urban XI grade students. Delimitations of the study For every investigation delimitation is very important factor. Delimitations are the important factor. Delimitations are the boundaries beyond which study is not concerned. Keeping in view the limitations of time and resources at the disposal of investigator, the study has been delimited in the following aspects. 1. The study has been delimited to rural and urban area schools of jodhpur. 2. The study has been delimited to the sample selected for the study students of XI class are included in the study. 15

16 4. The study has been delimited to there predicators of academic achievement viz self concept, Adjustment and Emotional Intelligence of rural and urban students. 5. Further the findings have been subjected to the limitations of tools used and statistical lreatment employed. Sample Sample is that Portion of the population, which was studied in the investigation. The sample for the present study was taken from various schools of Jodhpur. Method A method is a styc of conducting a research work which is determined by the value of the problem. The normative survey method has been employed for the present Research Problem. Tools :- In the present the following tools have been used for the collection of data 1. Adjustment Inventory for school students (AISS) by Dr. A.K.P. Sinha and Dr. R.P. Singh (Patna) 2. Mangal Emotional intelligence Inventory (MEI) 3. Self Concept scale by Mukta Rani Rastogi 4. Correlation Coefficient 16

17 1.12) Chapterisation The present study has five chapters and here under there is a brief outline of the contents of these chapters. Chapter-I In this chapter the problem has been introduced with it different dimensions. It has Introduction, Statement of the problem, Justification of the problem, Conceptual clarifications, Objectives of the study, Hypothesis of the study, Delimitations of the Study, Sample, Method, Tools, Statistical techniques as its content. Chapert-II Chapter II has been devoted to acquaint the reader with the researches already done in our country and abroad in the field related to the present study undertaken. Chapter-III The third chapter contains the detail about the sample of the study. In this chapter the population of the sample and procedure of selection of the sample collection of the present study. Chapter-IV This chapter is the core of study. It is the analysis & interpretation chapter. In it the hypothesis laid down is evaluated based on results of the study and they are either accepted or rejected. Chapter-V It is the last chapter, which is a summary of the findings, conclusion & suggestion for further research emerging out of further research. Bibilography At the end of the research report is the Bibliography, which contains a list of the books, journals & Encyclopedia that have been used in the present study. Appendix The Appendix Containing the questionnaires used in the study follows the last chapter. 17